parentspotlight

Rutgers has the Answer: Sex Ed online

2010-09-27T17:36:00.000-05:00

Is it time for you to have "The Talk" about the Birds and the Bees? Do you think that your child/teen would benefit from having a place to get answers about sex from his/her peer group (moderated by adult experts)? Do you need to refresh yourself on the latest information about Sexually Transmitted Diseases (STDs)and birth control before talking to your teen? Rutgers University has the Answer.

Answer, formerly known as the Network for Family Life Education, is part of the university's Center for Applied Psychology in Piscataway, NJ. Their mission is to provide and promote comprehensive sexuality education to young people and the adults who teach them.

Answer fulfills its mission through its Sexuality Education Training Initiative, which helps teachers and other youth-serving professionals create dynamic and effective educational experiences for young people, and their Teen-to-Teen Sexuality Education Project, which uses the power of teen-to-teen communication to provide millions of teens with the information they need to make responsible decisions about sex.

Sex, Etc. Web Site

With 22,000 unique visitors per day in 2009, the Sex, Etc. Web site, Sexetc.org, is one of the most popular online sexual health sites for teens. The national site features 16 topic areas plus the following:

* Stories written by Sex, Etc. teen staff writers and national contributors
* Chats and Forums moderated by adult experts (health educators, social workers and medical doctors)
* A Video gallery with more than 15 videos on a variety of sexual health topics
* An Ask the Experts section where teens can receive personal and confidential answers to their questions
* A Take Action section where teens can learn to advocate for comprehensive sexuality education
* Spotlights on teens who are making a difference
* A Sex Terms glossary of more than 400 terms

The Sex, Etc. magazine allows teens to hear directly from other teens about the sexual health issues they face every day. Backed by adult health professionals at Answer, these teen-written stories provide honest, accurate, comprehensive information related to sexual health, body image, relationships and much more. It is published three times a year.

Disclaimer: Parentspotlight is simply sharing this Rutgers University ANSWER program as a resource for sex education. We are NOT suggesting that teens should engage in sex. We believe that if teens/young adults are more informed about the risks/dangers of sex (such as date rape, sexually transmitted diseases, and unwanted pregnancy) they will make better choices throughout their lives. We believe that parents are a students' first teacher and that regardless of what is taught in school (or not taught in school) that sex education is ultimately the parents' responsibility.

Free Refresher courses for third and fourth graders in NJ

2010-08-19T10:10:00.000-05:00

See below for Free Refresher courses for third and fourth graders. The church is located in Somerset County, NJ.
Thank you,
Parentspotlight

First Baptist Church of Lincoln Gardens
www.fbcsomerset.com

PRESS RELEASE
For Immediate Release: Contact:
Aug. 17, 2010 Chandra M. Hayslett
FBCLG
(732) 839-2432
(732) 816-4650 cell

FBCLG offers refresher courses for third and fourth graders

Students begin losing content in the first 48 hours of summer vacation

(SOMERSET, NJ) – According to Sylvan Learning Center, loss of content begins within 24 to 48 hours of learning unless new information is reinforced or immediately applied. And after a month, 80 percent of what a student has learned can be lost.

So, with summer vacation being nearly three months, students go back to school struggling to catch up.

First Baptist Church of Lincoln Gardens is offering refresher courses in math and reading this Saturday and Aug. 28 for third and fourth graders. Third graders’ sessions are from 10-11 a.m. and fourth graders will be taught from 11:15 a.m. to 12:15 p.m. All of the session are free and open to the public and will take place in the Fellowship Hall at the church, 771 Somerset St., Somerset, NJ. Students must be registered to attend. Please call Victoria Crawford at (732) 828-2009 to register.

“We will test the children to find out where they are and assign them worksheets so they will know what’s expected when they go back to school. I want the children to go back to school ready,” said Victoria Crawford, who works with the youth ministry at the church.

But according to the National Summer Learning Association, research shows that students aren’t going back to school ready.

“Students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of the summer. For students who are already struggling or reading below grade level, this retention gap can be seriously detrimental,” according to the association.
To get parents and students back in the mindset of returning to school, here are some helpful tips by Dr. Richard E. Bavaria, an educator with more than 40 years experience and more than 10 years with Sylvan Learning Center, which offers tutoring and supplemental education services.

Be positive. Show you care by having a positive attitude about the new school year. Talk about your school days, the happy memories (keep the bad ones to yourself, even if they’re now funny), the things you learned, the interests you developed, the friends you made, the teachers you remember fondly, the activities you participated in. You don’t want to make a lecture (or worse, a sermon) about it, so keep the conversation informal.

Set goals. With your child, set realistic goals for what you each want to accomplish this year. Goals should require a bit of a stretch to create a feeling of accomplishment. These goals can range from improved grades to making new friends, from trying out new after-school activities to making the soccer team. Encourage, support, and most important, listen.

Help prepare. When we’re prepared, we feel so much more confident than when we’re just winging it. So, give your child the confidence she needs by helping her prepare for this new adventure. If she’s going to a new school, visit it. Learn where the classrooms are, the bathrooms, the lockers, the cafeteria, and any other places where she’s heading. Get all the materials she’ll need for class. Review the school calendar with her and mark your own kitchen calendar – displayed where everyone can see it – with important dates like report cards, due-dates for projects, PTA meeting, and the like.

Help establish healthy routines. Routines make youngsters feel secure and confident. Reset summer routines for fall ones. Cut way back on TV. Set meal times, study times, homework times, play times, quiet times, bedtimes, wake-up times. Show that you have routines, too, and stick to them. You’re a role model, remember.

First Baptist Church of Lincoln Gardens (FBCLG) was founded in 1937 by a congregation that embraced the black church tradition and doctrinal style, but today is best understood as a multi-cultural church. Over the years, FBCLG has grown from a handful of members to 7,000. Inspired by its senior pastor, the Rev. Dr. DeForest B. Soaries, Jr., who has a history of community activism, FBCLG has become a church without walls by reaching out and impacting the community in areas of housing, employment, health care and youth and economic development. The focus of FBCLG is to provide a three-dimensional ministry that nurtures spiritual growth, supports academic excellence and promotes economic empowerment.

State Restores $3 Million Budget Allocation to New Jersey After 3

2010-07-13T14:06:00.000-05:00

We reported in April 2010 about NJ After 3 facing major cuts under Gov. Christie. This posting is an update since that the FY11 state budget passed.

Although $3 million was restored to the budget allocation, the organization is still not anywhere near the previous funding levels.

The current allocation of $3 million is less than one-third of New Jersey After 3’s $10.4 million FY2010 budget allocation, and one-fifth of the amount allocated in FY2009, according to the NJ After 3 website.

Update on Trends in Catholic Schools and Charter Schools

2010-07-13T13:44:00.001-05:00

Parentspotlight has been keeping an eye on trends in Catholic Schools and Charter Schools. (also see our related blog postings in Feb 2007 and April 2010).

The Times Magazine and Wall Street Journal articles both cite the Cristo Rey Network, a network of 24 schools in the US, as a model of success. One of which is in Newark, NJ. Christ the King Prep's website is http://www.ctkprep.org/.

What caught our attention about the Cristo Rey Network Model was the innovative Corporate Internship Program. Students go to school for 4 days per week and work for a business one day per week. The money the students earn goes to the school to help underwrite their tuition. This seems to mirror the college work-study approach. The internship program keeps their tuition low (averaging under $2,400 /year), according to the WSJ article.

Times article: http://www.time.com/time/nation/article/0,8599,1929589,00.html
Wall Street Journal Article: http://www.ctkprep.org/newsandcalendar/inthemediapages/wsj20100521.html

Also see below for excerpts from an interesting July 9, 2010 article posted in the Clifton Journal. In the Clifton article, we noticed another mention of another proposal in Paterson for a Diocese to run a charter school. There are also a lot of statistics about declining enrollment at Catholic schools.

Sacred Heart school joins long list of closures
Friday, July 9, 2010
BY TONY GICAS
Clifton Journal
STAFF WRITER

CLIFTON – Sacred Heart is just one among a long line of parochial school closures caused by a steady decline of Catholic school enrollment around the nation.

The Paterson Diocese oversees Catholic schools in Morris, Sussex and Passaic counties but of the 55 elementary schools open in 1981, just 30 diocese facilities remain.

In addition, the diocese closed three other elementary schools this year. The diocese also closed Paterson Catholic Regional High School but proposed a partnership with the Paterson school system to open a public charter school there.

The below statistics, courtesy of Brian Gray, a spokesman for the National Catholic Education Association, depict the plummeting enrollments at parochial schools:

* America's Catholic schools reached its peak in the 1960s with about 5.2 million students. By 1980 that number had dropped to approximately 3.1 million and in 2008 the nationwide enrollment hit 2.19 million.

* There were 12,893 Catholic schools operating around the country during the 1960s apex but by 2008 the NCEA reported just 7,248 schools.

* In 1970, New Jersey had 609 Catholic schools servicing approximately 275,000 students, but in 2005 that number dwindled to 396 schools accommodating 129,000 students.

* In 2008, 162 Catholic schools nationwide either consolidated or closed. Only 31 new schools opened during the 2008-2009 school year. The closings confirm a national trend characterized by shrinking enrollments, higher teacher salaries and the migration of Catholics from the cities to the suburbs, school officials said.

* In September 2000, the Newark Archdiocese had 137 grade schools in Union, Essex, Hudson and Bergen counties. Now, it has just 97. The school population in neighboring Paterson jumped by 1,000 students last year, a 3.5 percent increase in the district that has about 28,000 students, the district reported.

* Four years ago, the Paterson Diocese recorded 50 elementary schools with a total enrollment of 13,753 students. In 2008, the Diocese saw the enrollment drop to 11,177 elementary students, a decrease of nearly 19 percent.

E-mail of Clifton Journal reporter: gicas@northjersey.com

Father's Day BBQ at Prospect Park - NYC

2010-06-16T16:35:00.002-05:00

The New York City Human Resources Administration (HRA) is hosting a Father's Day BBQ at Prospect Park . You can find all of the pertinent information on the NYC Dads website: http://www.nyc.gov/html/hra/nycdads/html/home/home.shtml

-----------------------------------

Free Fatherhood Workshops in NYC

2010-06-16T16:32:00.000-05:00

The Administration for Children and Families, Region II is

CELEBRATING FATHERHOOD!!

You're Invited -- Tuesday, June 29, 2010 - 9:00 a.m. to 1:00 p.m.

26 Federal Plaza, 6th floor conference center New York , NY 10278 (Broadway between Duane and Worth Streets)

WORKSHOPS (choice of two)

Parenting Skills for New Dads
Dads: Take Your Child to School!
Managing and Resolving Relationship Conflicts When Parents Live Apart: Communication Matters Test Your CSEQ (Child Support Enforcement Quotient)

Exhibits

This is a FREE program, but you MUST register by Wednesday, June 23!
To register, call Joan Noerling at 212-264-2890 x104 or Email joan.noerling@acf.hhs.gov

Questions? Contact Barbara Andrews at 212-264-2890 x101 or email barbara.andrews@acf.hhs.gov

GEEK SQUAD SUMMER ACADEMY -Girl Scouts Heart of NJ

2010-06-14T11:32:00.000-05:00

GEEK SQUAD SUMMER ACADEMY

For: Girls ages 10-17
When: Tuesday, August 3 - Thursday, August 5, 2010
9:00 am - 3:30 pm each day
Where: Mount Saint Mary Academy
1645 Highway 22
Watchung, NJ
What: Three-day program helps girls increase knowledge of and comfort level with technology
Cost: Registered Girl Scouts $38
Non Girl Scouts $38 + $12 membership fee
Cost includes a student kit
Registration: Begin registration here.
(GSHNJ will send you a confirmation packet and payment information by e-mail after you have completed this first step.)
Geek Squad Summer Academy is a national program started by Geek Squad Agents in 2006 and hosted locally by Girl Scouts Heart of New Jersey this summer.

The program will explore a variety of topics, including...

•Digital media
•Internet communications
•Green technology
•Website design
All girls are welcome to participate regardless of their prior knowledge/comfort level with technology.

Questions? Contact Ariel Garfinkel, Program Specialist, (973) 746-8200 ext. 140 or agarfinkel@gshnj.org

Free Child Support Workshop in NJ

2010-06-08T18:58:00.000-05:00

Do you or someone you know receive or pay child support?

Come learn about the different aspects of child support within the Probation Division…

– How an order is established

– Wage executions

– How an order is enforced

– Cost of Living Adjustments

– Emancipations……….And more

Local attorneys have volunteered to assist with this workshop.

Because this is an informational workshop only, personal cases cannot be discussed or resolved.

Location: Middlesex County Administration Building

Board of Chosen Freeholders’ Meeting Room

75 Bayard Street (Across from the Post Office)

New Brunswick, NJ 08901

Date: Wednesday – June 16, 2010

Time: 6:00pm to 8:00pm

Juneteenth NJ

2010-06-04T16:13:00.000-05:00

6th Annual Juneteenth NJ Festival
Thursday, June 10, 2010 at 7-9 pm
at the Edison Job Corps,
500 Plainfield Avenue,
Edison, NJ
Free and Open to the public.

For more information about other Juneteenth events in other states, go to the national website http://www.juneteenth.com/

NJ After 3 Program in Trouble

2010-04-15T16:10:00.001-05:00

On Thursday, February 11th, 2010 half of the New Jersey After 3's budgeted state allocation was eliminated. Compounding this issue is the fact that New Jersey After 3 funding has been omitted from the recently proposed FY2011 State Budget.

The result of this reduction, should it stand, will be the closure of afterschool programs for more than 11,000 students and their families, the loss of over 1,100 full and part-time jobs during a difficult economy, and the loss of significant private and Federal investments that are leveraged against the State's annual investment.

To see if one of these programs is in your neighborhood, go to this link:
http://www.njafter3.org/home/home_programs-sites.php

Non-Profit, For Profit and What's Next?

2010-04-15T15:49:00.000-05:00

This is an interesting article in the Chronicle of Philanthropy. This may affect new organizations that want to provide programs and services for communities.

Congress Could Consider Creating New Category of Organization, Expert Says

By Grant Williams

As Congress eventually moves to consider making broad changes to the nation's tax structure, proposals could emerge that would take into account a "blurring of the lines" in recent years between nonprofit organizations and for-profit companies, according to Russell Sullivan, staff director for the Senate Finance Committee.
"We might see the emergence of some proposals to establish what I'll call, for the lack of a better term, a for-benefit corporation -- something that is in-between a private taxable company that's under our rules of C corporations or S corporations and partnerships but also not under our rules having to do with charities," he said.
As an example, Mr. Sullivan pointed to the recent enactment of the new federal health-care law. "As you know, a lot of changes are coming in health care. One of them is we authorized these state-based cooperatives to sell insurance in their states. Not a public option, not pure private sector. So the question is, What is the purpose of that entity and how should it be taxed?"
Mr. Sullivan continued: "Is it really a sort of government-owned entity that is part of the state government? Well, no, not really. Is it really private-sector driven and a corporation? Well, no, not really. It's really kind of in-between."
Federal law already has rules regarding agricultural and other cooperatives, he noted, but Congress may want to look at handling "the advent of some of the new kinds of business entities we're seeing evolve."
Mr. Sullivan spoke at a symposium in Washington held by Catholic University's Columbus School of Law. He emphasized he was speaking only for himself and not for his boss, Senate Finance Committee Chairman Max Baucus, the Montana Democrat, or the finance committee.
Mr. Sullivan said that "the history of our tax code is that we basically try to put all entities into one of two buckets. You are either a for-profit entity, in which we try to tax you as a corporation partnership, a proprietorship, or otherwise. Or you are a tax-exempt organization -- you are a charity we are not going to tax at all.
But he said "the reality is every business really has multiple purposes," with many focusing on making charitable contributions to support their communities. Meanwhile, many charities "have some business purpose to them" unrelated to their missions on which they pay income tax.
"But I see even more blurring of the lines over the past decade," Mr. Sullivan said. For example, he said certain green energy companies have a purpose to "actually to develop or promote a cleaner environment -- they are just doing it through a corporate structure."
Similarly, "on the opposite end of the spectrum," Mr. Sullivan said, "we see missionaries today who go overseas and they set up a business, they set up a restaurant, they set up a school where they teach English. Are they doing that because they have a business motive? No, they're really not. They are doing it because that is a way for them to gain access to the people that they want to proselytize."
The Columbus School of Law's symposium, "Philanthropy in the 21st Century: Should All Charities Be Created Equal?", will be available for viewing online at http://video.law.edu/.

