Overview
On March 16, 2010, New Jersey Governor Chris Christie delivered a historic speech demanding serious if not unprecedented budget cuts in response to the lagging economic conditions. There are serious implications for New Jersey public schools as we expect an $820 million reduction in state support for education. In order to help offset budget reductions, the Governor proposed additional legislative changes as follows:
1) A proposal that would require all employees to contribute a percentage of salary to their health benefits;
2) A proposal that would assist districts in contract negotiations by helping to sustain the last best offer;
3) A proposal that would affect pensions for anyone retiring after August 1, by proposing changes to the way pension benefits are calculated, and also by requiring contribution to health benefits for retirees.
Please note that these proposals would require legislative approval and therefore are not certain to be passed (but are likely to be passed in some form or another).
The Governor has also proposed a Constitutional Amendment that would require voter approval that would reduce the current 4% tax levy cap to 2.5%. This reduction would not only affect school districts, but also municipalities and the state budget as well.
Implications for Suburban School Districts
The Governor made no apologies for his stance and was clear about the need to halt the spending in New Jersey. We applaud him for demonstrating fiscal restraint at a difficult period of time, but are very concerned for the disproportionate means utilized to calculate funding cuts to localities that depend upon a significant portion of state aid for operational purposes. Hopatcong ranks 2nd of forty-nine area school districts in the percent of state aid to the district (38% of total budget). Eighty per cent of our school budgets account for salaries and benefits with the balance toward supplies, transportation, energy costs, maintenance, etc. Any reduction in state aid will have a devastating impact on our overall bottom line for 2010-2011.
The problem with the approach that the New Jersey Governor has outlined is that suburban districts like Hopatcong will suffer the lion’s share of budget cuts. Over the past several years the Hopatcong School District exercised serious restraint and cut its administrative team by 1/3 and implemented several other significant cost saving measures.
In the past two years Hopatcong’s budget has only grown by a little more than 1% in 2008 and less than ¼ of 1% in 2009 while expenses have increased by 22%. The gap promises to be much wider this year as our funding tanks into the negative digits (thanks to the state funding cuts). On the other hand, expenses in fuel, electric, textbooks, supplies, maintenance, health insurance, buildings and grounds insurance, liability insurance, paper, ink, pencils, crayons, markers, out of district tuitions, services for special needs children, charter school expenses, and yes, salaries & benefits continue to rise.
The only way to produce a balanced budget when you are operating as lean and mean as possible (as Hopatcong is) is to reduce expenses. The only expenses that can be controlled will result from the dismissal of employees. We have no ability to increase the revenue stream. So if Governor Christie and the New Jersey State Legislature impose a 2.5% tax cap on localities, every school district in the state that depends on state aid will begin a process of lay off employees to balance budgets. (Remember the effect of Proposition 13 on California’s public schools?) We are not empowered to reduce the number of days we operate, we cannot suspend the thousands of state mandates imposed on us, we cannot decide not to teach anyone, we cannot reduce services to our student population of special needs for example.
The Governor and Legislature assumes that there is excess in school budgets and thus we can afford to cut 5%, 10%, 15% or even 20% of our budgets. But this is where they are absolutely wrong. Every penny Governor Christy is determined to extract from our state aid budget will find its way to the classroom. This means that our teachers will have classes much larger in future years, they will have less resources with which to practice their craft, they will be accountable for more results, and will have to work with less technology. But the same number of students will enter our classrooms with the same needs as they always have. So, how can we produce the same results with less funding, less resources, or with less teachers?
If we cut our budget input and in balance were able to cut our product output this would make sense. But the Governor wants to cut input (revenue) and expects the same output (results: number of students taught, number of days worked, exceptional state test scores, etc.) without regard to consequence. Let’s use a business model: If one cannot produce a balanced equation (input vs. output) and revenues do not match expenditures the only logical choice is bankruptcy. That is the cumulative effect of the current state reductions and may be where public education is heading.
I agree that the State of New Jersey must restrain spending but object to the “quick fix” that will certainly take its toll on the children of public education. A much more mature approach will be to reduce expenses incrementally over time and not place our most valuable resource at risk: our children.
The Hopatcong School Board will continue its analytical and thoughtful options as more budget information is revealed. Our business team is doing an excellent job of complying with all state regulations and mandates and produces accurate and accountable public records that are recognized by our auditors as exceptional. We will produce a balanced ledger as we finish out the 2009-2010 school year, as we have done every year for the past several decades. Unfortunately, the state has not been as fiscally responsible as school districts have over the years. The State of New Jersey is about to change the face of public education in forever.
One last thought for Governor Christy and the State Legislature: The teachers are not the enemy- you are. Our teachers are hard working individuals who have pursued multiple college degrees and thousands of hours of professional development in order to work in an honorable profession of service to our community and to America. They deserve to be compensated adequately, to have health benefits, to look forward to retirement, and to raise families. For years the teachers of this country were underpaid and expected to produce exceptional results when the whole of society was failing American children.
The American teaching force endured and persevered many decades as undervalued and underappreciated professionals in our society. They negotiated their status into a highly respectful professional and competitive one over the years. I respect all of them for their achievements in American education.
