This report on urban education in New Jersey describes major problems and presents recommendations for solving them. The report is based on a telephone survey of members of the New Jersey Education Association (NJEA) from 29 school districts identified as urban aid districts, and the recommendations were generated at roundtable discussions and two public hearings. First, the general characteristics of urban districts are discussed. The remainder of the report is divided into segments based on these key issues: school finance; inadequate facilities; class size; early childhood education; improving students' academic skills; increasing success on standardized tests; student absenteeism; counseling and support services; inadequate number of substitutes; the partnership of school staff and parents; school staff/administrative training; making sure schools work; and political interference (educational decision-making secondary to political decision-making). The basic finding reported is that New Jersey urban districts are plagued by pervasive poverty, inadequate funding, local and State administrative inefficiency, socioeconomic isolation, and racial segregation. The recommended solutions to these problems call for action from the State government, the NJEA, local administrators, local districts and administrators, colleges, parents, communities, and school staff. (KH)
- Authorizing Institution
- National Education Association, Washington, DC.
- Location
- New Jersey
- Peer Reviewed
- F
- Publication Type
- Reports - Evaluative
- Published in
- United States of America
Table of Contents
- The Urban Problem is poverty plain and simple. institutionalized poverty it is the poverty of 9
- If the State is responsible for education as the 10
- Supreme Court has stated then two things should happen. First funding should be 10
- Teaching in the urban envirot and teachers are consistently forced 19
- Such problems as student attendance 25
- Lack of parental support and involvement clearly every day cannot be expected to take part in the 30
- I would argue that teachers and parents are together in circumstances other than to dispute 32
- When there is a breakdown in the foundation at dumping ground for the socialcultural experience as opposed to being a partner in that 35
- They need decent buildings and public 39