Catholic-Run Charter Schools Arouse Church-State Concerns

2010-04-15T15:40:00.001-05:00

Highlight from Chronicle of Philanthropy:

Catholic-Run Charter Schools Arouse Church-State Concerns

Church-state watchdog groups say they will closely monitor an Indianapolis project to create what could become the country's first public charter schools run by a Roman Catholic archdiocese, says the Associated Press.
Under a plan approved by the city April 5, St. Anthony's and St. Andrew & St. Rita Academy would become charters under new names and qualify for nearly $1-million in state money in the first year. The proposal was hailed by Mayor Greg Ballard and archdiocese officials as a way to keep the schools open and serving struggling neighborhoods despite a budget deficit.
The schools agreed to end religious education and remove crucifixes, statues of saints, and Bibles from classrooms and other areas. But in a letter to the mayor's office, the advocacy group Americans United for Separation of Church and State questioned whether the archdiocese would fully eliminate religious observances and items.
(Free registration is required to view this article on the New York Times site.)

Zero Tolerance in US Schools- Controversial Stories

2010-02-23T12:39:00.003-05:00

Interesting article on CNN...
Parentspotlight wants to know what do you think? If you would like to add a comment, click on the link by the pencil at the bottom of this story. Should the police have been called in to arrest a girl for doodling on her desk? Should students be taken into juvenile court and fined for being late to school?

http://www.cnn.com/2010/CRIME/02/18/new.york.doodle.arrest/index.html?hpt=C1

Highlights:

Alexa Gonzalez, 12, was arrested by NYPD for drawing on her desk
Critics of zero tolerance policies say school officials, police have gone too far
Zero tolerance policies became more popular after Columbine, security experts say
Students in Chicago arrested for food fight; students in L.A. ticketed for tardiness

(CNN) -- There was no profanity, no hate. Just the words, "I love my friends Abby and Faith. Lex was here 2/1/10 :)" scrawled on the classroom desk with a green marker.
Alexa Gonzalez, an outgoing 12-year-old who likes to dance and draw, expected a lecture or maybe detention for her doodles earlier this month. Instead, the principal of the Junior High School in Forest Hills, New York, called police, and the seventh-grader was taken across the street to the police precinct.
Alexa's hands were cuffed behind her back, and tears gushed as she was escorted from school in front of teachers and -- the worst audience of all for a preadolescent girl -- her classmates.
"They put the handcuffs on me, and I couldn't believe it," Alexa recalled. "I didn't want them to see me being handcuffed, thinking I'm a bad person."
Alexa is no longer facing suspension, according a spokeswoman for the New York City Department of Education. Still, the case of the doodling preteen is raising concerns about the use of zero tolerance policies in schools.

I didn't want them to see me being handcuffed, thinking I'm a bad person.
--Alexa Gonzalez

Critics say schools and police have gone too far, overreacting and using well-intended rules for incidents involving nonviolent offenses such as drawing on desks, writing on other school property or talking back to teachers.
"We are arresting them at younger and younger ages [in cases] that used to be covered with a trip to the principal's office, not sending children to jail," said Emma Jordan-Simpson, executive director of the Children's Defense Fund, a national children's advocacy group.
There aren't any national studies documenting how often minors become involved with police for nonviolent crimes in schools. Tracking the incidents depends on how individual schools keep records. Much of the information remains private, since it involves juveniles.
But one thing is sure: Alexa's case isn't the first in the New York area. One of the first cases to gain national notoriety was that of Chelsea Fraser. In 2007, the 13-year-old wrote "Okay" on her desk, and police handcuffed and arrested her. She was one of several students arrested in the class that day; the others were accused of plastering the walls with stickers.
At schools across the country, police are being asked to step in. In November, a food fight at a middle school in Chicago, Illinois, resulted in the arrests of 25 children, some as young as 11, according to the Chicago Police Department.
The Strategy Center, a California-based civil rights group that tracks zero tolerance policies, found that at least 12,000 tickets were issued to tardy or truant students by Los Angeles Police Department and school security officers in 2008. The tickets tarnished students' records and brought them into the juvenile court system, with fines of up to $250 for repeat offenders.
The Strategy Center opposes the system. "The theory is that if we fine them, then they won't be late again," said Manuel Criollo, lead organizer of the "No to Pre-Prison" campaign at The Strategy Center. "But they just end up not going to school at all."
His group is trying to stop the LAPD and the school district from issuing the tickets. The Los Angeles School District says the policy is designed to reduce absenteeism.
And another California school -- Highland High School in Palmdale -- found that issuing tardiness tickets drastically cut the number of pupils being late for class and helped tone down disruptive behavior. The fifth ticket issued landed a student in juvenile traffic court.
In 1998, New York City took its zero tolerance policies to the next level, placing school security officers under the New York City Police Department. Today, there are nearly 5,000 employees in the NYPD School Safety Division. Most are not police officers, but that number exceeds the total police force in Washington, D.C.
In contrast, there are only about 3,000 counselors in New York City's public school system. Critics of zero tolerance policies say more attention should be paid to social work, counseling and therapy.
"Instead of a graduated discipline approach, we see ... expulsions at the drop of a hat," said Donna Lieberman, an attorney with the New York branch of the American Civil Liberties Union.

We see ... expulsions at the drop of a hat.
--Donna Lieberman, ACLU attorney

"If they have been suspended once, their likelihood of being pushed out of the school increases," she said. "They may end up in jail at some point in their life."
One of Lieberman's clients was in sixth grade when police arrested her in 2007 for doodling with her friend in class. The child, called M.M. in court filings to protect her identity, tried to get tissues to remove the marks, a complaint states.
Lieberman says police subjected M.M. to unlawful search and seizure. A class-action lawsuit, filed in January on behalf of five juveniles, is pending. It maintains that inadequately trained and poorly supervised police personnel are aggressive toward students when no criminal activity is taking place.
Several studies have confirmed that the time an expelled child spends away from school increases the chance that child will drop out and wind up in the criminal justice system, according to a January 2010 study from the Advancement Project, a legal action group.
Alexa Gonzalez missed three days of school because of her arrest. She spent those days throwing up, and it was a challenge to catch up on her homework when she returned to school, she said. Her mother says she had never been in trouble before the doodling incident.
New York attorney Joe Rosenthal, who is representing Alexa, plans to file a lawsuit accusing police and school officials of violating Alexa's constitutional rights. New York City Department of Education officials declined to comment specifically on any possible legal matters.
"Our mission is to make sure that public schools are a safe and supportive environment for all students," said Margie Feinberg, an education department spokeswoman.

Our mission is to make sure that public schools are a safe and supportive environment for all students.
--Margie Feinberg, New York City Department of Education spokeswoman

RELATED TOPICS

Several media outlets have reported that school officials admitted the arrest was a "mistake," but when asked by CNN, Feinberg declined to comment specifically on the incident. She referred CNN to the NYPD.
The NYPD did not return CNN's repeated phone calls and e-mails. It is unknown whether charges will be pressed against Alexa.
Kenneth Trump, a security expert who founded the National School Safety and Security Services consulting firm, said focusing on security is essential to the safety of other students. He said zero tolerance policies can work if "common sense is applied."
Michael Soguero recalls being arrested himself in 2005 when, as principal at Bronx Guild School, he tried to stop an officer from handcuffing one of his students. A charge of assault against him was later dropped. He says police working in schools need specific training on how to work with children.
In Clayton County, Georgia, juvenile court judge Steven Teske is working to reshape zero tolerance policies in schools. He wants the courts to be a last resort. In 2003, he created a program in Clayton County's schools that distinguishes felonies from misdemeanors.
The result? The number of students detained by the school fell by 83 percent, his report found. The number of weapons detected on campus declined by 73 percent.
Last week, after hearing about 12-year-old Alexa's arrest in New York, he wasn't shocked.

"There is zero intelligence when you start applying zero tolerance across the board," he said. "Stupid and ridiculous things start happening."

NJ officials request Children's Trust Fund donations

2010-02-23T12:25:00.001-05:00

See the state's appeal below for donations to prevention programs.

Dear Colleagues,
We need your help spreading the word that New Jersey residents can help prevent child abuse just by checking the box on Line 58 of their state income tax return. A check on that line means support for the Children's Trust Fund, a fund that supports prevention programs throughout our state. Tax Day is about seven weeks away so we need to act NOW!
Each year, the Children's Trust Fund supports innovative programs in New Jersey that strengthen families and help prevent child maltreatment. The largest source of donations to the Children's Trust Fund comes directly through the check-off box at Line 58 of the New Jersey state income tax return. People can donate any amount they choose.
Last year, approximately $197,000 was donated to the Children's Trust Fund. While we are thankful for those contributions, we know we can do better.
Here's how you can help:

Post the attached icon on your Web site
Send an email to everyone on your outreach list asking them to donate and spread the word
Include information about the Children's Trust Fund in your e-news or newsletters
Remind people they can donate online anytime of the year by visiting www.nj.gov/dcf/home/sponsor.html
Make your own personal donation on your tax form or online

Every dollar we can invest in child abuse prevention will benefit us immeasurably in the long run by making better lives for children and their families. Remember: A Person Who Cares Can Prevent Child Abuse. Be a person who cares – Check Line 58 and urge others to do likewise.
Sincerely,
Janet Rosenzweig
Janet F. Rosenzweig, MS, PhD, MPA
Acting Commissioner
The New Jersey Department of Children and Families

NJ Governor Christie Proposes to Reduce Funding for NJ Family Care and Charity Care

2010-02-23T11:16:00.002-05:00

Gov. Christie proposes to balance the budget by slashing funding for key areas of importance to parents and economically disadvantaged families. Examples of some of the programs in danger of major cuts include: NJ Family Care (subsidized health insurance), Charity Care, and aid to state colleges, and the NJ Office of the Child Advocate. To see details on these above programs and other programs in danger of major cuts, see below.

sources:
NJ.com
NJ Citizen Action http://njcitizenaction.org/hcpress20090512a.html

See details below:

TRENTON -- A glance at Gov. Chris Christie’s proposed budget cuts this year:
Education:
• $475 million cut in aid for school districts with budget surpluses.
Treasury:
• Dissolves the untapped $128 million fund controlled by the Board of Public Utilities encouraging companies to use alternative energy.

Pensions:
• Skips $100 million state employee pension contributions. Higher Education:
• $62 million cut to county colleges and four-year public colleges/universities.
Economic Development Authority:
• Dissolves former Gov. Jon Corzine’s $25 million job creation incentive program, InvestNJ.
• Reclaims $25 million unused by the Business Employment Incentive program.
Community Affairs:
• Eliminates the $40 million in funding under the Mortgage Stabilization and Relief Act.
Transportation:
• Reduces NJ Transit’s subsidy by $32.7 million.
Health Care:
• $12.6 million cut from the charity care fund compensating hospitals to treat uninsured patients; all hospitals will lose about 4 percent of their subsidy.
• $8.6 million cut from the NJ FamilyCare health coverage program, eliminating 11,700 legal immigrants and freezing parent enrollment.
Public Advocate:
• $600,000 cut, eliminating the department that also oversees the Office of the Child Advocate

Child Support Payments and Getting a U.S. Passport

2010-02-23T11:01:00.001-05:00

Child Support Payments and Getting a U.S. Passport

If you are certified to Passport Services by the U.S. Department of Health and Human Services (HHS) to be in arrears of child support payments in excess of $2,500, you are ineligible to receive a U.S. passport . If this applies to you, Passport Services strongly recommends that you contact the appropriate State child support enforcement agency to make payment arrangements before applying for a passport. This is because:

The State agency must certify to the U.S. Department of Health and Human Services (HHS) that acceptable payment arrangements have been made.
Then, HHS must notify Passport Services by the removal of your name from the electronic list HHS gives to Passport Services. (Passport Services cannot issue a passport until your name has been deleted by HHS.)

Please note that it can take 2-3 weeks from the time you make payment arrangements with the State agency until your name is removed from HHS' electronic list. Passport Services has no information concerning individuals' child support obligations and has no authority to take action until HHS removes your name from its list.

Please direct any questions to the appropriate State child support enforcement agency. You may go to the Department of Health and Human Services - State Child Support Enforcement Web Site for a listing of HHS state and local agencies.

COBRA, Unemployment, and First Time Home Buyers Benefits Extended

2010-01-08T14:17:00.002-05:00

COBRA and Other Benefits Extended

12/28/2009

As part of the Defense Appropriations bill signed into law on December 19, Recovery Act funds will continue to subsidize 65 percent of COBRA health insurance premiums for certain unemployed individuals. The subsidy program, which originally covered the period between February 17 and November 30, 2009, now runs through February 2010 for people who lost their jobs through no fault of their own between September 1, 2008, and February 28, 2010.
The Department of Labor website has more details.
Also, with enactment on November 6 of the Worker, Homeownership and Business Assistance Act of 2009, three other key provisions of the Recovery Act were either extended or expanded.
Emergency Unemployment Compensation
This legislation added another 14 weeks of unemployment benefits. In states exceeding an 8.5 percent unemployment rate (currently 26 states), an additional six weeks of benefits are available, for a total of 20 weeks. In all cases, the $25 in Recovery funds added to each regular benefit payment also continues.

Contact your state unemployment office for details.

First Time Homebuyer Credit
The original provision – a tax deduction of up to $8,000 – applied only to people buying their first homes between April 8, 2008, and December 1, 2009. The cut-off date has now been extended to April 30, 2010. Also, a similar credit – up to $6,500 – is now available to current homeowners who buy new principal residences in the same time frame. However, those homeowners must have lived in their previous homes for a five-year consecutive period in the previous eight years before the date they buy the new home.

For either credit:
• New home can cost no more than $800,000
• Individual buyers must have income of $125,000 or less
• Joint tax-filers must have combined income of $225,000 or less
The IRS has more information here

Trends in US Education: 4-day school week

2010-01-08T13:14:00.002-05:00

The four-day school week is a growing trend during this recession. This controversial format is something to keep an eye on.

Hawaii is one of the most recent states to change to a four-day school week due to budget woes. Children are now off every Friday. Hawaii is already at the bottom when it comes to state test scores, according to an ABC news report. At least 17 other states have districts that have 4-day school weeks, according to an MSNBC report.

Proponents of this format site the ability to salvage more extra curricular and academic programs, avoiding teacher and staff layoffs, and the ability to save on transportation and energy bills.

However, many parents face challenges with this new format including concerns about maintaining academic excellence, additional child care costs, adjusting work schedules, and paying for Friday meals that might have otherwise been covered under free or reduced lunch programs.

It will be interesting to see how this affects the children long-term and how many other cash-strapped states will follow suit. It will also be interesting to see how this affects parents with special needs children who will have a harder time finding adequate child care for one-day a week.

Another related trend to keep an eye out for is the 4-day government work week. Utah, Iowa, Hawaii and many other states have been toying with this concept. How will the four-day government work week affect the welfare of children? The workers in the state departments of education, health and human services, children and families, etc., will have to get everything done with 20 percent less time to do it in. Source: http://www.stateline.org/live/details/story?contentId=446862

Comprehensive studies needs to be done. If you aware of any such study, please inform the Parentspotlight blog.

What do you think? Feel free to post a comment to this blog posting.

sources:
http://abcnews.go.com/WN/hawaii-day-school-week-ease-recession-woes/story?id=8894574
http://www.msnbc.msn.com/id/29664981/
http://www.ncsl.org/IssuesResearch/Education/SchoolCalendarExtendedDayYearFourDaySchoo/tabid/12934/Default.aspx
http://www.radioiowa.com/2009/12/25/a-four-day-work-week-for-state-government/
http://www.stateline.org/live/details/story?contentId=446862

NACCRRA State of Care Study (child care and senior care) available

2010-01-08T12:02:00.004-05:00

The National Association for Child Care Resource and Referral Agencies (NACCRRA) recently released the second edition of the State of Care Index- this study outlines the annual cost of child care and senior care,
details families' efforts to save money on care arrangements, and reports on the tie between employment and caregiving. This study can be dowloaded for free and takes a closer look at the pressures facing parents caring for children in the current recession.

State of Care Index - Cost of Child Care and Senior Care on Families -
http://www.naccrra.org/publications/naccrra-publications/parents-and-the-high-price-of-child-care-2009

Thank you to Care.com for informing Parentspotlight of this study. Care.com is a fee-based service that helps families to find child care and senior care. Search listings of child care centers, special needs care, babysitters and nannies.