No other society on earth can educate the diverse population that exists in these United States in public schools. We are a heterogeneous mix of the world’s population and the diversity of individualism is the greatest challenge in America’s classrooms. When critics of American education make international comparisons they would be wise to remember this.
American education has been the envy of the world and over the course of the last hundred years our country has led the world into the 21st century. When foreign dignitaries visit American schools they wonder and marvel at the level of differentiation that exists and variations in our learners. We have excelled at leveling the playing field for children from all walks of life in our public schools.
When state or local officials publically discredit our teachers for the excellent work that they do and then decide to summarily dismantle public education they need to be aware of the damage that they will do-now and in the future.
Wednesday, March 17, 2010
Friday, February 12, 2010
Reflections on Arne Duncan and Malcolm Gladstone at AASA
From a blogger’s perspective the overall scope and depth of this year’s AASA conference is incredibly professional and enlightening. There are so many sessions that appeal to all of us who are engaged as educational leaders it is hard to choose which to attend! The Thought Leader sessions are very popular and well attended as are the concurrent sessions offering insight into many different and specialized areas of educational leadership. I attended the two keynote addresses (yesterday and today) and will comment on both.
To say that Malcolm Gladwell was very well received is an understatement. Malcolm ignited the superintendents yesterday with his insight about Capitalization in a presentation he labeled “Outliers”. Gladwell defines the Capitalization Rate as the “Ratio of which people in a group achieve what they are capable of doing” and encouraged us to maximize the potential and power of education to reach children. Most importantly, Malcolm pointed out that “What happens outside the four walls of the classroom really matters” and with that as a springboard moved the discussion to a broader arena.
Malcolm suggests that we begin to “change the conversation” about education and described the obvious constraints standing in our way as: 1) Poverty; 2) Stupidity; and 3) Attitudes. Malcolm emphasized the role of teacher quality, perseverance, time, bias, and societal expectations throughout his presentation. Finally, he advocates that we “speak out” and begin to articulate the obvious self-imposed limits that we appear to accept as the norm in favor of innovation and change. (I am certain you will read elsewhere on the conference website a more detailed account of Malcolm’s remarks.)
Today we heard from US Secretary of Education Arne Duncan who gave an overview of what the present administration in Washington needs to do to move the nation’s educational agenda forward. He emphasized that the upcoming year will be a “brutal year” for superintendents as difficult if not impossible personnel and programmatic decisions will need to be made. The shrinking state budgets will challenge superintendents to rethink their priorities and perhaps will shape a new future for education. Arne suggested that we “Never let a serious crisis go to waste…” and that the time may be right for a serious introspective view of how we do business. He pointed out that distance learning, data solutions, better teacher training and recruitment, a better return on investment, and enhanced college and career readiness be in the forefront of our thinking. Duncan outlined the Four C’s: Courage, Collaboration, Capacity, and Commitment, as the foundation of forward thinking about the jobs we are charged to do in public education.
According to Duncan, ARRA funded over 300,000 educational jobs that would have been lost to the economy last year. However, he cautioned that the “funding cliff” created by AARA will be imminent in the upcoming year and with that outlined the Obama administration’s new priorities for the reauthorization of ESEA. What was refreshing to this blogger was Duncan’s proclamation that the USDOE would cease to be a “Compliance Machine” and should become “An Engine of Innovation”. This would be a very welcome change and could be an overall game changer! But as my dad always proclaimed, “Action speaks louder than words,” so we shall see…
Six core areas were mentioned by Secretary Arne Duncan: College and Career Readiness, Well Rounded Students, Student Supports, Diverse Learners, Teachers and Learners Programs, and Innovative Programs. He willingly acknowledged the obvious shortcomings of ESEA in the present form and pledged to bring growth models into the picture along with higher expectations. Duncan advocated for “Local flexibility,” something that is missing in NCLB and vowed to strike a balance between punitive measures and support for what works in public schools. Absent from the conversation today was any mention of the Charter Schools push by this administration and rather focused on the support mechanisms that the federal government needs to put into action rather than political prescriptions for America’s public schools.
Footnote: With an impending Tsunami of massive budget cuts rushing to the shores of American Public Schools it is difficult for this blogger to envision the implementation of the necessary changes outlined in both Secretary Duncan’s speech and Malcolm Gladwell’s vision of the future. If a crisis does represent an opportunity, we will have to endure the shock waves and deconstruction of public education in its present form prior to the rebuilding and reconceptualization that will be necessary for us. Many of us (superintendents) are hoping for our schools merely to survive in the next few years as the multi-layered variables that shape education are challenged and altered by forces far beyond our control. The good news is that superintendents are strong and resilient people, and the support of AASA and our new place at the table in the reshaping of federal priorities for education might just help us all turn the corner.
To say that Malcolm Gladwell was very well received is an understatement. Malcolm ignited the superintendents yesterday with his insight about Capitalization in a presentation he labeled “Outliers”. Gladwell defines the Capitalization Rate as the “Ratio of which people in a group achieve what they are capable of doing” and encouraged us to maximize the potential and power of education to reach children. Most importantly, Malcolm pointed out that “What happens outside the four walls of the classroom really matters” and with that as a springboard moved the discussion to a broader arena.
