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The Abbott Districts in 2005-06: Progress and Challenges, Spring 2006

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Title: The Abbott Districts in 2005-06: Progress and Challenges, Spring 2006
Language: English
Authors: Hirsch, Lesley, Education Law Center
Source: Education Law Center. 2006.
Availability: Education Law Center. 60 Park Place Suite 300, Newark, NJ 07102. Tel: 973-624-1815; Fax: 973-624-7339; e-mail: elc@edlawcenter.org; Web site: http://www.edlawcenter.org
Peer Reviewed: N
Page Count: 11
Publication Date: 2006
Sponsoring Agency: Prudential Foundation
Rockefeller Foundation
Geraldine R. Dodge Foundation
William Penn Foundation
Fund for New Jersey
Document Type: Numerical/Quantitative Data
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Reading Readiness, Dropout Programs, Graduation Rate, Dropout Prevention, Educational Quality, Politics of Education, Educational Indicators, Achievement Gap, Urban Schools, Core Curriculum, Poverty, Elementary Secondary Education, Preschool Education, Court Litigation, Kindergarten, Educational Finance, School Law, School Districts, Equal Education, Academic Standards, Compliance (Legal), Educational Equity (Finance), Disadvantaged Schools, Equalization Aid, Foundation Programs, Program Effectiveness, Problems
Geographic Terms: New Jersey
Laws, Policies and Program Identifiers: Abbott v Burke
Abstract: New Jersey's urban--or "Abbott"--schools have improved at the preschool and elementary school level, but lag when it comes to middle and high school performance. These are the key findings of an Abbott Indicators Project report entitled, "The Abbott Districts in 2005-06: Progress and Challenges." The report was prepared by Education Law Center and presented to the Assembly Education Committee. Other major findings include: (1) This school year, more than 40,000 3- and 4-year-olds are receiving a full-day, high-quality education through the Abbott preschool program; (2) Studies show that the preschool program has had a significant, positive effect on children's Kindergarten readiness skills; (3) The achievement gap between Abbott and non-Abbott fourth graders has been cut in half in both language arts literacy and in math; (4) Many schools do not employ the professionals needed to provide one-on-one tutoring, parent engagement and education, and dropout prevention programs and services; and (5) Available estimates show that graduation rates in the Abbott districts have improved in the past 10 years but remain lower than in non-Abbott districts. The report recommendations include concrete actions that the legislature, the governor, and the New Jersey Department of Education can take to increase accountability, ensure greater policy and program stability, and sustain and deepen reform, including fully supporting secondary reform, the latest Abbott component to get underway this year. (Contains 7 endnotes.) [This report was written with input from David Sciarra. Additional funding for the Abbott Indicators Project was provided by the Victoria Foundation.]
Abstractor: ERIC
Entry Date: 2009
Accession Number: ED504889
Database: ERIC
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  Data: The Abbott Districts in 2005-06: Progress and Challenges, Spring 2006
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  Data: Education Law Center. 60 Park Place Suite 300, Newark, NJ 07102. Tel: 973-624-1815; Fax: 973-624-7339; e-mail: elc@edlawcenter.org; Web site: http://www.edlawcenter.org
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  Data: Prudential Foundation<br />Rockefeller Foundation<br />Geraldine R. Dodge Foundation<br />William Penn Foundation<br />Fund for New Jersey
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  Data: New Jersey's urban--or "Abbott"--schools have improved at the preschool and elementary school level, but lag when it comes to middle and high school performance. These are the key findings of an Abbott Indicators Project report entitled, "The Abbott Districts in 2005-06: Progress and Challenges." The report was prepared by Education Law Center and presented to the Assembly Education Committee. Other major findings include: (1) This school year, more than 40,000 3- and 4-year-olds are receiving a full-day, high-quality education through the Abbott preschool program; (2) Studies show that the preschool program has had a significant, positive effect on children's Kindergarten readiness skills; (3) The achievement gap between Abbott and non-Abbott fourth graders has been cut in half in both language arts literacy and in math; (4) Many schools do not employ the professionals needed to provide one-on-one tutoring, parent engagement and education, and dropout prevention programs and services; and (5) Available estimates show that graduation rates in the Abbott districts have improved in the past 10 years but remain lower than in non-Abbott districts. The report recommendations include concrete actions that the legislature, the governor, and the New Jersey Department of Education can take to increase accountability, ensure greater policy and program stability, and sustain and deepen reform, including fully supporting secondary reform, the latest Abbott component to get underway this year. (Contains 7 endnotes.) [This report was written with input from David Sciarra. Additional funding for the Abbott Indicators Project was provided by the Victoria Foundation.]
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      – Text: English
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        PageCount: 11
    Subjects:
      – SubjectFull: Reading Readiness
        Type: general
      – SubjectFull: Dropout Programs
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Dropout Prevention
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Core Curriculum
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Preschool Education
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      – SubjectFull: School Districts
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      – SubjectFull: Educational Equity (Finance)
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Equalization Aid
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      – SubjectFull: Foundation Programs
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