Parents and the High Price of Child Care: 2009 Update

Parents and the High Price of Child Care: 2009 Update presents 2008 data on child care costs collected through a January 2009 survey of Child Care Resource and Referral (CCR&R) State Networks, which asked for the average prices charged for child care for infants, 4-year-olds, and school-age children in centers and family child care homes in every state. This year's report reveals that child care costs continue to rise with costs often times exceeding monthly food and other household expenses.
According to the report, in 2008, the average price of full-time care for an infant in a center was as high as $15,895 a year. For a 4-year-old in a center, parents paid up to $11,680 a year for full-time care. Parents of school-age children paid up to $10,720 a year for part-time care in a center. Average prices for full-time care in a family child care home were as much as $10,324 for infants, $9,805 for a 4-year-old, and $7,124 for a school-age child. Additionally, the report found that average monthly child care fees for an infant were higher than the amount that families spent on food each month. In every state, monthly child care fees for two children at any age exceeded the median rent cost, and were nearly as high, or even higher than, the average monthly mortgage payment.
To improve access to affordable, high-quality child care for all families, NACCRRA is calling on Congress to reauthorize the Child Care and Development Block Grant (CCDBG), the primary public source of child care funds to states to help pay for child care and improve the quality of care. Additionally, NACCRRA recommends providing resources for planning and developing child care capacity to increase
the availability of child care options for working families; reducing barriers in the subsidy administration process that prevent families from accessing assistance; ensuring that public pre-kindergarten programs are designed to meet the child care needs of working families, and improving federal and state tax codes to help families at all income levels pay for care.

Last Month to file for COBRA Health Insurance Continuation Coverage Assistance Under ARRA

2009-12-03T01:50:00.000-05:00

COBRA Continuation Coverage Assistance Under ARRA

The American Recovery and Reinvestment Act of 2009 (ARRA) provides for premium reductions and additional election opportunities for health benefits under the Consolidated Omnibus Budget Reconciliation Act of 1985, commonly called COBRA. Eligible individuals pay only 35 percent of their COBRA premiums and the remaining 65 percent is reimbursed to the coverage provider through a tax credit. The premium reduction applies to periods of health coverage beginning on or after February 17, 2009 and lasts for up to nine months for those eligible for COBRA during the period beginning September 1, 2008 and ending December 31, 2009 due to an involuntary termination of employment that occurred during that period. The TAA Health Coverage Improvement Act of 2009, enacted as part of ARRA, also made changes with regard to COBRA continuation coverage.

WARM Advantage Program

2009-12-03T01:43:00.002-05:00

WARMAdvantage

Program Overview

The WARMAdvantage Program provides rebates for high efficiency natural gas home heating systems and/or water heaters.
When selecting a contractor, be sure to ask if they are NATE certified. North American Technician Excellence (NATE) is the leading national certification program for technicians. For a list of NATE certified contractors who participate in the WARMAdvantage Program, contact the Eastern Heating & Cooling Council at 800-247-6547, or visit www.eh-cc.org.
Install a gas heating system and/or domestic water heater that meets all applicable efficiency requirements based on the Gas Appliance Manufacturers Association (GAMA) Consumers Directory of Certified Efficiency Ratings.
Qualifying heating systems installed in new homes must be located in “Smart Growth” areas of NJ in order to receive an incentive. To determine if a location is in a designated Smart Growth area, use the Smart Growth Locator located on the HMFA web site and check the State Plan Quad PDF files.

New rebate levels went into effect April 1, 2009.

Equipment Type	Minimum Efficiency Level for units purchased on or after April 1, 2009	Incentive
Gas Furnace	AFUE* 92% or greater, ENERGY STAR	$300
Gas Furnace with ECM*	AFUE 92% or greater, ENERGY STAR	$400
Gas Boiler	AFUE 85% or greater, ENERGY STAR	$300
Domestic Hot Water Heater	EF* .62 or greater	$25
Domestic Hot Water Heater	EF .82 or greater	$300

*AFUE (Annual Fuel Utilization Efficiency), ECM (Electronically Commutated Motor), EF (Energy Factor) ENERGY STAR qualified product lists may be found at http://www.energystar.gov.
Opportunity for an Additional Incentive
If you qualify for the WARMAdvantage rebate, and you had the Home Performance with ENERGY STAR assessment done on your home, you may be eligible for an extra $900 rebate from your gas company. Elizabethtown Gas, New Jersey Natural Gas, and South Jersey Gas offer extra incentives on WARMAdvantage qualified furnace and boiler installations. Check their websites for applications and additional information.
Features and Benefits
High-efficiency natural gas furnaces and boilers carry the U.S. Environmental Protection Agency's (EPA) ENERGY STAR label to help consumers distinguish between standard and high-efficiency equipment. To learn more about the benefits of high-efficiency equipment, visit the ENERGY STAR Web site.
Qualifying high-efficiency water heaters have an Energy Factor of .62 or greater.
Eligibility Requirements
This Program targets residential homes that install a new natural gas furnace, boiler and/or water heater. To qualify for a rebate under this Program, you must:

Purchase and install a new natural gas furnace with an AFUE of 92% or greater, a boiler with an AFUE of 85% or greater and/or a natural gas water heater with an Energy Factor of .62 or greater.
Install and operate the furnace, boiler or water heater in a residence that is supplied by natural gas directly from one of the New Jersey gas utilities and has a residential gas account number.

Note: Customers participating in the New Jersey ENERGY STAR Homes new construction program are not eligible for rebates through the WARMAdvantage Program. Installations in newly constructed homes are only eligible for rebates in Smart Growth areas, defined as Planning Areas 1 and 2, as well as Designated Centers, on the State Plan Map.
Please call 866-NJSMART to request a rebate application.

As part of the American Recovery and Reinvestment Act (ARRA), the New Jersey Board of Public Utilities has submitted a proposal to the federal government to offer New Jersey residents additional incentives on high efficiency heating and cooling equipment. The incentives are tentatively scheduled to be offered in January 2010. Please check back often for details.
Federal Tax Credits are now available for energy efficient home improvements.
The program also offers rebates on the purchase of energy-efficient central air conditioning and heat pumps.
Also, learn about getting a home energy assessment from Home Performance with ENERGY STAR.

Refrigerator/Freezer Recycling Program in NJ

2009-12-03T01:39:00.000-05:00

Refrigerator/Freezer Recycling Program

You'd be amazed at what your old refrigerator can save!

The Refrigerator/Freezer Recycling program is a new initiative from New Jersey's Clean Energy Program. This program promotes responsible recycling of refrigerators and freezers in New Jersey and offers a $30 cash incentive.
Recycling your old refrigerator/freezer is easy, and you can earn money too. It's simple. Here's how...

To arrange for a free pick up of your old refrigerator/freezer call 877-270-3520 or schedule online at JACO Environmental.

Get $30 cash back for recycling responsibly once your transaction is processed.

Save up to $150 a year on energy costs by recycling an old fridge.

To Participate in this Initiative:

You must be a New Jersey resident and a customer of Atlantic City Electric, Jersey Central Power & Light, PSE&G, or Rockland Electric Company.
You must own the refrigerator or freezer being recycled.
Your refrigerator or freezer must be between 10 and 30 cubic feet in size.
Refrigerator and freezer must be in working condition.
Limit two units per residential address.
Restrictions may apply.
Incentives are processed within 90-120 days.
Customers of municipal electric utilities do not qualify.

Energy and Environmental Facts:

On average a newer refrigerator or freezer consumes 1,000 fewer kilowatt-hours annually than a refrigerator or freezer manufactured before 1990.
Recycling 20,000 older refrigerators or freezers will result in energy savings equal to the amount of power used in approximately 1,400 homes annually.
Recycling 20,000 older refrigerators or freezers would result in the avoidance of CO₂ emissions equal to removing 40,000 cars from the road for one year.
Learn more about refrigerator/freezer recycling facts.

Background Information:

Downpayment and closing costs assistance for housing in Middlesex Cty, NJ

2008-12-03T17:36:00.003-05:00

The Middlesex County Department of Housing and Community Development will award downpayment
and closing cost assistance funds to income eligible first time homebuyers under the US Department
of Housing and Urban Development (HUD) American Dream Downpayment Initiative (ADDI) program.

Basic Program Requirements
1. Applicant must be a first time homebuyer who has completed a one day homebuyer training course
within the past year offered by one of the following:
• Puerto Rican Action Board - Housing Coalition Unit - Phone (732) 249-9700
• Faith Fellowship Community Development Corp. - Phone (732) 727-9500
• Any other HUD certified housing counseling agency
2. Applicants do not apply until they are under contract for a single family property. Eligible properties are
detached homes, townhouses, ·condominiums.,. an.c.:l.gp-ops. The purchase price of the property cannot
exc"€ed four times the certified income level of the household, with an overall maximum of $362;790.
3. Applicants must have a mortgage pre-appmval.
4. Applicant must purchase housing in the following Middlesex County municipalities:
_ Carteret ;.•,' Highland Park'~"=:: North Brunswick South Brunswick
Cranbury Jamesburg Old Bridge South Plainfield
Dunellen Metuchen Piscataway South River
East Brunswick Middlesex Plainsboro Spotswood
Edison Milltown Sayreville Woodbridge
Helmetta Monroe.. _. South Amboy
(Please note that New Brunswick and Perth Amboy are not eligible municipalities)
5. Household income does not exceed the following limits:
One-person - $54,200 /Five-person $83,500
Two-person - $61,900 / Six-person - $89,700
Three-person - $69,600 /Seven-person - $95,900
Four-person - $77,400 / Eight-person - $102,100
6. The property being purchased must pass County's Housing Quality Standards inspection and be certified free of lead based paint hazards.
7. Assistance will be in the form of a deferred repayment mortgage, which doesn't require payment of
principal or interest by the homebuyers provided they own and live in the property for six years.
Homebuyers who sell the property before this time will be required to pay back the full amount of the
ADDI assistance, plus 4% simple interest. Assistance will range from $8,500 - $13,500.
For additional information on the program, please contact Melissa Bellamy
Middlesex County Department of Housing and Community Development
(732) 745-2922 or melissa.bellamy@co.middlesex.nj.us.

1ir EOUAL HOUSING
OPPORTUNITY
Middlesex County Board of Chosen Freeholders
David B.. Crabiel, Freeholder Director
Stephen J. Dalina, Deputy Director
Camille Fernicola
H. James Polos
Christopher D. Rafano
Ronald G. Rios
Blanquita B. Valenti

National Engineers Week

2008-12-03T12:42:00.002-05:00

Every day, engineers around the world volunteer an untold number of hours by giving back and reaching out to possible future engineers. National Engineers Week organizers want the world to know and see the collective strength of these efforts and are challenging all engineers to not only contribute to outreach activities, but log their volunteer hours on a newly designed Web site. The goal? To reach one million hours of outreach in science, technology, engineering, and math (STEM) education.
What counts as outreach?
Visiting a classroom;
Participating in an extracurricular or community activity;
Hosting a Design Squad event;
Introducing a Girl to Engineering;
Helping out with National Family Day;
Coaching a Future City Competition Team
Attending or presenting at a Career Fair; or
Volunteering with organizations such as MATHCOUNTS, JETS,
Supporting robotics competitions, or any design or engineering-related competition; or
Many, many other activities
Let's show the world the engineering community's collective strength in protecting the health. safety, and welfare of the public AND encourage future generations by showing how exciting, and sometimes amazing, engineering can be!
Sign-up to log your hours!
Already have an account? Log in (Forgot your password?)

For more info:
http://www.eweek.org/

2009 SPORTS JOURNALISM INSTITUTE

2008-12-03T12:38:00.000-05:00

2009 SPORTS JOURNALISM INSTITUTE – APPLICATION DEADLINE: Dec. 5, 2008:
The 2009 Sports Journalism Institute is a nine-week training and internship program for college students interested in sports journalism careers. The Institute is designed to attract talented students to print journalism through opportunities in sports reporting and editing and enhance racial and gender diversity in sports departments of newspapers nationwide. The program will run from May 29 - Aug. 3, 2009.
The Sports Journalism Institute, which works with the National Association of Black Journalists (NABJ), the Asian American Journalists Association (AAJA) and the National Association of Hispanic Journalists (NAHJ), is funded by the Tribune Foundation, Hearst Newspapers/Houston Chronicle, Associated Press Sports Editors and the New York Daily News.
For more information, and to access an application, please visit: www.sportsjournalis minstitute. org

U.S.A. Learns, a free Web site to help immigrants learn English

2008-12-03T12:32:00.001-05:00

The U.S. Department of Education launched U.S.A. Learns, a free Web site to help immigrants learn English

The Web site, which is located at http://www.usalearns.org/. provides approximately 11 million adults who have low levels of English proficiency with easily accessible and free English language training.

"America's limited-English adults will now have readily available materials to improve their literacy and help them become more productive workers, better parents, engaged community members and active citizens," said Troy Justesen, assistant secretary for the Office of Vocational and Adult Education.

Launch of the site completes one of the goals in President Bush’s Aug. 10, 2007, announcement of 26 immigration reforms that his Administration would pursue within existing law -- including the assimilation of new citizens and helping immigrants learn English to expand their opportunities in America. Recognizing that "[k]nowledge of English is the most important component of assimilation" and "an investment in tools to help new Americans learn English will be repaid many times over," the Administration pledged to launch a free, Web-based portal to help immigrants learn English.

U.S.A. Learns offers the following features:

An easily accessible Internet learning tool;
Simple directions;
Free instructional materials developed to teach basic English skills and help adults improve their English proficiency; and
Learning modules that can be used outside a traditional classroom

Upon entering the site, users can choose directions in either English or Spanish and then pick which English level they need -- beginner or intermediate. Once in the modules, the instruction is almost exclusively in English. In the beginner course, 20 units are offered in such areas as numbers, the calendar, places to go, families, schools, clothes, money and shopping. For intermediate students, more challenging exercises can help them further their existing English reading and writing skills.

The 2003 National Assessment of Adult Literacy documented that as many as 11 million adults in the U.S. are not literate in English. Currently, local and state providers have the ability to serve only approximately one million of those learners annually, prompting the need for a Web site of this kind to offer to adults seeking easily accessible English literacy training.

The U.S. Department of Education's Office of Vocational and Adult Education, through its Division of Adult Education and Literacy, oversaw the design of U.S.A. Learns. Core funding was provided by the U.S. Department of Education. The University of Michigan and Sacramento County Office of Education assisted the U.S. Education Department in the development of the U.S.A. Learns Web site. The site uses materials previously developed with public funds.

In addition, the U.S. Department of Education plans to invite proposals from outside entities to take over the adult literacy portal in the future.

For more information, please visit www.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/usa-learns-fs_0811.pdf.

Historically Black College Tour- Tri-State area

2008-11-07T11:05:00.001-05:00

http://www.hbcu-cfnj.com/Main.asp

expansion of NJ FamilyCare

2008-08-12T16:55:00.001-05:00

On July 8, 2008, Governor Corzine approved the expansion of NJ FamilyCare parent eligibility to200% of the federal poverty level. This means thousands of additional New Jersey parents are noweligible to receive health care coverage through NJ FamilyCare.
AMERIGROUP Community Care is a health plan that offers free or low-cost coverage for children andadults through NJ FamilyCare.With AMERIGROUP, these families may receive such important services as:

http://www.myamerigroup.com/English/Documents/NJMKT-0209.pdf

Programs for Middlesex Cty NJ residents

2008-06-02T13:41:00.000-05:00

Need Income Assistance?

Somerset Community Action Partnership (SCAP)
Isaac L. Dorsey, Executive Director

is partnering with Who Is My Neighbor? Inc. to provide services to certain income eligible residents in Middlesex County.

Persons in Household
Yearly Income for Household
1
$13,000
2
$17,500
3
$22,000
4
$26,500
5
$31,000
6
$35,500
7
$40,000
8
$44,500

If you live in Middlesex County and your family income is no greater than as shown above, you may be eligible for:

· Free summer day camp for children age 8-12 in your household, and/or Leadership day camp for teens age 12-15.

· Cash assistance to prevent eviction, if you have a court eviction notice.

· Utility bill assistance, if you have a shut-off notice.

· Security deposit and rental assistance, if you have overcrowding or similar quality of life concerns.

Call Who Is My Neighbor? Inc. at 732-247-3700
to make an appointment. Located at 19 S. 2nd Ave. Highland Park, NJ 08904

Summer 2008

June and July Basketball Tournaments in NJ

2008-06-01T15:51:00.002-05:00

www.jesuspeaceoutreach.org Basketball Tournament in Montgomery Park, Paterson, NJ
The Christ Streetball Tournament is 5 on 5 streetball megafest at Montgomery Park, Paterson NJ. Hosted by Bethel A.M.E Church starting at 7:00am Saturday June 7th 2008.