Malcolm suggests that we begin to “change the conversation” about education and described the obvious constraints standing in our way as: 1) Poverty; 2) Stupidity; and 3) Attitudes. Malcolm emphasized the role of teacher quality, perseverance, time, bias, and societal expectations throughout his presentation. Finally, he advocates that we “speak out” and begin to articulate the obvious self-imposed limits that we appear to accept as the norm in favor of innovation and change. (I am certain you will read elsewhere on the conference website a more detailed account of Malcolm’s remarks.)
Today we heard from US Secretary of Education Arne Duncan who gave an overview of what the present administration in Washington needs to do to move the nation’s educational agenda forward. He emphasized that the upcoming year will be a “brutal year” for superintendents as difficult if not impossible personnel and programmatic decisions will need to be made. The shrinking state budgets will challenge superintendents to rethink their priorities and perhaps will shape a new future for education. Arne suggested that we “Never let a serious crisis go to waste…” and that the time may be right for a serious introspective view of how we do business. He pointed out that distance learning, data solutions, better teacher training and recruitment, a better return on investment, and enhanced college and career readiness be in the forefront of our thinking. Duncan outlined the Four C’s: Courage, Collaboration, Capacity, and Commitment, as the foundation of forward thinking about the jobs we are charged to do in public education.
According to Duncan, ARRA funded over 300,000 educational jobs that would have been lost to the economy last year. However, he cautioned that the “funding cliff” created by AARA will be imminent in the upcoming year and with that outlined the Obama administration’s new priorities for the reauthorization of ESEA. What was refreshing to this blogger was Duncan’s proclamation that the USDOE would cease to be a “Compliance Machine” and should become “An Engine of Innovation”. This would be a very welcome change and could be an overall game changer! But as my dad always proclaimed, “Action speaks louder than words,” so we shall see…
Six core areas were mentioned by Secretary Arne Duncan: College and Career Readiness, Well Rounded Students, Student Supports, Diverse Learners, Teachers and Learners Programs, and Innovative Programs. He willingly acknowledged the obvious shortcomings of ESEA in the present form and pledged to bring growth models into the picture along with higher expectations. Duncan advocated for “Local flexibility,” something that is missing in NCLB and vowed to strike a balance between punitive measures and support for what works in public schools. Absent from the conversation today was any mention of the Charter Schools push by this administration and rather focused on the support mechanisms that the federal government needs to put into action rather than political prescriptions for America’s public schools.
Footnote: With an impending Tsunami of massive budget cuts rushing to the shores of American Public Schools it is difficult for this blogger to envision the implementation of the necessary changes outlined in both Secretary Duncan’s speech and Malcolm Gladwell’s vision of the future. If a crisis does represent an opportunity, we will have to endure the shock waves and deconstruction of public education in its present form prior to the rebuilding and reconceptualization that will be necessary for us. Many of us (superintendents) are hoping for our schools merely to survive in the next few years as the multi-layered variables that shape education are challenged and altered by forces far beyond our control. The good news is that superintendents are strong and resilient people, and the support of AASA and our new place at the table in the reshaping of federal priorities for education might just help us all turn the corner.
Tuesday, January 12, 2010
The Promise of Emerging Technologies
I am trying something new today. The hyperlink below should get us to YouTube and an item called the ISchool Initiative. Try to cut and paste the link below to your browser and access the site. Then watch the short video.
http://www.youtube.com/watch?v=68KgAcx_9jU
Now that you viewed the clip, what do you think?
The reason for sharing this with all of you is obvious(as per the video). As an educational institution, public schools in America are changing ever so slowly in order to adopt to the emerging new technologies driving today's society. Too slowly, perhaps. With state budgets shrinking dramatically public schools are pressed to extract additional savings from existing budgets. With technology accelerating the rate of information that our youth will need to absorb and learn schools face a huge dilemma. How can we meet the new demands of a global learning community with ever-shrinking resources?
The solution: There appears to be untapped potential when we explore the proliferation of cell phones and handheld devices regarding access to the internet and computing capacity of such devices for educational purposes.
The video was very clear on the power of eductional applications embedded in these handheld "computing devices". Let's face it, cell phones have evolved into very powerful devices that rival laptops and netbooks in their ability to run multiple platforms and operating systems such as Windows. The audio and video, texting, interactive applications and internet capacity of today's cell phones make them attractive alternatives to traditional school pc's and laptops. Cell phones are far more powerful than the last generation of cell phones and light years away from the original ones released in the mid 1990's.
Cell phones may just be viable alternatives and true computer options for schools. The facts bear out the notion that mobile technologies demonstrate enormous untapped educational potential for schools and for teaching today's generation of youth brought up on these technologies. The development of modern applications have allowed more hands on engagement replacing what was traditionally accomplished with pen and pencil with animation and color, audio and video, in more depth and complexity than ever before. If school teachers and educational professionals are able to capitalize on the quantity and quality of applications that have made it into the learning environment then the students of today's schools may experience interactive education that is much more relevant to their learning styles.
