New Jersey's School Funding Reform Act (SFRA) is a "weighted" funding formula, designed to deliver adequate funding based on the unique student needs in every school district across the state. The SFRA included key elements to address long-standing racial and socio-economic disparities in New Jersey's public school system, most notably…

Most Americans misunderstand the terms "Arab" and "Muslim," while also casting Arabs and Muslims as threats to national security. These perceived threats have led to the justification of the oppression of Arab and Muslim Americans similar to other minority groups in the United States, as non-Arab and non-Muslim Americans have…

This study uses data from the National Longitudinal Study of Freshmen to examine the racial/ ethnic composition of student organizations as well as the relationship between student organization participation and close interracial friendship. White students were the most likely to be in majority White environments in fraternities and sororities,…

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for New Jersey related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic…

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic…

New Jersey is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures…

This study examined the effectiveness of Fluency-Oriented Reading Instruction (FORI) on improving reading fluency for an ethnically diverse sample of second-grade students. FORI incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading uses scaffolding by expert readers. Results indicate…

In New Jersey, achievement gaps narrowed in grade 11 reading and math for all major subgroups, with one exception. Comparable data for grade 11 by subgroup were available for 2002-2009, with a few exceptions. Because the state changed its tests at grades 4 and 8 in recent years, there were too few years of comparable data to determine trends at…

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is…

This report provides information about the performance of New Jersey's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the…

The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5)…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…