Upcoming WJC Sports Basketball Tournaments:
for more info: willie@wjcsports.com
www.wjcsports.com

Sovereign Bank of Rte 27 Basketball Challenge (13U Division)
Saturday, June 7 - 8
LIMITED SPACE STILL AVAILABLE
$300 Per team (reduced fee until 6/3) (minimum 3 games)
The Basketball Shooting Academy, Edison, NJ

5th Annual WJC Sports 3 on 3 Basketball Summer Classic - Kids
Saturday, June 21 (one day event)
$120 per team (maximum 4 players)
Boys and Girls Age groups: 10-11, 12-13, 14-15, 16-17
Competitive and Novice divisions - All Skill Levels Welcome
Free T-shirt to each participant
Trophy to each player on 1st and 2nd place teams
Warren Park Basketball Courts, Woodbridge, NJ

3rd Annual WJC Sports 3 on 3 Basketball Summer Classic - Adult
Saturday, July 12 (one day event)
$180 per team (maximum 4 players)
Men and Women age groups: 18 & over, 30 & over, 40 & over
Free T-shirt to each participant
Trophy to each player on 1st and 2nd place teams
Cash prize to champion teams
Warren Park Basketball Courts, Woodbridge, NJ

Please e-mail me if you'd like an application to any of the events. Please forward this information on to those you feel may be interested.

Enter online via Visa, Mastercard, or Discover Network. Check or money order also accepted.

parental concerns when choosing a summer camp

2008-06-01T15:29:00.003-05:00

Here are some articles and important links related to summer camps, including internet safety and accreditation:

NCA Home Page CampQuestFor Camp RecommendationsMaking a Wise Choice What Do You and Your Child Want? Type of Camp Cost Size Location Programs & Activities Special Needs Identifying the Camps Choosing the Best Camp for Your Child. Article by the National Camp Association.
http://www.summercamp.org/guidance/pamphlet.html

Young People's Web Postings Worry Summer Camp Directors - New York ...Jun 22, 2006 ... Summer camp directors have a new scourge, ... Herb Swanson for The New York Times. Jessica Scott, a counselor, left, and Pam Cobb, www.nytimes.com/2006/06/22/technology/22camp.html

Parent Home » Camp Planner » Fun and Safety
Fun And Safety — ACA Camps Set the Standard
Why an ACA-Accredited Camp?
ACA Accreditation means that your child’s camp cares enough to undergo a thorough (up to 300 standards) review of its operation — from staff qualifications and training to emergency management. American Camp Association collaborates with experts from the American Academy of Pediatrics, the American Red Cross, and other youth-serving agencies to assure that current practices at your child’s camp reflect the most up-to-date, research-based standards in camp operation. Camps and ACA form a partnership that promotes growth and fun in an environment committed to safety.

Summer Camps in Tri-State Area

2008-06-01T14:55:00.010-05:00

Still looking for a place for your kids to go this summer? Here are some website resources for summer programs. This is informational and is not an endorsement of any program.

National:
http://www.summercamp.org/CampQuest/sub_sub_start.htmlCampQuest will help you find the best overnight camp for your child, at no cost to you. CampQuest makes it faster and easier to find overnight summer programs of all kinds, including: weight loss and fitness, sports, arts, academics, travel, adventure, special needs, community service

More than 80 percent of the YMCAs offer summer day camps! Most YMCA summer camps are co-ed, but some are just for boys or just for girls. YMCA camping programs vary by location. Ages often range from 7 to 17, with lengths of stay from as short as 3 days, to a week, two weeks, or four weeks. We suggest you visit the Web site links by state listed here, or phone those you may be interested in for specific details.
http://www.ymca.net/find_ymca_camps/

Boys & Girls Clubs Join Us After School & This Summer. http://www.bgca.org/

New Jersey
http://www.internaldrive.com/new-jersey/ tech camps on college campuses.

KidsCamps.com - New Jersey Camps, Summer Camps in New Jersey
New Jersey Camps, Summer Camps in New Jersey at KidsCamps.com - Internet's most comprehensive directory of summer camps, winter camps, and spring break . www.kidscamps.com/kc_dba/owa/kids_home?state=NJ

Summer Camps in New Jersey on the Camp Channel
Search for summer camps located in New Jersey on the Camp Channel. Select from day camps, travel, specialty, and residential summer camps.
www.campchannel.com/New-Jersey/index.shtml

Day Camps in New Jersey
Summer Day Camps in New Jersey, a CampPage Directory ... "We Grow Happy Campers" Co-ed summer day camp in Somerset, NJ, offering a full program.
www.daycamps.net/new_jersey.htm

Princeton Summer Camps Feature :: Princeton Online, Community ...
Princeton, New Jersey: Premier community Web site for Princeton, New Jersey, featuring content ... Princeton Online's Summer Camps and Activities - home
www.princetonol.com/summercamps/

NEW JERSEY PERFORMING ARTS-ACTING-DRAMA-THEATER SUMMER CAMP : NJ ...
Acting-Performing Arts-Musical Theater Arts Summer Camp in NJ featuring our Kids On Stage camp and Tween / Teen Specialty Summer Camps. www.njactors.org/summercamp.htm

New York

New York Summer Camps for Boys and Girls
CampPage directory of Summer Camps in New York. ... Each summer, New York Film Academy Summer Camps give hundreds of high school students an unforgettable. www.camppage.com/newyork.htm

New York Summer Camps and Summer Programs - SummerOnCampus.com ...
SummerOnCampus.com describes sports camps, art camps and academic summer programs and summer camps held on New York's college campuses. www.summeroncampus.com/

Summer Camps in New York State and Summer Programs in New York ...
SummerOnCampus.com- summer camp directory for sports, arts, academic summer programs and summer camps in New York, including overnight camps, day camps held. www.summeroncampus.com/main/LocationList.asp

American Camp Association, New York — Accredited Summer Camps, Day ...
The American Camp Association is a community of camp professionals and is dedicated to enriching the lives of children and adults through the camp. www.aca-ny.org/

KidsCamps.com - Summer Camps, Day Camps, Overnight Camps, Sports ...
KidsCamps.com is the Internet’s most comprehensive directory of summer camps, ... Western Association of Independent Camps. New York State Camp Directors. www.kidscamps.com/

SCOPE - Summer Camp Opportunities Provide an Edge: Camperships ...
SCOPE makes summer camp available and affordable to every child by funding accredited, not-for-profit camps with camperships for children in need. www.scope-ny.org/

Oasis Childrens Services - New York Summer Day Camp Programs for ...
Oasis Children's Services creates safe, enriching and accessible youth Sprograms for children including summer day camps and after school programs. www.oasischildren.com/

Film School and Acting School at New York Film Academy
The Film School and Acting School at the New York Film Academy is one of the most ... SUMMER FILM & ACTING CAMPS FOR HIGH SCHOOL STUDENTS & TWEENS www.nyfa.com/

Young People's Web Postings Worry Summer Camp Directors - New York ...
Jun 22, 2006 ... Summer camp directors have a new scourge, ... Herb Swanson for The New York Times. Jessica Scott, a counselor, left, and Pam Cobb, www.nytimes.com/2006/06/22/technology/22camp.html

Juneteenth NJ: June 12 Family Day & June 14 Gospel Fest

2008-06-01T14:46:00.009-05:00

Juneteenth NJ: Two events, Twice the fun
These events are open to the public.
http://www.juneteenthnj.com/

Youth & Family Fair
Thursday, June 12, 2008, 7 pm
Edison Job Corps Academy(in the Gymnasium)
500 Plainfield Avenue Edison NJ
This event is free.

Featuring:
Iwa L'ewa Heritage Dance Ensemble (African Dancers and Drummers)
Additional Performers: singers, Gospel, rappers
Keynote: Dr. Lenworth Gunther

Gospel Festival:
Saturday, June 14, 2008, 3:00 pm
New Hope Baptist Church
45 Hampton Street
Metuchen, NJ
This event will have an optional love offering.

Juneteenth NJ is a partnership between the National Educational Network Inc. (NENI) the NAACP Metuchen-Edison Area Branch, and the Middlesex Central Baptist Association.
The 2008 Juneteenth NJ program has been made possible in part by funds from the New Jersey State Council of the Arts /Department of State, a partner agency of the National Endowment for the Arts: through a grant provided by the Middlesex County Cultural and Heritage Commission / Board of Chosen Freeholders. http://www.co.middlesex.nj.us/culturalheritage/

free “Rhythm & Blues By The Brook” Fest, Sat. 6/7 in Plainfield, NJ

2008-06-01T14:39:00.004-05:00

Union County Presents “Rhythm & Blues By The Brook”Music Festival at Cedar Brook Park in Plainfield, June 7th
Few figures exerted greater influence over the music of the 1960s and 1970s than Isaac Hayes. On Saturday, June 7th, Hayes will take to the stage in Cedar Brook Park in Plainfield as part of the 9th annual “Rhythm & Blues by Brook” presented by the Union County Board of Chosen Freeholders. The outdoor concert runs from 12 noon until 7 p.m. at Cedar Brook Park, located at Park and Pemberton Avenues in Plainfield.

Other key performers include the Harlem Gospel Choir and more.

Concert goers should bring a blanket or lawn chair to sit on and you can also bring a picnic lunch. A nearby food court will offer a ‘taste of spring’ for those who prefer to purchase a variety of satisfying dishes and beverages at reasonable prices.

Check out this press release for full details.

http://www.ucnj.org/news/0805rhythmblues.html

Disney's first black princess: Frog Princess opens in 2009

2008-05-11T23:30:00.002-05:00

NEW ORLEANS - The Walt Disney Co. has started production on an animated musical fairy tale called “The Frog Princess,” which will be set in New Orleans and feature the Walt Disney Studio’s first black princess.
The film, set for release in 2009, also is the first hand-drawn film Disney has committed to since pledging last month to return to the traditional animation that made it a worldwide brand.
“The Frog Princess,” a musical scored by composer Randy Newman, is “an American fairy tale” starring a girl named Maddy who lives in the French Quarter in New Orleans, said John Lasseter, chief creative director for Disney and Pixar Animation Studios.

source: MSNBC

To view the whole article: http://www.msnbc.msn.com/id/17524865/

Popularity of a Name: Soc Security Ranks Baby Names

2008-05-11T22:56:00.006-05:00

Are you trying to figure out what to name your next child? Check out the Social Security website's cool database.

Popularity of a Name:
To see how the popularity of a name has changed over time, enter the name and, optionally, the sex and number of years. Please note that the name you select must be in the top 1000 most popular names in order for the name to appear in the table produced by your request.

http://www.socialsecurity.gov/OACT/babynames/

Also check this website created by one of our readers. It allows you to see the popularity of a name in a color coded graphic/map format. It uses Soc Sec. data for the map:
http://www.babynamemap.com/

National Charter School Policy Forum

2008-05-11T22:44:00.001-05:00

Recently the U.S. Department of Education Celebrated the National Charter Schools Week, May 5-9, 2008. Check out highlights from the National Charter School Policy Forum.

A National Charter School Policy Forum designed to advance the understanding of American charter schools and discuss ways to increase their numbers, quality, and accountability was held Monday, May 5 at the U.S. Department of Education in Washington, DC.

The day-long forum drew about 100 leaders in the nation’s charter school movement, who were invited by U.S. Secretary of Education Margaret Spellings to share their thoughts about policies and practices and suggest how the Department and charter constituencies can support the next generation of charter schools. Monday’s event coincided with the first day of the 9th Annual National Charter Schools Week.

The agenda addressed the following topics and questions concerns:
The Intersection of Charter Schools and Philanthropy. How have major education philanthropies promoted the development of high-quality charter schools? How have the foundations promoted the scale-up of successful charter models? From the foundations’ perspectives, what are the indicators of a successful grantee? How have philanthropic efforts in the charter sector changed since the first charter schools were launched 15 years ago?
Increasing Charter School Capacity in Urban Areas. What policies and strategies have the potential to significantly increase the number of quality charter schools in big cities? What can mayors do to make their cities favorable environments for a strong charter sector? In states with charter school caps, what can be done to lift or modify them? How should authorizers fulfill a commitment to quality without over-regulating schools? What partnerships should urban schools develop?
Ensuring Charter School Quality over Mediocrity. What steps can policymakers, authorizers, and advocates take to define and promote high-quality charter schools and close bad charter schools? Is insufficient funding, especially for capital needs, constraining charter quality? What specific aspects of charter laws or policies restrain schools? What strategies are necessary to improve informed school choice by students and families?

During presentations from panelists and during question and answer sessions, key themes and challenges that emerged during the Policy Forum included the following:
The best way to attract more philanthropists and money to the charter school movement is to develop and then showcase terrific charter schools. Success breeds support.

Foundations lack a common set of measurements as to what constitutes a good charter school. While the foundations all focus on outcomes, they may focus on different outcomes. These inconsistencies can muddy efforts of the foundations and grantees alike to develop and evaluate the effectiveness of the charter schools.

Finding appropriate and affordable facilities for charter schools remains a key challenge for charter school developers. Tracking down adequate educational facilities is difficult and time-consuming.

Replicating good charter schools requires careful attention to many variables. As one forum participant explained, 20 people can replicate one charter school model and come back with “wildly different results.” The finances, the talent of the staff, the school leadership, the program, and the ambiance are among the many factors that together contribute to a charter school’s success.

Finding and keeping a high-quality staff, as well as the need to address special education issues in charter schools, are two more big challenges for the charter school community. Paul Pastorek, Superintendent of the Louisiana State Department of Education, spelled out the latter challenge in a keynote address. He talked to forum participants about the special needs of students in New Orleans schools since Hurricane Katrina.

During the past decade, the debate about charter schools has shifted its focus from innovation to quality. This change aligns the charter school movement more closely with the goals of the landmark No Child Left Behind legislation.

Information disseminated about charter schools needs to become more unified, disciplined, and sophisticated. The opponents of charter schools have done a better job at incorporating these qualities into its dissemination efforts than have charter school supporters.

Developing high-quality charter schools requires a longer time frame than many developers had anticipated. “We aren’t as far as we had expected,” one forum participant admitted. That being said, he continued, “We’re in this for the long haul. It’s not a sprint, but a marathon.”

The public policy environment must be changed in order to support the creation and replication of more high-quality charter schools and the closure of under-performing charters. In the current environment, some state and local laws, regulations, and practices hinder the growth of charter schools and enable some that are mediocre at best to continue operating.

A stronger infrastructure is needed to nourish existing charter schools. A more comprehensive system of support with everything from the finances to the facilities to the curriculum in charter schools can greatly improve their chances for long-term success.

The U.S. Department of Education plans to build on the Forum conversation to develop a policy paper to frame and guide future charter school discussion and activities. The paper is scheduled for release in the late summer.

You may subscribe to this charter school listserv message by visiting http://www.ed.gov/programs/charter/csplist.html.

Minority scholarships, programs and internship information for Youths

2008-05-11T07:47:00.004-05:00

See info from Black Data Processors and other links
Thanks to so many of you, we have received numerous scholarships, programs and internship information for Youths. Instead of going through the process of re-sending emails, our webmaster compiled the information. Please reference link for application and additional information regarding these excellent programs. http://www.bdpa-ny.org/students.htm

Also this link has information for scholarships. http://www.betf.org/scholarships/related_scholarships.html

Thanks,BDPA-NY Executive Team

Natl $6B Reading First Program -Rated Ineffective by Evaluators

2008-05-02T09:46:00.004-05:00

Summary of Reading First Interim Report:

Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.