There perhaps is no device more prevalent that plays a more active role in the lives of youth than cell phones. When we develop the capability and capacity to utilize mobile solutions, students will be able to download assignments, research related documents, explore teacher-created podcasts and galleries, contribute to an expansive knowledge base, retreive feedback and evaluative (formative) data from teachers, and collaborate in a real-time learning environment 24/7. Now we just need to get America's teachers to do the same.
This is in my opinion the new curve and cutting edge of teaching and learning for the 21st century and our schools must explore the revolution that emerging technologies are creating for young learners. If we fail to embrace cost effective and efficient ways to deliver enhanced curriculum and participative educational engagement to our youth then we may just fail ourselves in this new technological century of global possibilities.
http://www.youtube.com/watch?v=68KgAcx_9jU
Now that you viewed the clip, what do you think?
The reason for sharing this with all of you is obvious(as per the video). As an educational institution, public schools in America are changing ever so slowly in order to adopt to the emerging new technologies driving today's society. Too slowly, perhaps. With state budgets shrinking dramatically public schools are pressed to extract additional savings from existing budgets. With technology accelerating the rate of information that our youth will need to absorb and learn schools face a huge dilemma. How can we meet the new demands of a global learning community with ever-shrinking resources?
The solution: There appears to be untapped potential when we explore the proliferation of cell phones and handheld devices regarding access to the internet and computing capacity of such devices for educational purposes.
The video was very clear on the power of eductional applications embedded in these handheld "computing devices". Let's face it, cell phones have evolved into very powerful devices that rival laptops and netbooks in their ability to run multiple platforms and operating systems such as Windows. The audio and video, texting, interactive applications and internet capacity of today's cell phones make them attractive alternatives to traditional school pc's and laptops. Cell phones are far more powerful than the last generation of cell phones and light years away from the original ones released in the mid 1990's.
Cell phones may just be viable alternatives and true computer options for schools. The facts bear out the notion that mobile technologies demonstrate enormous untapped educational potential for schools and for teaching today's generation of youth brought up on these technologies. The development of modern applications have allowed more hands on engagement replacing what was traditionally accomplished with pen and pencil with animation and color, audio and video, in more depth and complexity than ever before. If school teachers and educational professionals are able to capitalize on the quantity and quality of applications that have made it into the learning environment then the students of today's schools may experience interactive education that is much more relevant to their learning styles.
There perhaps is no device more prevalent that plays a more active role in the lives of youth than cell phones. When we develop the capability and capacity to utilize mobile solutions, students will be able to download assignments, research related documents, explore teacher-created podcasts and galleries, contribute to an expansive knowledge base, retreive feedback and evaluative (formative) data from teachers, and collaborate in a real-time learning environment 24/7. Now we just need to get America's teachers to do the same.
This is in my opinion the new curve and cutting edge of teaching and learning for the 21st century and our schools must explore the revolution that emerging technologies are creating for young learners. If we fail to embrace cost effective and efficient ways to deliver enhanced curriculum and participative educational engagement to our youth then we may just fail ourselves in this new technological century of global possibilities.
Tuesday, January 5, 2010
Reflections on the Challenges Ahead for Our Public Schools
The state of New Jersey and all of the associated municipalities are experiencing unprecedented budget reductions due to declining revenue streams. There is a relatively uncertain picture of how these budget shortfalls will affect school districts in the second half of the 2009-2010 school year. In fact, rumors are circulating that the state may not fully fund the financial obligations it committed to the current school budget-this is not good news. This uncertainty causes us to take action at this time to curtail spending at each of our schools, in the district, and at the operational level as well. As superintendent, I accept the responsibility to lead our small district through a period of uncertainty and instability due primarily to the financial squeeze all of us are facing these days.
Due to severe budgetary constraints and depleting funding sources we are curtailing spending wherever possible. All of our cost centers at each of our schools have been instructed to hold back on purchases and to exercise extreme restraint at this time. Most travel and staff development activities outside of the district have been reduced. Certain travel relating to grants or awards will be carefully reviewed and considered at the discretion of the administration in future months. We are doing everything possible to do as much as possible with less spending.
One area we cannot cut back on is to supply heat, electricity, water, and the necessary services to maintain clean and safe school buildings. We have an aggressive energy management plan that allows us to maximize energy efficiency at each of our aging buildings and permits us to set back the heat after school hours and at night. We also purchase our fuel oil on bid and lock in preferred pricing for several months. These measures have allowed us to stretch our dollars considerably this winter. Of course, we are in a reactive position when it comes to snow plowing and ice removal and will continue to do whatever it takes to keep ahead of the harsh weather that has come our way.
These difficult economic times will test our ability to continuously deliver a high level of educational services to our children and community. We ask that all of our parents and school personnel consider and understand the scope and magnitude of the challenges we face as we move into the next school year. It is our desire to work with all stakeholders in the community to preserve quality educational programs including student activities, arts and athletics for all of our district students.
Our staff continues to do an outstanding job of instruction in order to meet the needs of the children we serve and I am extremely proud of them. Your children are receiving the attention they deserve from our teachers during these challenging economic times and our public schools are one place that children can depend upon for stability and consistency in their young lives.
