NJDOENew Jersey Department of Education
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Following the event, NJDOE staff attended a number of back-to-school events at the same middle schools in an effort to meet students' parents and reinforce the information presented at Kean University.
No third-grade test was given until 2003, but the evidence from the 2001 fourth-grade test provided all the evidence the NJDOE needed to frame the problem: Barely half (55 percent) of Abbott students were "proficient" on the state language-arts test, 30 percentage points behind their non-Abbott peers.
The NJDOE supplied the following reports: Individual Student, Summary of School Performance, School Performance by Demographic Groups, School Student Rosters, and Summary of District Performance.
NJDOE was interested in assessing: if local school district HIV education policy content was consistent with the Code; the dynamics of local policy development; and school and district staff perceptions and practices regarding HIV education policies.
NJDOE also was interested in determining if: inservice training was accessible to teachers assigned to provide HIV education; the scope and impact of HIV inservice programs; and the training needs of staff assigned to teach the HIV curriculum.
The sample was representative of middle and high schools in the state, with the exception of those schools in the Newark and Jersey City school districts, which conducted HIV prevention programs independent of NJDOE.
Principal and lead health teacher questionnaires were based on the School Health Education Profile (SHEP) study,[12] and included the basic SHEP items, plus additional items designed to answer NJDOE evaluation questions.
Superintendents' perceptions appeared supportive of existing NJDOE mandates reflected in local HIV education policies: 84% indicated they would maintain the current time allotted to HIV instruction even if mandates were removed.
Overall, the NJDOE strategy of using state mandates to stimulate change proved successful.
This report gauges progress made in achieving the Abbott universal preschool mandate by evaluating source data supplied by the New Jersey Department of Education (NJDOE) Office of Early Childhood Programs and provided to NJDOE by the districts.
Funds, problems with the NJDOE, and time were the three most serious impediments to implementing reform.