To view the full report, visit this website:
http://ies.ed.gov/ncee/pubs/20084016/index.asp

New Jersey Eighth-Graders Tops in the Nation in Writing

2008-04-12T23:55:00.000-05:00

New Jersey Eighth-Graders Tops in the Nation in Writing
New Jersey eighth-graders are the best writers in the nation for their grade level, according to results from the National Assessment of Educational Progress (NAEP) tests given last winter, Education Commissioner Lucille E. Davy announced today.
In their first year taking the writing test, eighth-graders at 111 schools throughout New Jersey scored statistically better than all but one of the 45 states that participated in the writing test, according to the National Center for Educational Statistics.
“It is gratifying to see such a strong performance by our eighth-grade students,” said Governor Jon S. Corzine. “Effective writing skills are an essential element of competing and being successful in the 21st century economy and I am indeed pleased that the efforts of all of our educators are yielding such positive results.”
While New Jersey’s score was better than Connecticut’s, the difference was not statistically significant. New Jersey’s average scale score was 175, which is higher than the national average of 154. According to 2007 NAEP results, New Jersey eighth-graders performed better than their peers nationwide in the major subgroups tested: male, female, white, black, Hispanic, Asian/Pacific Islander, eligible for the National Lunch Program and not eligible for the National Lunch Program.
“Dating back to 1985, we have assessed our students’ ability to write as part of the Language Arts Literacy standardized tests,” Education Commissioner Lucille E. Davy said. “Every one of our standardized tests contains a written section. None of this happens overnight – these results stem from a continued focus on educational reforms and best practices. Our students understand what is expected of them and in this case, they achieved phenomenal results.
“The NAEP test is the only real national comparison to see how states stack up against one another,” Commissioner Davy continued. “To see these results – to be the best in the nation – is an incredible accomplishment. Our eighth-grade students have demonstrated they have a good foundation upon which they can build continued success.”
New Jersey students typically fare well on the NAEP tests. While NAEP didn’t test fourth-grade in writing in 2007, Gov. Corzine did laud fourth-graders for their success on both the reading and math tests when the results were announced in September:
§ In reading, New Jersey students trailed only Massachusetts and tied with three other states – Vermont, Connecticut and New Hampshire.
§ New Jersey fourth-grade math students fared better than students in every state in the nation except Vermont, New Hampshire, Minnesota and Kansas. As in the reading results, only Massachusetts scored higher.
“The findings of this study exemplify our commitment to improving educational attainment in our elementary schools,” Gov. Corzine said in September. “We equate our increases to sound preschool and early childhood education programs in New Jersey. They are providing our youngest students with a solid foundation of basic fundamentals, and the efforts are achieving positive results.” This is the first year New Jersey has participated in the NAEP writing test, which was given in January and February of last year. The score scale for the writing test is from 0 to 300 and is broken into four categories: below basic, basic, proficient and advanced proficient.
Among the key findings announced today:
§ The percentage of total students in New Jersey that performed at or above the proficient level (56 percent) is higher than the national average (31 percent);
§ New Jersey eighth-graders scored better than all states except Connecticut in the following categories: overall score, whites and males;
§ 98 percent of the white students who took the test scored at grade level;
§ Hispanic students scored slightly higher (162) than all other states except Wyoming (153) – according to the NCES, scores of 162 and 153 are not statistically different from one another for the NAEP test; and
§ New Jersey’s students with disabilities average scale score (139) was better than the national average (118), on par with Massachusetts and Connecticut and better than all other states that participated.
African-American students in New Jersey scored comparable to the national average on the test (152 versus 154) and better than the national average for the demographic.
While the majority of the findings are good news for New Jersey, Commissioner Davy said the gap between white and African-American student scores (32 points, which is greater than the national average of 22 points) needs to be addressed.
“While our African-American students scored on par with the national average, there is still work to be done,” the Commissioner said. “DOE has already implemented a Middle Schools to Watch program that will share best practices statewide. Also, through our new state monitoring system, we continue to pinpoint what is working and what isn’t. We are confident we will see improvement.”
The writing NAEP assessment is administered every four years at randomly selected schools. The writing test is voluntary. This year, Alaska, Maryland, Nebraska, Oregon, South Dakota and the District of Columbia chose not to participate.
NAEP does not provide scores for individual students or schools, but offers results regarding instructional experiences, school environment for populations of students (for example, fourth-graders and eighth-graders) and subgroups of those populations (for example, male students, students with disabilities).
For more information, please contact the Department of Education Public Information Office at (609) 292-1126.

Microsoft's DigiGirlz High Tech Camps in NY

2008-04-10T11:18:00.000-05:00

YOU MAY BE INTERESTED IN THIS OPPORTUNITY FOR YOUNG WOMEN/YOUTH Microsoft is now accepting applications to Microsoft's DigiGirlz High Tech Camps. This camp was developed to provide girls with a better understanding of what a career in technology is all about. The experience provides opportunities to learn about careers in technology, talk with Microsoft employees about their life experiences, and enjoy hands-on computer and technology workshops. The camp is FREE and includes breakfast and lunch for the participants. Applications are due May 30, 2008. Acceptance will be announced by June 13, 2008. Camps are held in numerous locations around the country this year. New York State location is: Stony Brook. Date: July 14-16 (3 days) Participants Can Expect: · Hands-on learning sessions to educate · Keynote Speaker series to inspire · Career/technology tours to heighten awareness · Resume and interview workshops to prepare · Employee panels to answer questions Application Details In addition to providing contact information, the girls will be asked to answer two essay questions. After being selected into the program, they will receive a packet of information with additional forms for completion. They will also be asked to submit a letter of recommendation from a teacher or counselor. The documents must be completed and returned in order to be fully registered for the camp. Girls must currently be in 9th -12th grade to be eligible. For more information: https://www.microsoft.com/about/diversity/programs/camps.mspx.

College Summer Programs for black males

2008-03-07T18:37:00.000-05:00

Call for Applications
The Institute for Responsible Citizenship is currently accepting applications for its summer programs in Washington, DC and New York City. The program in Washington focuses on public service, with most participants interested in careers in law, politics, and business. The New York City program focuses on career achievement and citizenship in the financial services industry.Washington Program DetailsEach summer, twenty-four of the most promising black male college sophomores in the country are given the chance to intern in the nation's capital while taking rigorous classes at Georgetown University. The courses in government and economics are designed to provide these young men with the skills necessary to critically analyze the world's problems while adhering to a deep respect for civil liberties. When the students are not in class or at work, they are often called upon to attend social functions designed to help them network in their field. Personal meetings with such leaders as Colin Powell, John Lewis, and Clarence Thomas are made possible by the intimate nature of the program.
The program runs from the first Sunday in June to the last Saturday in July and is a two-summer commitment (accommodations are made for students on the quarter system). During their first summer, students' primary responsibilities outside of their internships are their academic courses. The following summer, in addition to their internships, mentorship with the latest cohort of Institute students and professional development become priorities.Tuition and housing are paid for by the Institute, while students are expected to pay for their transportation and food. In addition, those not placed in paid internships will receive a stipend in the amount of $3000. You should be a sophomore to apply, however, juniors are considered if they are committed to attending graduate or professional school directly following their senior year.
The average GPA for participants is a 3.65. A competitive applicant will have a strong GPA along with a track record of service to others. There are no academic major requirements for the Washington Program.
Financial Services Program DetailsThe Institute for Responsible Citizenship is excited to announce a new program in conjunction with KPMG, one of the foremost accounting firms in the country. This year, KPMG was ranked among the top 100 companies to work for by Fortune Magazine, and ranked 37th among large-size companies. More information about KPMG can be found at http://www.kpmgcareers.com. Twelve black male college sophomores will be selected to take part in this year’s program. The program runs from the first Sunday in June until the last Saturday in July.
Students selected for this opportunity will spend the summer in New York City and work at the company's headquarters for eight weeks. The twelve young men will live together in housing provided for program participants. Students will be placed in the departments of Audit, Tax, or Advisory Services and be paired with a high-level executive to work with for the summer. Exemplary performance will be rewarded with an invitation to return for a second summer and possibly result in full-time employment following graduation.Other program highlightsSalary of $21 per hour (2007 rate), while working full-time Laptop provided for duration of program Possible international travel Seminar series for academic credit Students majoring in Finance, Accounting, or Management Information Systems with a cumulative GPA of 3.5 or better should send their applications in for the Financial Services Program.
More information about both programs, along with the application, can be found at http://www.i4rc.org/programs.htm. The application deadlines for both programs are:Early Decision – November 1Regular Decision – February 1*Application deadline extended to March 18 for Financial Services Program. Inquiries should be directed to info@i4rc.org or (202) 659-2831. Those considering applying are highly encouraged to review the website in detail and contact our office with any questions before submitting an application.

Free Web Conference: Dads in the Mix: The Future of Responsible Fatherhood Initiatives

2008-02-28T14:11:00.003-05:00

Dads in the Mix: The Future of Responsible Fatherhood Initiatives

March 19, 2008
Web Conference
1 pm ET / 12 pm CT / 11 am MT / 10 am PT
Register Online

Almost 25 million children in the U.S. are growing up in families without a father present, a number roughly two-and-half times higher than four decades ago. A growing body of research documents ways children benefit when they have engaged fathers, including better school performance, reduced substance abuse, less crime and delinquency, fewer emotional and other behavioral problems, and less risk of abuse or neglect. Federal initiatives have helped states create a broad array of programs that actively engage fathers in the lives of their families.

This web conference will analyze fatherhood research and programming as part of a broader movement to strengthen families. Panelists will also discuss promising strategies that some states are implementing to increase father involvement, and the potential for expanding and improving programs as new and continuing funding sources become available.

Speakers:
Robert Johnson, National Fatherhood Leaders Group
Matthew Stagner, Chapin Hall Center for Children at the University of Chicago
Gardner Wiseheart, Healthy Families San Angelo
Moderator: Patrick Boyle, Youth Today
Register Today

The web conference is free and space is limited. If multiple people in your office want to participate, please have only one person register and your group can view the web conference together.

To join the web conference, you need a computer with an Internet connection. You can listen to the conference by telephone or over the Internet. Review the web conference technical requirements.We will post a recording of the web conference on our websites for those who cannot attend the live event.

AMBI® Scholarship in Science & Medicine - for African-American and Hispanic females

2008-02-11T18:34:00.000-05:00

AMBI® Skincare opens call for applications
seeking 2008 honorees for inaugural scholarship

Skillman, New Jersey. January 22, 2008. AMBI® Skincare announced today the creation of the AMBI® Scholarship in Science & Medicine. Now accepting online applications for 2008-2009 academic school year, the AMBI® Scholarship in Science & Medicine is a national program designed to recognize, reward and support African-American and Hispanic women who have a genuine ambition to pursue a career in science and medicine. These women are non-traditional students who may have taken a break from their academic careers but now desire to attend school while balancing family, work, and other personal goals. To help provide them with another opportunity to enter the science and medicine fields, AMBI® Skincare has contributed a total of $50,000 to be awarded to five African-American and Hispanic women, each receiving $10,000 towards tuition for any nationwide accredited science or medicine program.

The scholarship was established because of the need to offer more opportunities to minority women to continue their education. Statistics from leading organizations reveal a startling trend among Latinas and African-American women's education:

· 15.3 percent of African American women and 10.8 percent of Hispanic women, compared to nearly 25 percent of white women, hold college degrees (American Association of University Women Report)
· Hispanics make up about 14 percent of the population, but earned only 7.3 percent of the bachelor's degrees, 4.3 percent of the master's degrees, and 2.7 percent of doctorates in science and engineering fields in 2003-4. (Inside Higher Education, 2003-2004)

Open to African-American and Hispanic women who are legal residents of the United States, applicants must be 21 years of age or older and will also be asked to demonstrate financial need. Submissions will be accepted online beginning January 22, 2008 through March 21, 2008 and applicants must apply directly. No product purchase is necessary to be considered.

For full application, in English and Spanish, as well as information about program eligibility and requirements log onto http://www.ambiskincare.com/.

The AMBI® Scholarship in Science & Medicine
The AMBI® Brand is one of the brands of Johnson & Johnson Consumer Products Company, a division of Johnson & Johnson Consumer Companies, Inc. The AMBI® Scholarship in Science & Medicine is designed to recognize, reward and support African-American and Hispanic women who have a genuine desire to make a difference in these respective fields. Whether the ambition is to be a nurse, doctor, chemist or high school biology teacher, the AMBI® Scholarship will help recipients achieve their goals by providing the financial resources necessary to pursue their dreams.

NJ plan to prevent child abuse- regional mtgs to be held with parents, faith based, community leaders, etc.

2008-02-08T11:42:00.000-05:00

The following is a letter from NJ officials seeking your input:

Dear Parents and Community Partners:

We ask for your help with a ground breaking project that will positively impact the lives of many children and families across our state. Governor Jon S. Corzine and the NJ Legislature entrusted the Department of Children and Families'(DCF) Division of Prevention and Community Partnership (DPCP) and the New Jersey Task Force on Child Abuse and Neglect (NJTFCAN) to create a statewide plan to prevent child abuse and neglect in New Jersey.
We want this plan to reflect as many voices as possible.

To meet this goal, we are gathering vital information from the broadest and most diverse group of New Jersey residents. The active involvement from parents, faith-based and community-based leaders, government officials and other interested child advocates will help us craft this roadmap for strengthening families and preventing the maltreatment of New Jersey's most vulnerable citizens.

Please take 15-20 minutes to complete this web-based survey (see following link) http://www.surveymonkey.com/s.aspx?sm=j0gQ01X1_2fn7DhE0A3mcBQg_3d_3d.
(Please note: If the link does not bring you automatically to the online survey, please try to cut and paste the address into your preferred Internet browser.)

If you are a community provider, we ask that you please assist parents and community members to complete the survey if they do not have access to the Internet to complete it themselves. You may also access a printed copy (pdf) of the survey at the following link to assist others: http://nj.gov/dcf/prevention/.
If you utilize the printed survey, please return it to the following address:

CFAR - Center for Applied Research, Inc.
ATTN: Michellana Y. Jester, M.P.P.
44 Brattle Street, 4th Floor
Cambridge, MA 02138

We also ask that you join us at one of four regional meetings designed to get feedback from parents and community partners.
These regional meetings are tentatively scheduled for February 26th, 28th, and March 4th and 6th. All meetings will occur from 2:30-4:30PM and 6:30-8:30 PM. Further details about these regional meetings will be emailed to you and posted on the DCF website.

If you are already not included on DCFs general communications distribution list, which receives DCF press releases, RFP information, and other important messages, you may add yourself by sending an email to communications@dcf.state.nj.us requesting to be added.

You can also access the link to the survey by visiting the DCF Web site at www.nj.gov/dcf. Please note a Spanish version of the survey will be made available in the near future, and an additional note will be sent when it is available.

We are counting on your voice and support throughout this process. Without contributions from people like you, the statewide prevention plan may lack important ideas and strategies. Should you have any questions about the survey or the prevention planning process, please call DPCP at 609-984-0678.

Again, thank you for your participation and support.

Sincerely,

Darrell Armstrong, Director, Division of Prevention and Community Partnerships

Jonathan Sabin, Executive Director, NJ Task Force on Child Abuse and Neglect NJ, Prevention Plan Steering Committee

'Cyber Bullying Workshop For Families'

2008-01-04T12:00:00.000-05:00

NJSACC Afterschool FLASH has posted a new item, 'Cyber Bullying Workshop For Families'
Is your afterschool program located in one of the following counties:
Bergen, Passaic, Hudson, Essex, Union, Middlesex, Monmouth and Ocean.
A free workshop is available to your program for families.

Amerigroup Community Care, a New Jersey Family Care health plan, is proud to offer a Cyber bullying workshop, geared specifically to parents and educators.

Learn the "Three R's of Bullying" [...] You may view the full description at
http://www.njsacc.org/wordpress/?p=493

Contact Nancy Voltz, Account Manager of Schools, by emailnvoltz@amerigroupcorp.com or phone toset up a workshop.
Nancy Voltz Account Manager of Schools AMERIGROUP Community Care 877-453-4080 x6620
6399 Thornall Avenue, 9th FloorEdison, NJ 08837

Workshop: Black Parenting in the 21st century

2007-12-16T17:32:00.000-05:00

Fyi:

Jay Jefferson Cooke of The Courier News joins Rev. Dr. Shirley B. Cathie of Plainfield’s Community Church of Christ in a rousing session on issues of Black Parenting in the 21st century, Thursday evening, December 20th at 6:30 P.M. at Plainfield Public Library.

Jay Jefferson Cooke has recently written some thought provoking editorials that deal directly with childhood development and critical issues that impact on proper development. Paying special attention to children and youth of the Black community, Jay Jefferson Cooke gives a sound commentary on issues that are often overlooked in the growth of our children.

Rev. Dr. Shirley B. Cathie is Plainfield’s foremost educator, who is pastor emeritus of Community Church of Christ, retired teacher and former member of Plainfield’s Board of education. She brings a wealth of knowledge and experience that highlight the pitfalls and the joys of the awesome journey of raising Black children in a multicultural society.

Presented by Plainfield’s NubianUnion nonprofit collaborative, Rev. Dr. Cathie and Jay Jefferson Cooke promise an informative evening of critical foundations and interactive conversation that will surely lead to positive child rearing, development and the impact on the Black community.

Plainfield Public Library offers ample parking space on its 9th Street side. All sessions begin at 6:30 P.M. and end at 8:30.