As we learn more from the state and federal government about the status of public school funding we will attempt to keep the lines of communication open in order for you to be informed. Thank you for your understanding to the above.
Due to severe budgetary constraints and depleting funding sources we are curtailing spending wherever possible. All of our cost centers at each of our schools have been instructed to hold back on purchases and to exercise extreme restraint at this time. Most travel and staff development activities outside of the district have been reduced. Certain travel relating to grants or awards will be carefully reviewed and considered at the discretion of the administration in future months. We are doing everything possible to do as much as possible with less spending.
One area we cannot cut back on is to supply heat, electricity, water, and the necessary services to maintain clean and safe school buildings. We have an aggressive energy management plan that allows us to maximize energy efficiency at each of our aging buildings and permits us to set back the heat after school hours and at night. We also purchase our fuel oil on bid and lock in preferred pricing for several months. These measures have allowed us to stretch our dollars considerably this winter. Of course, we are in a reactive position when it comes to snow plowing and ice removal and will continue to do whatever it takes to keep ahead of the harsh weather that has come our way.
These difficult economic times will test our ability to continuously deliver a high level of educational services to our children and community. We ask that all of our parents and school personnel consider and understand the scope and magnitude of the challenges we face as we move into the next school year. It is our desire to work with all stakeholders in the community to preserve quality educational programs including student activities, arts and athletics for all of our district students.
Our staff continues to do an outstanding job of instruction in order to meet the needs of the children we serve and I am extremely proud of them. Your children are receiving the attention they deserve from our teachers during these challenging economic times and our public schools are one place that children can depend upon for stability and consistency in their young lives.
As we learn more from the state and federal government about the status of public school funding we will attempt to keep the lines of communication open in order for you to be informed. Thank you for your understanding to the above.
Monday, December 14, 2009
High Quality of Public Education in New Jersey
The residents of the great state of New Jersey have invested in a high quality public school structure for the youth of this state. Each locality maintains local control over the system of local public schools under a larger umbrella of state oversight. The collaboration of both state and local educational officials in defining learning expectations for all students has resulted in some very good news for pubic schools in New Jersey. By extension, all children enrolled in Hopatcong Public Schools benefit from the very high expectations and teacher preparation that serve as the foundation of our public schools. In turn, the schools in Hopatcong Borough are very proud of the contribution we make to the overall success for students in our state.
Here are some of the things that residents have an investment in and have reason to be proud:
• Writing scores are the best in the nation (National Center for Education Statistics)
• Math scores are among the nation’s best (NCES)
• Reading scores are in the top of the nation (NCES)
• Public school students outperform private schools in AP testing (College Board)
• High school graduation rate ranks number one nationally (Education Week)
• Students are near the top for college preparation (National Center for Public Policy)
• New Jersey is among the “Smartest States” based on the quality of public schools (Education State Rankings 2007-2008)
• Leading the nation in the number of children attending preschool (Education Week)
• Leads the nation in reducing the achievement gap (NCES)
With over 2,500 schools in the state and close to 600 school districts the efforts of our teachers and administrative leaders clearly has a high payback. Over 1.3 million children attend our schools each day for 180 days. The investment that New Jersey makes each year to support public education is indicative of the effort needed to sustain and continue providing a strong foundation for the children and youth who live here.
As superintendent of Hopatcong Public School and member of the American Association of School Administrators (AASA), I oversee the education of about 2,200 of New Jersey’s young people from pre-K through high school. The success of our schools is due largely to the commitment of local citizens and authorities. We have dedicated and committed teachers and educators who are highly motivated to provide quality instruction for all children. Hopatcong continues to set high goals and expectations for our schools and we are constantly receiving positive feedback on our efforts.
I received a call from the NJEA Classroom Close-Up project informing us that a television crew would be visiting Tulsa Trail Elementary School on January 27, 2010 to film a segment in one of our award-winning classrooms. Danielle Kovach, our $10,000 classroom makeover winner and her class will be the focus of this effort. Principal Jeff Nesnay expressed pride and commented on how well deserved this recognition is for the school and community.
Not all recognition is this highly visible. Principal Tracey Hensz of the Hudson-Maxim Elementary School forwarded a letter she received from a happy parent. She attended a musical event at the school and said the following: “I would like to take a moment to express how wonderful this event was. I thought all of the children did such a lovely job with learning all of the songs and delivering them to us the audience loud and proud. I would also like to say how impressive it was to see how well all of the faculty interact with the children.”
There are countless examples of the positive connections our schools make with the community of Hopatcong. Two weeks ago my wife and I attended the high school drama club production of “The Three Muskateers” and were thrilled with the quality of the overall performances. The students of our schools are under the mentorship of excellent adult role-models and master teachers in all disciplines.
Our students are fortunate to attend school in a place where education is highly regarded and the achievement bar is set so high. The four “A’s” of education are each valued and attended to in Hopatcong: Academics, Arts, Activities, and Athletics, and our young clients-the future citizens of an expanding global society-are the beneficiaries of this enormous effort to bring world-class educational experiences to our children. The AASA and NJASA support our efforts to teach the “Whole Child” not only the cognitive skills needed but the rich experiences all youth need to thrive in a democratic society. These accomplishments in New Jersey and nationwide serve as a source of pride and prove that a continued investment of funding and energy for public education has a real and measurable payoff.
Here are some of the things that residents have an investment in and have reason to be proud:
• Writing scores are the best in the nation (National Center for Education Statistics)
• Math scores are among the nation’s best (NCES)
• Reading scores are in the top of the nation (NCES)
• Public school students outperform private schools in AP testing (College Board)
• High school graduation rate ranks number one nationally (Education Week)
• Students are near the top for college preparation (National Center for Public Policy)
• New Jersey is among the “Smartest States” based on the quality of public schools (Education State Rankings 2007-2008)
• Leading the nation in the number of children attending preschool (Education Week)
• Leads the nation in reducing the achievement gap (NCES)
With over 2,500 schools in the state and close to 600 school districts the efforts of our teachers and administrative leaders clearly has a high payback. Over 1.3 million children attend our schools each day for 180 days. The investment that New Jersey makes each year to support public education is indicative of the effort needed to sustain and continue providing a strong foundation for the children and youth who live here.
As superintendent of Hopatcong Public School and member of the American Association of School Administrators (AASA), I oversee the education of about 2,200 of New Jersey’s young people from pre-K through high school. The success of our schools is due largely to the commitment of local citizens and authorities. We have dedicated and committed teachers and educators who are highly motivated to provide quality instruction for all children. Hopatcong continues to set high goals and expectations for our schools and we are constantly receiving positive feedback on our efforts.
I received a call from the NJEA Classroom Close-Up project informing us that a television crew would be visiting Tulsa Trail Elementary School on January 27, 2010 to film a segment in one of our award-winning classrooms. Danielle Kovach, our $10,000 classroom makeover winner and her class will be the focus of this effort. Principal Jeff Nesnay expressed pride and commented on how well deserved this recognition is for the school and community.
Not all recognition is this highly visible. Principal Tracey Hensz of the Hudson-Maxim Elementary School forwarded a letter she received from a happy parent. She attended a musical event at the school and said the following: “I would like to take a moment to express how wonderful this event was. I thought all of the children did such a lovely job with learning all of the songs and delivering them to us the audience loud and proud. I would also like to say how impressive it was to see how well all of the faculty interact with the children.”
There are countless examples of the positive connections our schools make with the community of Hopatcong. Two weeks ago my wife and I attended the high school drama club production of “The Three Muskateers” and were thrilled with the quality of the overall performances. The students of our schools are under the mentorship of excellent adult role-models and master teachers in all disciplines.
Our students are fortunate to attend school in a place where education is highly regarded and the achievement bar is set so high. The four “A’s” of education are each valued and attended to in Hopatcong: Academics, Arts, Activities, and Athletics, and our young clients-the future citizens of an expanding global society-are the beneficiaries of this enormous effort to bring world-class educational experiences to our children. The AASA and NJASA support our efforts to teach the “Whole Child” not only the cognitive skills needed but the rich experiences all youth need to thrive in a democratic society. These accomplishments in New Jersey and nationwide serve as a source of pride and prove that a continued investment of funding and energy for public education has a real and measurable payoff.
Monday, November 23, 2009
Another Reason to Celebrate Youth in Hopatcong, New Jersey
As a school superintendent I am asked to do many things during the week and occasionally on weekends. Recently my wife and I were invited to the annual Hopatcong Warriors annual awards dinner along with our mayor and her husband. The Hopatcong Warriors is a town sponsored football and cheerleading football program for elementary and middle school youngsters in our community. It is an organization that has been serving the needs of our youth for many decades and is indicative of the deep support that the families in this town place upon the young people who live here.
Being a new superintendent here in Hopatcong, New Jersey, means that I have a lot of learning to do and first impressions speak volumes. To say I was favorably impressed with the event is clearly an understatement. I was overwhelmed by the awards banquet and the number of children and young people honored at this event. The outpouring of parent and community support for this program was nothing short of amazing. For approximately four hours the guests and parents in attendance were treated to testimonials from coaches and assistant coaches, executive board members, volunteers, and others regarding the accomplishments of individual children throughout the current season.
President Dan Titus and his wife Debbie were gracious hosts and thirty-year contributor John Young (also a member of the Borough Town Council) was honored for his three decades of dedication as a Warriors volunteer. Clearly, the reward for all of the hard work that drives such a successful organization is total selflessness-everyone connected to the program stated a common philosophy and motivation for contributing: building value in our youth. This is exactly what we are attempting to accomplish in Hopatcong’s public schools and to witness the efforts of the community to parallel our efforts was thrilling for this superintendent.
Athletics has a prominent place in and out of our schools in the critical development of values and character in our youth. It is part of a balanced equation that includes the Arts, Activities and Academics: what we refer to as the Four A’s of Education. Many of the speakers at the Warrior’s banquet eluded to the growth and successes of the participants this season-not in terms of wins or losses but in terms of developmental maturation. Simply stated, the youth gained in many ways from their participation: persistence, trust, hard-work, character growth, dependability, respect for others, fortitude, decision-making, teamwork, etc., and the list goes on and on.