For more information:
822 Madison Avenue Unity Missionary Investors, Inc.
Plainfield, New Jersey 07060 Henry C. Rawls, President
The Nubian Cultural Center
908.315.3663 nubianunion@yahoo.com
fax: 908.315.3925

The Black Holocaust Series

"Homework Help NJ"

2007-12-16T17:28:00.000-05:00

Booker Helps Launch "Homework Help NJ"
WEBWIRE – Wednesday, December 12, 2007
State Library partnership with PSE&G means free after school homework help for students in 7 New Jersey communities
The New Jersey State Library, in partnership with PSE&G, and with help from Newark Mayor Cory Booker, today launched a major initiative to offer free homework help to the students, residents and users of seven major public libraries around the state.
Thanks to a new program called “Homework Help NJ,” students in grades 4 to 12 can get free help with their math, science, social studies and English assignments via the Internet. This online tutoring program delivered by Tutor.com allows students with library cards to chat online with tutors that can help them tackle their homework problems. Spanish-speaking tutors are available for help with math and science assignments.
“Homework Help NJ” is designed to provide the highest quality of one-on-one instruction. It is being piloted in Camden, Elizabeth, Jersey City, Newark, New Brunswick, Paterson and Willingboro - and thanks to a $265,000 grant from PSE&G – it will also be made available to all students enrolled in NJ After 3 afterschool programs. NJ After 3 is a statewide network of nonprofit run, after-school programs, currently serving over 15,000 children in more than 100 schools throughout New Jersey.
"This is a program that provides real value to the community" said Mayor Booker. "By helping kids do better in school, we boost their confidence and ensure that they stay engaged in academics, instead of the activity on the streets. This is the kind of programming we need more of, and the kind of public-private partnerships that I encourage"
With “Homework Help NJ,” there’s no scheduling, no appointments and no traveling. Tutors are available online and on demand, 7 days a week from 3 to 8 pm. Whether students need just a few minutes of help or a significant amount of time to better understand a complex concept, certified Tutor.com tutors work with students to help them build their confidence and do well in school.
“Kids deserve equal opportunity to succeed, and this program helps to provide that,” said Ralph LaRossa, President & COO of PSE&G. “We see tremendous potential in this program and are providing substantial funding to bring it into communities that we serve. While that’s a good start, more support is needed. My hope is that our corporate and foundation colleagues will step up and join the effort in Year Two, so that even more students can get the help they need.”
In addition to supporting students, “Homework Help NJ” is a valuable resource for parents, grandparents and caretakers who do not have the time or subject knowledge to help students with their homework on a regular basis.
“The New Jersey State Library, through the NJ Library Network, has long been committed to the education of young people and adults through a variety of programs we have funded and encouraged local public libraries to offer,” noted State Librarian Norma Blake. “The extra assistance available to students in these cities from live Homework Help tutors has the potential to instill a sense of success and accomplishment that will carry forward into the school day. With PSE&G’s generous support, we hope to build “Homework Help NJ” into a program that will expand and extend beyond its initial funding,” Blake said.
Students who live in one of the seven designated towns can connect to a “Homework Help NJ” tutor through their local libraries, or from their home PC or Mac, with their library card number. The program Web site is www.homeworkhelpnj.org. In addition, students enrolled in NJ After 3 can access “Homework Help NJ” at local program sites. NJ After 3 nonprofit partner sites include Boys & Girls Clubs, faith-based groups, museums, universities, community development corporations, YW/YMCAs, and others.
Tutor.com has been delivering its Live Homework Help® service to students in the U.S. through libraries since 2001. More than 2.5 million homework help sessions have been delivered to date--with an average of 4,000 sessions each evening this fall.
“Tutor.com has made a long-term commitment to working with state libraries and businesses to create successful public/private partnerships that benefit kids,” explained George Cigale, founder and CEO of Tutor.com. “We are excited to work with both the New Jersey State Library and PSE&G to ensure that students who need homework assistance in New Jersey have access to instant help to reach their academic goals.”
About New Jersey State Library
The New Jersey State Library has three bureaus: the Library Development Bureau (LDB), the NJ Library for the Blind and Handicapped (NJLBH) and the State Library Information Center (SLIC). It leads in the provision, promotion and support of quality library and information services to all people of New Jersey. The State Library, which is affiliated with Thomas Edison State College, coordinates, promotes and funds the New Jersey Library Network, of which we are a proud member. Last year, attendance in New Jersey’s public libraries was well over 46 million with total circulation of almost 54 million.
About PSE&G
Public Service Electric and Gas Company (PSE&G) is New Jersey’s oldest and largest regulated gas and electric delivery utility, serving nearly three-quarters of the state’s population. Each year, the company and its employees invest millions of dollars and thousands of hours to improve the quality of life in New Jersey. The company’s culture dictates that service to customers and community go hand-in-hand.
About Tutor.com
Tutor.com creates innovative, on demand homework help and tutoring services that connect students to a professional tutor online the moment they need help in math, science, social studies or English. Our network of over 2,200 professional tutors has delivered over 3 million one-to-one tutoring sessions. Tutor.com services include Tutor.com Direct, an on demand tutoring service for families and Live Homework Help, an after-school program offered at over 1,600 public libraries. Tutor.com also powers two statewide, governor-supported initiatives, HomeworkKansas and HomeworkAlabama. Tutor.com was named to Deloitte’s Technology Fast 50 Program for the New York Region in 2007 and 2006, was honored as one of the 25 Best Small Companies for Women 2007 by Working Mother and ranked in the first-ever Inc. 5,000 list of the fastest growing private companies in America. For more information or a free trial of the service please visit www.tutor.com or call (800) 411-1970.
About New Jersey After 3, Inc.
New Jersey After 3 (NJA3) is the first state-wide, private, nonprofit organization dedicated to expanding and improving after school opportunities for New Jersey’s kids – giving them the opportunity to participate in high-quality, comprehensive, structured and supervised and enriching after school activities. Currently NJA3 funds a network of programs serving over 15,000 children in over 100 schools throughout the state of New Jersey. For more information, including a complete list of afterschool programs – please visit www.njafter3.org

TANF Initiative for Parents (TIP) /Temporary Assistance for Needy Families (TANF)

2007-10-06T19:39:00.000-05:00

TANF Initiative for Parents (TIP)
The TANF Initiative for Parents (TIP) was born out of the Child Welfare Reform effort, to help new parents with children under 12 months old who are on Temporary Assistance for Needy Families (TANF) improve their parenting skills and encourage their child's well-being and healthy development.
TIP offers parents the opportunity to choose between having a TIP representative come directly to their home to work one-on-one with them or participating in community sessions at their local One-Stop Career Center. Or they can choose a combination of the two.
Through its extended support network, TIP creates a training plan that best suits each parent's situation, providing them with guidance on good nutrition, available medical and child care services, resume writing, job interview skills and more. Parents are also given the opportunity to share their experiences with families like themselves and are referred to other services they may need.
View the TIP brochure (pdf format) - English; Español

Early Childhood Resources (Tri-State and National)

2007-10-06T19:23:00.000-05:00

main source of links: http://www.newjerseychildcarecenters.com/

Mother and More Chapters in New Jersey - Mothers & More is a non-profit organization dedicated to improving the lives of mothers through support, education and advocacy.
Matching Moms in New Jersey- Meet other moms in New Jersey for playdates, friendship, and support.
Mom To Mom Chat.com - A site for Moms, by Moms - Find support, encouragement, articles, discussion boards, business opportunities, resources, chat room, link and flyer exchanges. A friendly place to meet for ALL Moms. StepMoms, GrandMoms, Work-At-Home Moms, Divorced Moms, Charitable Moms, Moms of Special Needs Kids, and more can find other Moms to chat with, meet new friends, find work-at-home ideas, recipes, places for Moms to shop, share ideas and more!
MOPS Mothers of Preschoolers - MOPS helps moms through relationships established in the context of local groups that provide a caring atmosphere for today's mother of young children.
Newborn Baby Checklist - Preparing your baby is easy with TinyTotLots.com, the most comprehensive newborn checklist for your new baby.
New Jersey Newcomers and Mom's Club Directory - A directory of Newcomers and Moms clubs in New Jersey, which are designed to give people new to the area the opportunity to meet and develop friendships with others who live in the area. Many of these groups have general meetings and interest groups which encourage members to learn about their new city, its culture, activities, lifestyle, and to develop friendships by sharing interests and hobbies with each other.
The New Parents Guide . com - Parenting Information, Shopping and Family Travel. Lists of baby names and meanings; lists of the most popular names; buying guides; convenient shopping for baby products and gifts; family travel & vacation guides; family resorts and much more!
Visually Impaired Preschool Students - Offers appropriate services to infants, toddlers and preschoolers who are visually impaired from birth to school age and to their families; to maximize each child's developmental potential through direct services, advocacy, and community education.
New Jersey's School for the Deaf Katzenbach Campus Ewing New Jersey

Compass Needs Assessment for Middlesex County and Franklin Twp (Somerset County) by United Way of Central NJ

2007-10-06T18:20:00.000-05:00

UNITED WAY OF CENTRAL JERSEY
COMPASS NEEDS ASSESSMENT

EXECUTIVE SUMMARY
The United Way of Central Jersey COMPASS Needs Assessment process was conducted
by The Eagleton Institute’s Center for Public Interest Polling in consultation with
representatives from the United Way of Central Jersey (“UWCJ”) and from Middlesex
County. The main objective of this study is to provide information on the social service
and related needs of residents within the UWCJ service area – which is defined as all of
Middlesex County and Franklin Township in Somerset County.
The specific issues addressed by this study include employment, health care access,
housing needs, child care, youth needs, senior social needs and respite care,
transportation needs, literacy issues, and barriers to accessing needed services.

Data Collection: June 2001 – May 2002

Blogger's Note: We have provided the link to the full report. This is an extensive document. It has 141 pages.

http://eagletonpoll.rutgers.edu/UWCJ_Report.pdf

NJ After 3 - evaluation of afterschool program

2007-09-28T17:18:00.000-05:00

New Jersey After 3 was established in 2004 by the state’s governor as a private, non-profit corporation to address the growing need for safe, accessible, high quality after-school opportunities for school children in New Jersey. During the 2006-07 school year, New Jersey After 3 served approximately 13,500 children in 66 after-school programs serving 95 schools throughout the state.

A three-year Policy Studies Associates (PSA) evaluation aims to yield information that state and local policymakers and program administrators can use to improve the quality, availability, and effectiveness of New Jersey After 3. The program is the nation’s first statewide public/private partnership that focuses exclusively on support for after-school programs. New Jersey After 3 works with youth-serving nonprofit organizations, community-based organizations, universities, hospitals, foundations, corporations, faith-based organizations, cultural institutions, and others to provide a range of resources for after-school programming.
Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html

New Jersey After 3 (NJA3) is a statewide after-school organization modeled after The After-School Corporation (TASC). It is dedicated to expanding and improving after-school opportunities for New Jersey students in grades K-8. TASC has provided extended technical assistance to NJA3 staff in program development, fund development, grant selection, and evaluation. NJA 3 is also a partner in TASC’s Building Healthy Communities initiative, which is funded by the Corporation for National & Community Service’s Learn and Serve America.

Mission:
New Jersey After 3 is a private, non-profit corporation dedicated to expanding and improving afterschool opportunities for New Jersey’s kids. Our vision is that all New Jersey children will have the opportunity to participate in vibrant, high-quality, comprehensive, structured, supervised and enriching afterschool activities. New Jersey After 3 is formed as a public-private partnership to maximize the resources available to afterschool programs for New Jersey kids.

Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html

Here is the link to NJ After 3: http://www.njafter3.org

Journalism internships

2007-09-28T17:11:00.000-05:00

Child Abuse Prevention: Parents Anonymous

2007-08-13T21:07:00.000-05:00

Parents Anonymous
http://www.parentsanonymous.org/

As the nation’s premier child abuse prevention
organization, Parents Anonymous® Inc. is a
community of parents, organizations and
volunteers committed to strengthening families
and building strong communities, achieving
meaningful parent leadership and shared
leadership, and leading the field of child abuse
and neglect. In addition to a description of the
leadership initiative, publications, resources, and
related links, this site describes training programs
and technical assistance services for promoting
and implementing meaningful Parent Leadership
and Shared Leadership in communities.

Teen Pregnancy an Issue in NJ

2007-08-13T19:10:00.000-05:00

Did you know the following about Teen Pregnancy?
Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per 1,000) source: Guttmacher 2006 report

• High incidence of unwanted pregnancy / abortion in NJ: Teenage abortion rates were highest in the District of Columbia, New Jersey, New York, Maryland, Nevada and California. Fifty percent or more of teenage pregnancies end in abortion in New Jersey, New York, Massachusetts and the District of Columbia. (2006 report from Guttmacher)

Inadequate pre-natal care: About 1/3 of pregnant teens receive inadequate prenatal care; babies born to young mothers are more likely to be low-birth-weight, to have childhood health problems and to be hospitalized than are those born to older mothers. Teens who give birth are much more likely to come from poor or low-income families (83%) than are teens who have abortions (61%) or teens in general (38%).

Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per1,000) source: Guttmacher 2006

Through our information blog and parenting workshops, NENI hopes to improve the likelihood of a healthy childbirth and reduce the number of subsequent births during teen years. About 1/4 of teenage mothers have a second child within 2 years of their first. About 13% of all U.S. births are to teens. Our intention with this grant is to provide online and/or in person pre-natal education in partnership with educators and physicians. When our funding expands, we will add pre-natal workshops.

Main Statistics Source: The Alan Guttmacher Institute (AGI) http://www.guttmacher.org/pubs/fb_teen_sex.html)

Check out additional parent resources on our website at http://www.neni.us/

NJ School Report Card

2007-08-12T13:41:00.001-05:00

There are several tools that parents can use to measure their school’s yearly performance in a comparative way. One is the New Jersey School Report Card produced annually since mandated by law in 1995. Report cards are issued for every public school, including charter schools and vocational and special services school districts. The report card contains statistical, demographic, programmatic, and local information in order to inform parents and other citizens about the progress of public schools throughout the state. Each school also is required to add a two-page narrative to the School Report Card to inform parents about exemplary programs and noteworthy achievements of that school. The school district may distribute the report card to parents, but all of the school data is accessible on the Department of Education’s Web site.
Beginning in August 2003 as required by the No Child Left Behind Act (NCLB), the department has issued disaggregated reports for each of the state assessments that include NJ ASK 3, 4, 5, 6, and 7, the Grade Eight Proficiency Assessment (GEPA); and the High School Proficiency Assessment HSPA). One measure of how well your school is doing is to look at past years’ scores for your school and determine whether the scores show an upward trend or not.

NJ Governor’s Education News Service - free e-mail news service for parents

2007-08-12T13:36:00.000-05:00

The New Jersey Department of EducationAnnounces The Launch of the Governor’s Education News Service
gens-public
You can have the latest news and information from the New Jersey Department of Education automatically e-mailed to you as soon as it is publicly released to the media.
Instead of searching newspapers or the DOE Web site for the latest news and information about state actions that affect your local schools, now you can enjoy the advantage of having first-hand education news and information automatically delivered directly to you electronically whenever it is issued.
The New Jersey Department of Education is inviting all New Jersey residents to subscribe to gens-public -- our comprehensive e-mail news service to keep you informed of education news in New Jersey.
Who should subscribe to gens-public? -- parents, students, and all other citizens with an interest in education.
By subscribing to this free service, you will receive news releases, reports, speeches, testimony, opinions, administrative code, and data, as well as any other information that the department distributes to educators and the media. The DOE’s gens-public will also be a source of information about upcoming events and award ceremonies.
All gens-public information will be transmitted to you by e-mail, as soon as the information is released. With this feature, you also will know when there is new information on the department’s Web site at www.nj.gov/education.

To sign up for this free service, go to http://www.state.nj.us/education/parents/

language dictionaries

2007-08-02T11:12:00.000-05:00

Language Dictionaries http://www.yourdictionary.com/languages.html

There are over 6,800 known languages spoken in the 200 countries of the world. 2,261 have writing systems (the others are only spoken) and about 300 are represented by on-line dictionaries as of May 11, 2004. This site by yourDictionary.com presents its currently list. New languages and dictionaries are constantly being added to yourDictionary.com; as a result, this site contains one of the widest and deepest set of dictionaries, grammars, and other language resources on the web.

NJ Child Welfare Updates

2007-05-28T08:39:00.000-05:00

Update from state officials below:

Dear Colleagues,Governor Corzine and I are pleased to share the latest round of data on the child welfare system, which continues to point toprogress in a number of key areas. You can find the new data on our Web site by visiting this link:http://nj.gov/dcf/home/childdata/index.html (if the link does notdirectly open, please cut and paste into your Internet browser).This is our largest single production of data to date, andincludes demographic information on children, substantiation andoutcome data, information on DYFS caseloads for every office in the State, adoption data, and referrals from the hotline to DYFS and the Institutional Abuse Investigation Unit (IAIU).