The collective efforts of parents involved in the Warriors program is clearly indicative of an investment this community makes in its young people. The payback is enormous: Human Capital. The community, by supporting such vigorous programs for the young people, is investing in the very future of Hopatcong and by extension the future of American society itself.
As superintendent of schools I am compelled to articulate a theme that we appropriately began to use this year: “CELEBRATE WHAT’S RIGHT WITH HOPATCONG.” I can think of no greater example of what connects the schools to the community than the programs Hopatcong has in place for the young people in our town. The people here in Hopatcong are the driving force in this effort to invest all their energy into the success of the children. I can assure them that the same level of energy and commitment is present in our schools throughout the school year. Together we form a bond of support when it comes to what Hopatcong Borough values most: our children.
Being a new superintendent here in Hopatcong, New Jersey, means that I have a lot of learning to do and first impressions speak volumes. To say I was favorably impressed with the event is clearly an understatement. I was overwhelmed by the awards banquet and the number of children and young people honored at this event. The outpouring of parent and community support for this program was nothing short of amazing. For approximately four hours the guests and parents in attendance were treated to testimonials from coaches and assistant coaches, executive board members, volunteers, and others regarding the accomplishments of individual children throughout the current season.
President Dan Titus and his wife Debbie were gracious hosts and thirty-year contributor John Young (also a member of the Borough Town Council) was honored for his three decades of dedication as a Warriors volunteer. Clearly, the reward for all of the hard work that drives such a successful organization is total selflessness-everyone connected to the program stated a common philosophy and motivation for contributing: building value in our youth. This is exactly what we are attempting to accomplish in Hopatcong’s public schools and to witness the efforts of the community to parallel our efforts was thrilling for this superintendent.
Athletics has a prominent place in and out of our schools in the critical development of values and character in our youth. It is part of a balanced equation that includes the Arts, Activities and Academics: what we refer to as the Four A’s of Education. Many of the speakers at the Warrior’s banquet eluded to the growth and successes of the participants this season-not in terms of wins or losses but in terms of developmental maturation. Simply stated, the youth gained in many ways from their participation: persistence, trust, hard-work, character growth, dependability, respect for others, fortitude, decision-making, teamwork, etc., and the list goes on and on.
The collective efforts of parents involved in the Warriors program is clearly indicative of an investment this community makes in its young people. The payback is enormous: Human Capital. The community, by supporting such vigorous programs for the young people, is investing in the very future of Hopatcong and by extension the future of American society itself.
As superintendent of schools I am compelled to articulate a theme that we appropriately began to use this year: “CELEBRATE WHAT’S RIGHT WITH HOPATCONG.” I can think of no greater example of what connects the schools to the community than the programs Hopatcong has in place for the young people in our town. The people here in Hopatcong are the driving force in this effort to invest all their energy into the success of the children. I can assure them that the same level of energy and commitment is present in our schools throughout the school year. Together we form a bond of support when it comes to what Hopatcong Borough values most: our children.
Thursday, November 5, 2009
Storm Clouds Gather for Public Education Funding
On the heels of recent state elections in New Jersey and across the country looms a dark shadow of things to come and the news is far from good for public education. The federal effort to stem the tide of declining state revenues by inserting $787 billion into the economy of which $100 billion was targeted for education nationwide appears to be unwinding. As public schools turn their attention to the next annual budgeting process it becomes apparent that state governments are unable or incapable of replacing the funding gaps they created when accepting federal stimulus dollars and subsequently removing state contributions.
What was intended as a gesture of good will on behalf of the federal government by committing the unprecedented $100 billion toward education for the creation of new jobs and programs ended up merely plugging the holes created when state governments withdrew funding for education budgets as fast as federal dollars flowed. According to the American Association of School Administrators (AASA), based in Arlington, Virginia, the stimulus aid fell short in preventing educational staffing cuts and operational declines nationwide. In an attempt to avoid teacher layoffs many school districts cut administrative and support staff. The problem for the next budget cycle may manifest itself in the form of increased teacher layoffs and swelling class sizes for many districts across the country.
According to a recent study conducted by AASA one-third of the responding school districts reported they were unable to avert cuts to core teaching jobs. The percentage of districts surveyed report a six fold increase from 6 percent to 34 percent in increased class size. This is a good indicator of things to come as an almost perfect storm is created when the stimulus funds disappear and the revenue streams of state budgets continue to decline nationwide. Over forty percent of states report mid-year budget gaps presently and it is expected that most if not all will continue to experience declining revenue sources in 2010-2011.
If most state governments had not backed off on their own commitment to public educational funding when stimulus funding became available schools might be able to weather this storm. But many school business administrators across the nation are bracing for deep cuts from state sources as reports of declining commitments to public education are becoming apparent. At the same time additional federal dollars dedicated to disadvantaged students from Title I and the Individual with Disabilities Education Act will also shrink this coming year.
Schools will not feel the effects of this perfect storm until they enter the 2010-2011 budget planning cycle. Chief School Administrators will be confronted with serious and difficult decisions about what staff to cut and programs to end. The resulting erosion to a system of pubic education already under widespread attack from federal and state politicians may not easily recover from the ensuing damage that will be inflicted upon them.