As many of you know, we experienced our first net gain of 209 resource families in 2006, and we have already surpassed that netgain in the first three months of this year - 331 new families between January and March of this year.Caseloads continue to decline across DYFS. As of March, 60percent of our DYFS offices complied with caseload standards forintake; 68 percent complied with caseload standards for ouradoption practice; and 71 percent complied with caseloadstandards for permanency (ongoing) work. Sixty-five percent of our offices complied with supervisor to staff ratios (5 to 1),not counting the casework supervisors in each office. When thecasework supervisors are included, every office complied. Ourinternal tracking indicates that we will see significantimprovement in every category by July.Another indication of progress in reducing caseloads is thedecline in the number of DYFS staff serving more than 30families. As of this March, 0.7 percent of our staff served morethan 30 families, compared to 6 percent of DYFS staff a year ago.Ten percent of DYFS staff served 21 to 30 families in March ofthis year, compared to 20 percent last year. Forty-nine percentof DYFS staff served 11 to 20 families this March (last year itwas 41 percent) and 40 percent of DYFS staff served one to 10families this March, compared to 33 percent last March. The data indicates modest improvement in placing sibling groups togetherin foster care, and placing children within 10 miles of theirhomes when they are removed from their families. I'm eager to see bigger advances in these areas as we implement the case practice model.

The data also indicates a continued downward trend in the number of children who are abused or neglected in foster care, and asharp reduction in the number of legally free children awaitingadoption from January 2006 to March 2007. There is a lot of work ahead of us, but we're heading in theright direction.

Kevin M. Ryan
NJ Commissioner Department of Children and Families

NJ Troubled Youth Get a Helping Hand from State Program

2007-05-23T21:07:00.000-05:00

Youth transitioning from foster care, homeless youth and children with behavioral health needs benefit

TRENTON - Department of Children and Families Commissioner Kevin M. Ryan announced the expansion of residential facilities and services to aid youth who are homeless or transitioning out of foster care, as well as children with highly specialized behavioral health needs. This expanded capacity, working in partnership with the Department of Community Affairs (DCA) and the Housing and Mortgage Finance Agency (HMFA), will allow the department to accommodate an additional 200 youth in residential settings and is the state's largest ever one-time expansion.

to view the state's full press release, go to http://www.state.nj.us/dcf/news/press/approved/070502_residentialbedexpansion.html

NJ Kids on Parent's Health Insurance Until 30 Yrs Old

2007-05-23T12:27:00.000-05:00

Did you know that New Jersey's insurance law changed and parents can keep their children on their health insurance policies until they are 30? (Note their are some exceptions) See some articles about this topic below. Also see info below about insurance for low income families or people who recently lost their jobs.

The state Department of Banking and Insurance has prepared answers to frequently asked questions about health insurance coverage for dependents to age 30. See the Web site: www.state.nj.us/dobi/dependentsunder30.htm

http://insurancenewsnet.com/article.asp?a=prod_lh&id=73573

http://www.truthout.org/cgi-bin/artman/exec/view.cgi/60/20030

http://www.larslarson.com/NationalHeadlines/129461.aspx

Parents, are you looking for information on low-cost health insurance for yourselves and your children? NJ FamilyCare provides information that will help you determine whether you qualify for low-cost or no-cost health insurance. You can also download an application or view frequently asked questions. http://www.njfamilycare.org/

Univ. of Pittsburgh -Summer High School Minority Computer/Tech Program

2007-04-05T17:21:00.000-05:00

I received the following information about a summer program for at-risk youth. Note-- they have scholarships for this program. See contact information below for more info.

-Dana

ANOTHER OPPORTUNITY FOR OUR YOUTH ----------

The Technology Leadership Institute is a six week pre-college program at the University of Pittsburgh designed for minority and underrepresented high school students interested in computers and technology. The students will take classes in computer programming, web design, mathematics and computer systems. The classes are supplemented by workshops on college, careers and academic success. We are looking for students entering grades 10 - 12 next fall and who are interested in exploring Computer Science.

Did I forget to mention -- we provide scholarships (full and partial) for all students. Last year we were able to provide full scholarships to all of our stud ents! Applications are accepted on a rolling basis until May 1, 2007. It is never too early to start the application. We strongly encourage students to apply early - spaces are limited To learn more about TLI and the application process, visit: www.cs.pitt.edu/tli. Please forward this opportunity to any high school students you may know or work with, as well as your colleagues.

If you have any further questions, please contact: -- Tonya R. Groover Director, Technology Leadership Institute 6502 Sennott Square University of Pittsburgh Pittsburgh, PA 15260 Phone: 412-624-4765 Fax: 412-624-8854 Email: trg4@cs.pitt.edu Web: www.cs.pitt.edu/tli

State Scholars Initiative

2007-03-31T01:21:00.000-05:00

PRESS RELEASE:

State Scholars Initiative Program Aimed at Increasing Number of Students Taking Rigorous High School Courses

Missouri, New Hampshire, South Dakota, Wyoming Added to Previous List of 20 states

Contact: Jim Bradshaw(202) 401-2310 or jim.bradshaw@ed.gov

Four new states have been selected for participation in the State Scholars Initiative, a national business-education partnership effort designed to increase the number of students who take a rigorous curriculum in high school, the U.S. Education Department announced today.
The states are: Missouri, New Hampshire, South Dakota and Wyoming.

The four new states join 20 others previously chosen for participation. They include: Arizona, Arkansas, Connecticut, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Mississippi, Nebraska, New Jersey, New Mexico, Oklahoma, Rhode Island, Tennessee, Utah, Virginia, Washington, and West Virginia.

Under the State Scholars Initiative, each state will receive up to $300,000 during a two-year period to implement scholars programs in at least four school districts. Local business-education partnerships will work with students in those districts, encouraging them to take a rigorous course of study—one that will give them a boost no matter whether they go to college or straight to work.

The Scholars Core Course of Study includes:

Four years of English.
Three years of math (algebra I and II and geometry).
Three years of science (biology, chemistry and physics).
Three and a half years of social studies (U.S. history, world history, geography, economics or government).
And, Two years of a language other than English.
"Students who take rigorous courses in high school stand a far greater chance of succeeding in college and the workplace," said U.S. Secretary of Education Margaret Spellings. "We congratulate the states of Missouri, New Hampshire, South Dakota, and Wyoming for recognizing the potential of this program and the considerable benefit that it can provide young people."
Besides the State Scholars Initiative, President Bush earlier this year launched two other significant programs designed to encourage students to take challenging courses in high school. In February, the president signed legislation setting aside more than $790 million in Academic Competitiveness Grants and National Science and Mathematics Access to Retain Talent (National SMART grants).
Those awards will encourage students to pursue rigorous classes in high school and college majors in high demand in the global economy, such as science, mathematics, technology, engineering and critical foreign languages.

Academic Competitiveness Grants will be available to students for their first and second academic years of college, while National SMART Grants will help support students in their third and fourth years of school.

In the State Scholars Initiative, a high-impact strategy is used to motivate students to tackle demanding high school courses that prepare them for college and careers. The program features business people making presentations to eighth-graders just before they select their high school courses.

Business volunteers help students understand the career options and monetary benefits of taking challenging courses. Students may receive academic support, incentives, and special recognition that help ensure their success, especially in the more difficult courses.

The State Scholars Initiative is funded by the Education Department's Office of Vocational and Adult Education, headed by Assistant Secretary Troy Justesen. The program is overseen by the Western Interstate Commission for Higher Education in Boulder, Colo.

For more information on the State Scholars Initiative, see the program's Web site, which includes a brochure, fact sheet, newsletter, as well as links to state briefs and each of the participating states' Web sites at www.wiche.edu/statescholars.
Details on the Academic Competitiveness and National SMART Grants can be found at http://www.ed.gov/about/offices/list/ope/ac-smart.html.
###

Top Four College Grants / Scholarships for NJ students

2007-03-31T01:02:00.000-05:00

1) Federal Pell Grants provide financial assistance to students enrolled in an eligible program as determined by a national formula. The amount of the award is based on (1) eligibility as determined by the Pell Grant formula, (2) the cost of the program, and (3) enrollment status.
Academic Competitiveness Grant (ACG) is a federal grant program that provides additional grants to eligible students that pursued a rigorous program of study in high school on or after January 1, 2005. For more information on rigorous program click on Academic Competitiveness Grant.

2) Federal Supplemental Educational Opportunity Grant (SEOG) is a federal program, which provides money to undergraduate students with financial need.
Tuition Aid Grant (TAG), a New Jersey program, which provides aid to full-time students who are New Jersey residents. N.J. county college students enrolled for 6-11 credits may be eligible for an award through the part-time TAG Program.
Educational Opportunity Fund (EOF) is a New Jersey grant program for students from educationally disadvantaged backgrounds who have exceptional financial need. It is available to New Jersey residents only.

3) NJ STARS: Starting with the class of 2004, New Jersey high school students who graduate in the top 20 percent of their New Jersey high school class may be eligible for NJ STARS.
NJ STARS covers up to five semesters of tuition and approved fees at your local community college. NJ STARS students must take at least 12 college-level credits each semester and can take up to 15 college-level credits each semester.
NJ STARS students have up to two years after graduating high school to enroll at a New Jersey community college.
NJ STARS students must be enrolled in an associate degree program at a New Jersey community college.
NJ STARS students must maintain continuous full-time enrollment at a New Jersey community college.
After their first year enrolled at a New Jersey community college, NJ STARS students must hold a 3.0 grade point average by the beginning of their second year to be eligible for scholarship renewal for the second year.
For more information on NJ STARS, call 1-800-334-NJCC or send email to info@njccc.org.

4) NJ TAG
New Jersey’s Tuition Aid Grant (TAG) program is one of the nation’s largest financial aid programs, and New Jersey ranks among the top states in providing aid for needy students. Depending on your need, a TAG award can cover close to the full cost of tuition at a public college or a portion of that cost. The program also offers sizeable awards to attend in-state private institutions. One in every three full-time New Jersey students receives TAG, and awards may be used at nearly all New Jersey postsecondary institutions, including community colleges, state colleges and private schools. To get the best idea of a family’s ability to pay higher education expenses, eligibility for TAG is determined by a review of many factors, such as family income and assets, family size and the number in college. The cost of attendance is also taken into consideration, so you should never feel that a school is beyond your reach just because it is more expensive.

The Part-Time Tuition Aid Grant (TAG) Program for County College Students began as a pilot program with the 2003-04 academic year. Within the limits of available funding, this program provides pro-rated awards to New Jersey county college students taking 6 - 11 credits per term, who are otherwise eligible for the Tuition Aid Grant Program. (To review eligiblity requirements, click "Student Eligibility")
The maximum 2006-07 award for students enrolled half-time (6-8 credits) is $419 per term. Students enrolled three-quarter time (9-11 credits) may receive a maximum of $628 per term.

For more information on other state-sponsored scholarships and financial aid programs, visit the New Jersey Higher Education Student Assistance Authority http://www.njccc.org/njstars.htm.

Other resources:
http://college.enotes.com/scholarships-loans/NJ Lists scholarships by state

Tuition Aid Grant Award Estimator - 2006-2007
https://www.hesaa.org/eadmin/tag0607/studentstatus.asp

The Nation's Report Card: by NAEP

2007-03-02T19:28:00.000-05:00

Results of the National Assessment of Educational Progress (NAEP) 2005 twelfth-grade reading and mathematics assessments and the 2005 NAEP High School Transcript Study (HSTS) were just released.

The twelfth-grade reading and mathematics report provides national results on the performance of America's high school seniors on NAEP.

The Nation's Report Card: America's High School Graduates presents information about the types of courses 2005 high school graduates completed, how many credits they earned, and the grades they received. Information on the relationships between high school academic records and performance on the NAEP mathematics and science assessments is also included.

Both reports examine results for student groups including race/ethnicity and gender.

Reading findings include:
* Decline in scores and the percentages of students at or above Proficient and at or above Basic compared with 1992. There have been no significant changes at these levels since 2002.
* No significant change in the White-Black or White-Hispanic gap compared with previous years.

Mathematics findings include:
* Sixty-one percent performed at or above Basic, and 23 percent were at or above Proficient.
* NOTE: Due to changes to the framework for 2005, results can't be compared to previous years.

High School Transcript Study findings include:
* Graduates in 2005 completed more rigorous curricula than previous graduates.
* The overall grade point average (GPA) has been climbing since 1990 and was 2.98 in 2005.
* Graduates with stronger academic records obtain higher NAEP scores.

Full results are available at:
http://nationsreportcard.gov

Including 2005 twelfth-grade science results released earlier, at:
http://nationsreportcard.gov/science_2005/

To download, view and print the publications as PDF files, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007467
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007468

To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).

National Study Comparing Public and Private Schools

2007-02-25T15:08:00.000-05:00

National Study Comparing Public and Private Schools

On July 14, 2006, the National Center for Education Statistics released a study titled "Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling" that uses a sophisticated statistical analysis to examine the National Assessment of Educational Progress (NAEP) scores of public and private school students.

The goal of the study was to examine differences in mean (NAEP) reading and mathematics scores (grade 4 and grade 8) between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student demographic characteristics considered were gender, race/ethnicity, disability status, income and identification as an English language learner.

Among the school characteristics considered were school size and location, and
composition of the student body and of the teaching staff. In particular, if the student populations enrolled in the two types of schools differed systematically with
respect to background characteristics related to achievement, then those differences would be confounded with straightforward comparisons between school types.

The full report from NCES can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006461

The National Catholic Education Association points out that this study looks at results on one test score at a given time – it does not measure progress over time. The NCEA argues that the single-year snapshots of test scores provide limited information about student achievement and nothing about the relative quality of public and private schools.

Click here to read an NCEA analysis of the report and a link to the full text of the document.

Catholic Schools: Trend Toward Consolidation

2007-02-25T13:34:00.000-05:00

Major trends for northeast Catholic schools include a large increase in regionalized school systems and partnerships with outside Catholic agencies.

Many large Dioceses are creating regional or interparochial schools to offset declining enrollment and financial struggles. By consolidating, many of the schools state they able to increase resources, such as computer labs. The Boston Diocese also recently created a partnership with a Catholic University.

Across the nation in 2003, 123 Catholic schools were closed or consolidated in areas of declining enrollment while 34 new schools opened, according to statistics from the National Catholic Educational Association.

Here are several examples:

NEW JERSEY:

MERCER COUNTY: TRENTON, NEW JERSEY: A few years ago, the Trenton Diocese consolidated all of its preK-8 schools into one school, now known as the Trenton Catholic Academy. Trenton Catholic Academy, a preK-12 Diocesan Regional school, is located in the heart of Hamilton, New Jersey at the McCorristin Campus that spreads across 62 acres, which was formerly the Kuser Estate. The main campus building houses classrooms, a gymnasium, three computer labs, a library, dining facilities and the administrative offices. The campus also includes a football stadium, two baseball diamonds, two softball fields, and two soccer fields. http://trentoncatholic.org/
UNION COUNTY: HILLSIDE, NJ: Hillside Catholic Academy opened its doors on July 1, 2004. The school was formed by the merging of Christ the King School, Hillside and St. Catherine’s of Sienna School, Elizabeth.
HUDSON COUNTY: HOBOKEN, NJ: Hoboken Catholic Academy is a Catholic elementary school for children Pre-K through Grade 8. The school is co-sponsored by the parishes of St. Ann's,Our Lady of Grace, St. Francis, St. Joseph andSts. Peter & Paul in Hoboken and St. Lawrence in Weehawken. The school has an enrollment of about 325 students with an average class size of 25 students.
Archdiocese of Newark: BERGEN COUNTY, NJ: Transfiguration Academy represents a new model for Catholic school education which they believe will lead the way in academic excellence in the 21st Century. Co-sponsored by the parishes of St. Mary’s, Dumont, St. John’s, Bergenfield and Ascension, New Milford, the Academy says it offers an enhanced curriculum, extra-curricular activities and a new organizational structure. Through these enhancements they hope to attract more students at all grade levels, Pre-K 3 through the 8th Grade. In order to achieve this objective, they said they "enhanced the curriculum in the lower school, Pre-K3 to grade 4, at the Bergenfield campus and established a superior Middle School, at our New Milford location, for grades 5 through 8".
(source http://www.transfigurationacademy.org)
BERGEN COUNTY, NJ : Catholic Academy of Northern Valley: The parishioners of St. Joseph in Demarest, Sacred Heart in Haworth, and St. Mary in Closter combined their "energies, talents, financial resources and prayers to ensure the continued viability of quality Catholic education in our parishes". The school officially started on July 1, 2004 and serves students from Pre-K through 8th grade. (source:http://www.catholicacademynorthernvalley.org/)
BERGEN COUNTY: Visitation Academy, formerly Our Lady of the Visitation School, was established as a parish school in 1958. In 1991, it became inter-parochial and are affiliated with three parishes, Our Lady of the Visitation and Annunciation, both in Paramus and Sacred Heart Church in Rochelle Park. Visitation Academy serves Grades PreK3 though grade 8.
BERGEN COUNTY: St. John Academy began as St. John the Baptist Parish School in 1955. In 1997 the name was changed to St. John’s Academy to better reflect growth from a small parish school to an interparochial academic institution co-sponsored by four area parishes: (Source: http://www.sja-hillsdale.org/pages/about.html)
St. John the BaptistHillsdale
St. Andrew’s ChurchWestwood
Our Lady Mother of the ChurchWoodcliff Lake
St. Gabriel the ArchangelSaddle River

New York City, NY trends: Declining school enrollment and major parish realignment

2005, The Roman Catholic Archdiocese of Brooklyn and Queens announced that 22 parochial schools in the two boroughs would close. Nine of those are in Queens -- none were high schools.