As a practicing school superintendent in Hopatcong, New Jersey, it is apparent that we must protect every program that benefits our children. This includes the rich experiences that children and adolescents receive from core academics, school activities, fine and performing arts, and athletic participation. We cannot fail to educate all of our children and respond to all of their specific talents, interests and needs. Further, we must not fail to maintain and keep safe our buildings, grounds, and critical infrastructure. The choices we will be forced to make next year may be the most overwhelming in decades.
The system for funding public education is broken not the system of public education itself, as political forces would have us believe. At a time when schools across this fine country are responding to the increased call for educating a 21st century globally articulate workforce, the political winds are pushing us far from the anticipated direction educators know we need to take. America’s competitive and collaborative edge in this new world order is at risk, severe risk.
The local taxpayer continues to shoulder the costs for providing communities with a quality system of schools, but cannot tolerate much more of a burden as state and federal officials pull funding commitments back to inadequate levels. This raises the same questions that New Jersey lawmakers attempted to resolve almost thirty years ago concerning the adequacy and equity of educational funding in a far-reaching legal case of Abbott v. Burke (New Jersey, 1981 filing).
The quality of public education continues to rely on the local community’s ability and willingness to pay putting economically and resource starved areas in New Jersey (and other states) at risk. Until the economy strengthens and taxpayers begin to climb out of a deep recession many schools will be asked to continue to deliver services to children with less of a financial commitment.
I have deep concerns over the expectations for future school budgets given the tension that these difficult economic times have created. The acronym NCBL (No Child Left Behind) may just become No Country Left Behind, as the federal and state budget shortfalls further erode the quality of public education in America. We are near a tipping point and next year may be the most challenging ever for our schools and the nation’s educators.
What was intended as a gesture of good will on behalf of the federal government by committing the unprecedented $100 billion toward education for the creation of new jobs and programs ended up merely plugging the holes created when state governments withdrew funding for education budgets as fast as federal dollars flowed. According to the American Association of School Administrators (AASA), based in Arlington, Virginia, the stimulus aid fell short in preventing educational staffing cuts and operational declines nationwide. In an attempt to avoid teacher layoffs many school districts cut administrative and support staff. The problem for the next budget cycle may manifest itself in the form of increased teacher layoffs and swelling class sizes for many districts across the country.
According to a recent study conducted by AASA one-third of the responding school districts reported they were unable to avert cuts to core teaching jobs. The percentage of districts surveyed report a six fold increase from 6 percent to 34 percent in increased class size. This is a good indicator of things to come as an almost perfect storm is created when the stimulus funds disappear and the revenue streams of state budgets continue to decline nationwide. Over forty percent of states report mid-year budget gaps presently and it is expected that most if not all will continue to experience declining revenue sources in 2010-2011.
If most state governments had not backed off on their own commitment to public educational funding when stimulus funding became available schools might be able to weather this storm. But many school business administrators across the nation are bracing for deep cuts from state sources as reports of declining commitments to public education are becoming apparent. At the same time additional federal dollars dedicated to disadvantaged students from Title I and the Individual with Disabilities Education Act will also shrink this coming year.
Schools will not feel the effects of this perfect storm until they enter the 2010-2011 budget planning cycle. Chief School Administrators will be confronted with serious and difficult decisions about what staff to cut and programs to end. The resulting erosion to a system of pubic education already under widespread attack from federal and state politicians may not easily recover from the ensuing damage that will be inflicted upon them.
As a practicing school superintendent in Hopatcong, New Jersey, it is apparent that we must protect every program that benefits our children. This includes the rich experiences that children and adolescents receive from core academics, school activities, fine and performing arts, and athletic participation. We cannot fail to educate all of our children and respond to all of their specific talents, interests and needs. Further, we must not fail to maintain and keep safe our buildings, grounds, and critical infrastructure. The choices we will be forced to make next year may be the most overwhelming in decades.
The system for funding public education is broken not the system of public education itself, as political forces would have us believe. At a time when schools across this fine country are responding to the increased call for educating a 21st century globally articulate workforce, the political winds are pushing us far from the anticipated direction educators know we need to take. America’s competitive and collaborative edge in this new world order is at risk, severe risk.
The local taxpayer continues to shoulder the costs for providing communities with a quality system of schools, but cannot tolerate much more of a burden as state and federal officials pull funding commitments back to inadequate levels. This raises the same questions that New Jersey lawmakers attempted to resolve almost thirty years ago concerning the adequacy and equity of educational funding in a far-reaching legal case of Abbott v. Burke (New Jersey, 1981 filing).
The quality of public education continues to rely on the local community’s ability and willingness to pay putting economically and resource starved areas in New Jersey (and other states) at risk. Until the economy strengthens and taxpayers begin to climb out of a deep recession many schools will be asked to continue to deliver services to children with less of a financial commitment.
I have deep concerns over the expectations for future school budgets given the tension that these difficult economic times have created. The acronym NCBL (No Child Left Behind) may just become No Country Left Behind, as the federal and state budget shortfalls further erode the quality of public education in America. We are near a tipping point and next year may be the most challenging ever for our schools and the nation’s educators.
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