In Jan 2007: The Archdiocese of New York announced its parish realignment decisions. A committee of lay, religious, and clergy, known as the Archdiocesan Realignment Advisory Panel, reviewed all of the recommendations and made valuable suggestions. All parishes potentially affected by a realignment recommendation were given the opportunity to discuss their observations about the recommendation with Bishop Sullivan and his review committee. In all, ten parishes will be closed, and eleven parishes will merge with other parishes.

NENI will continue to monitor how this affects Catholic Schools in the area.

"These decisions are the culmination of an extensive three-year planning process, which involved long and careful consultation. This process, established by Edward Cardinal Egan, was designed to identify the religious, spiritual, and education needs of the Catholic faithful throughout the entire Archdiocese, and determine how those needs could best be met." according to a Jan 19, 2007 press release http://archny.org/news-events/news-press-releases/index.cfm?i=3501. Complete list of Archdiocesan parish realignment decisions

BOSTON, MASS: (Boston source: see full article in NYT: http://www.nytimes.com/2007/02/24/us/24religion.html

Boston is also consolidating its schools. St. Edith Stein and two other churches in this city of 94,000 about 25 miles south of Boston, are consolidating their schools, which together serve 500 children in kindergarten through eighth grade, and ceding control to a board of directors. The arrangement, which starts in September, will result in two newly renovated schools, one for lower grades and another for upper grades, at two different churches. (source: see full article in NYT: http://www.nytimes.com/2007/02/24/us/24religion.html)
Last year the Boston archdiocese partnered with Boston College to run a Boston elementary school, becoming the first diocese in the country to hand over educational responsibility to a university, said Sister Dale McDonald, director of public policy and education research for the National Catholic Education Association.

NJEA: Good News about New Jersey's public schools

2007-02-25T13:31:00.000-05:00

The New Jersey Education Association has a website with a collection of statistics about how NJ public school education compares to other states.

http://www.njea.org/page.aspx?z=1013&pz=3

Grades Rise, but Reading Skills Do Not

2007-02-25T12:58:00.000-05:00

It is important for parents to have a better understanding of how to compare their student's state test scores. Parents can have free access to not only their individual students scores, but also scores by grade, scores by school, scores by district, scores by state and scores by national average. Although test scores are not a full indication of a student's progress, they can often send a red flag of an area that needs attention.

NENI will periodically forward information about trends in test scores and issues related to NCLB. Here is an exerpt from the New York Times that address the fact that grades and test scores are very different measures of progress.

An exerpt from article is below.
To read the full article: http://www.nytimes.com/2007/02/23/education/23tests.html

Grades Rise, but Reading Skills Do Not

Federal reports found that high school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving.

By DIANA JEAN SCHEMO
Published: February 23, 2007
WASHINGTON, Feb. 22 — High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort, according to two federal reports released here Thursday that cite grade inflation as a possible explanation.
Skip to next paragraph
RelatedStudy by National Assessment of Educational Progress (nationsreportcard.gov)
The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.
The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.
At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990.
“There’s a disconnect between what we want and expect our 12th graders to know and do, and what our schools are actually delivering through instruction in the classroom,” David W. Gordon, the superintendent of schools in Sacramento, said at a news conference announcing the results.

USDOE Charter School Conference April 5-6 in Wash DC

2007-02-22T18:51:00.000-05:00

R egistration Open
www.sei2003.com/OII/CSPShowcase/index.htm

U.S. Department of Education
2007 National Charter Schools Program Showcase

One City at a Time:
Expanding High Quality Charter Schools

April 5-6, 2007
Fairmont Washington
Washington, D.C.

Welcome to the National Charter Schools Program Showcase to be held on April 5th- 6th, 2007, at The Fairmont Washington DC in Washington, DC. The theme of this year's Showcase is "One City at a Time: Expanding High Quality Charter Schools" and will bring together State and Federal educational professionals committed to expanding high quality charter schools and increasing the national understanding of the charter school model in their cities and states.

The purpose of this Showcase is to:
· Expand the national dialogue about how States can use chartering as an intervention in low performing schools.
· Identify successful State practices using chartering to comply with the No Child Left Behind (NCLB) Act.
· Provide local and State leaders with current knowledge about successful charter school models and practices.
· Share up-to-date information about partnerships, initiatives, and technical assistance available to States seeking to leverage their resources and expand the number of high quality charter schools.

A varied and inclusive format has been developed to address these critical topics. Key Department of Education program offices will be presenting initiatives and resources. Special guests include eight of the nation’s most highly successful charter high schools that have closed the achievement gap.

Register now at www.sei2003.com/OII/CSPShowcase/index.htm For information on accommodations and the conference schedule please visit the Logistics and Agenda pages.

Academic Competitiveness Grant (ACG) for Undergraduates

2007-02-22T14:55:00.000-05:00

The law created a new student aid grant program called the Academic Competitiveness Grant (ACG). Congress has provided funding and the grants are available for the 2007-2008 award year. First-year undergraduate students will be eligible to receive up to $750. Second-year undergraduate students will be eligible to receive up to $1,300. The ACG eligibility criteria are listed below: To be eligible for an ACG each academic year, a student must: Be a U.S. citizen; Be Federal Pell Grant eligible; Be enrolled full-time in a degree program; Be enrolled in the first or second academic year of his or her program of study at a two-year or four-year degree-granting institution; Have completed a rigorous secondary school program of study (after January 1, 2006, if a first-year student, and after January 1, 2005, if a second year student); If a first-year student, not have been previously enrolled in an undergraduate program; and If a second-year student, have at least a cumulative 3.0 grade point average on a 4.0 scale for the first academic year. If you have not filed a FAFSA or Renewal FAFSA, at the time that you complete your application, FAFSA on the Web will predetermine if you are eligible to answer the ACG questions.If you have submitted a paper FAFSA and have received your Student Aid Report (SAR) indicating that you may be eligible to answer the ACG questions, please call the Federal Student Aid Information Center at 1-800-4FED-AID. You may also contact the financial aid office at your school for assistance regarding ACG.

Strengthening Family Child Care In Low-Income Communities

2007-02-08T13:21:00.000-05:00

Blog Editor's note:
This is an extensive 42 page article that would be of interest to child care providers, parents, and parents who provide care care in their homes.

http://www.surdna.org/usr_doc/childcare.pdf

Summary source: Surdna Foundation

Community-based organizations, especially community development corporations, are playing a significant role in family child care. This report shows how community-based nonprofits are key to the emergence of an infrastructure of support for family-based care through networks and systems. The family child care systems and networks serve to support, organize and increase the supply and quality of family child care providers. We see the most successful strategies implemented through community-based institutions offering a combination of services and supports in both business and child development to address the multi-layered needs of providers.

School Choice

2007-02-04T19:28:00.000-05:00

School Choice:

summary source: Institute of Educational Sciences, National Center for Educational Statistics
http://nces.ed.gov/fastfacts/display.asp?id=6

Question:What percentage of students are enrolled in school choice programs?

Response:Between 1993 and 2003, the percentage of students in grades 1–12 attending a “chosen” public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent. The percentages of students attending private schools also increased during this period (0.9 percentage points for private church-related schools and 0.8 percentage points for private not church-related schools); these increases, however, were smaller than the increase in the percentage of students attending chosen public schools. Public school choice programs allow students to enroll in another public school or district outside their attendance area without justification based on special needs. These programs can include within-district or out-of-district schools. Estimates presented are based on parents' responses and parents may or may not know whether such choice is available.
When asked whether they could send their child to a chosen public school, the parents of 51 percent of students reported having such a choice. Not all students’ parents, however, were equally likely to report that they had this choice. For instance, parents of students in grades 9–12 were more likely to report having choice over their child’s public school than parents of students in grades 1–5 (54 vs. 50 percent), as well as parents of students in the West compared with those in the Northeast and South (61 vs. 39 and 47 percent, respectively), were more likely to report having choice over their child’s public school.
Among students whose parents reported having public school choice, approximately 27 percent attended a chosen public school, while 65 percent attended their assigned school. In addition, students in grades 1–5 were more likely to attend a chosen public school than students in grades 9–12 (30 vs. 25 percent). Black students compared with White or Hispanic students (42 vs. 22 and 27 percent, respectively), as well as students in the South compared with students in the Midwest (30 vs. 22 percent), were more likely to attend chosen public schools.
Another way in which parents can choose schools is to move to a neighborhood so that their children can attend a particular school. In 2003, the parents of 24 percent of students reported that they moved to their current neighborhood so that their children could attend their current school.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Indicator 36.
Percentage distribution of students in grades 1–12, by type of school: 1993 and 2003
Type of school
1993
2003
Public, assigned
79.9
73.9
Public, chosen
11.0
15.4
Private, church-related
7.5
8.4
Private, not church-related
1.6
2.4
NOTE: Includes homeschooled students enrolled in public or private schools for 9 or more hours per week. Detail may not sum to totals because of rounding. SOURCE: SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071), Table 36-1a .
Other Resources: (Listed by Release Date)
2004, The Nation's Report Card: America's Charter Schools
2003, Overview and Inventory of State Education Reforms: 1990 to 2000
2003, Trends in the Use of School Choice: 1993 to 1999
2002, Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools

Tri-State Regional Information on School Choice:
The Interdistrict Public School Choice Program (School Choice Program) is a five-year pilot program designed to increase educational opportunities for New Jersey students and their families by providing students with the option of attending a public school outside their district of residence without cost to their parents. Under the School Choice Program, interested New Jersey school districts apply to become choice districts, that is, districts that designate specific open seats into which they will accept non-resident students at the expense of the state. Each year the New Jersey State Department of Education selects the choice districts from those districts that have submitted a competitive application.

href="http://www.state.nj.us/njded/choice/genfo.htm">http://www.state.nj.us/njded/choice/genfo.htm

http://schools.nyc.gov/Administration/NCLB/PSC/default.htm In accordance with the No Child Left Behind Act of 2001 (NCLB), students who attend schools identified as Title I Schools in Need of Improvement (SINI) and Schools Under Registration Review (SURR) must be provided with the opportunity to request transfers to schools not in need of improvement.
http://schools.nyc.gov/Administration/NCLB/PSC/FAQs.htm Frequently Asked Questions on School Choice in NYC

http://www.mathematica-mpr.com/publications/PDFs/nycfull.pdf
School Choice in New York City After Three Years: An Evaluation of
the School Choice Scholarships Program
http://www.heritage.org/research/education/parchoice.cfm
http://www.nyschoolchoice.com/ This website provides information on the growing number of choices in schools for students in New York State
http://www.edreform.com/ParentPower/school_choice/index.htm
http://www.state.nj.us/njded/parents/title1.htm Intradistrict School ChoiceA Q & A on Options for NJ Children Enrolled in Title I Schools in Need of Improvement
http://www.nysun.com/article/29057 N.Y. School Choice Is Under Attack in State Senate, The New York Sun, 3/14/06
http://www.nysun.com/article/47333 Bush, Bloomberg Plans for School Choice May Clash, The New York Sun, 1/25/07
http://www.ksg.harvard.edu/pepg/PDF/Papers/ny1ex.pdf An Evaluation of the New York City School Choice Scholarships Program: The First Year
http://www.ppionline.org/ppi_sub.cfm?knlgAreaID=110&subsecID=134 Progressive Policy Institute

Lottery Aid to Education

2007-02-02T10:21:00.000-05:00

Editor's Note: This post is not intended to be for or against the lottery. This post is primarily for parents who want to know more about how much money is generated for education, and how is it allocated.

Lottery in the United States (Summary)
(Summary source: wikipedia.com)
Main article: Lotteries in the United States
In the United States, the existence of lotteries is subject to the laws of each state; there is no national lottery. Before the advent of state-sponsored lotteries, many illegal lotteries thrived; for example, see Numbers game and Peter H. Matthews. The first modern state lottery in the U.S. was established in the state of New Hampshire in 1964; today, lotteries are established in forty-one states and the District of Columbia. On October 8, 1970, New York held the first million dollar lottery drawing.

The first modern interstate lottery in the U.S. was Tri-State Lotto. Tri-State Lotto was formed in 1985 and linked the states of Maine, New Hampshire and Vermont. In 1988, the Multi-State Lottery Association was formed with Oregon, Iowa, Kansas, Rhode Island, West Virginia and the District of Columbia as its charter members; it is best known for its "Powerball" drawing, which is designed to build up very large jackpots. Another interstate lottery, The Big Game (now called Mega Millions), was formed in 1996 by the states of Georgia, Illinois, Massachusetts, Maryland, Michigan and Virginia as its charter members.

Instant tickets, also known as scratchcards, were first introduced in the 1970s and have since become a major source of state lottery revenue. Some states have introduced keno and video lottery terminals (slot machines in all but name).
Other interstate lotteries include: Hot Lotto, Lotto South, and Wild Card 2.
With the advent of the Internet it became possible for people to play lottery-style games on-line, many times for free (the cost of the ticket being supplemented by merely seeing, say, a pop-up ad). Two of the many websites which offer free games (after registration) include www.iwinweekly.com and the larger iWon.com, which is a wholly-owned subsidiary of IAC Search & Media. GTech Corporation, in the United States, administers 70% of the worldwide online and instant lottery business, according to its website.
Nowadays, many state lotteries in the USA donate large portions of their proceeds to the public education system. Sometimes these funds replace instead of supplement conventional funding ultimately resulting in no additional money for education.

Related Links:
Many states post information on-line about lottery aid to education.

Tri-State Information:

New Jersey:
http://www.state.nj.us/lottery/money/annual_report_2005.pdf

New York:
Aid to Education: http://www.nylottery.org/ny/nyStore/cgi-bin/ProdSubEV_Cat_333653_SubCat_337630_NavRoot_305.htm

Distribution by county: http://www.nylottery.org/ny/nyStore/cgi-bin/ccdist/allocation.php

Article about controversy of aid to education: http://www.thejournalnews.com/apps/pbcs.dll/article?AID=/20070129/NEWS05/701290338/1035

When Schools Stay Open Late: 21st Century CCLC Grant

2007-01-29T01:29:00.000-05:00

Summary of 21st Century Grant:
This program supports the creation of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high-poverty and lowperforming schools. The program: helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.
SOURCE: http://www.ed.gov/programs/21stcclc/index.html

Below is an interesting article about the 21st Century Grant.

Printing note: This is a 130 page document about this federal grant program. I have included some of the abstract in the blog.

When Schools Stay Open Late: The National Evaluation of the 21st Century CCLC Program
http://www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf

Highlights from Abstract

Background: The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs.

Purpose: To examine the implementation of the 21st Century Community Learning Centers after-school program and assess its impacts on students. Earlier reports from this study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. Key impact findings from the first report include no improvement in homework completion, limited effects on academic outcomes, no reduction in self-care, no improvements in safety and behavior, higher levels of parental involvement for the treatment group relative to the control group, and few effects on developmental outcomes. Key impact findings from the second report include higher levels of supervision by adults for treatment-group students relative to control-group students, lower levels of supervision by siblings for treatment-group students relative to control-group students, no reduction inself-care, few impacts on academic outcomes, improved feelings of safety after school for elementary students in the treatment group relative to students in the control group, mixed evidence on negative behavior for middle school students, some impacts on parents of elementary students, and few impacts on developmental outcomes. The purpose of the current report is to present impact analyses based on two years of follow-up data for elementary students.

-Dana Wilson, President of NENI
http://www.neni.us/

Welcome to the Parent Spotlight Blog

2007-01-29T01:21:00.000-05:00

Welcome to the Parent Spotlight Blog !

It is our intention to serve as a national information clearinghouse for education, including parents, educators, child care providers, community leaders and public policy representatives.

This blog is part of the National Educational Network, Inc. (NENI) website www.neni.us and was funded in part by the Gannett Foundation.

For more information, please visit our website or contact Dana Wilson, President of NENI at dwilson@neni.us.