What’s New?

Check out 2024 ACNJ/NJ DCF Summer Forum Updates

Posted on July 31, 2024

Watch the forum recording to get the latest news and events impacting children and families in the child welfare system.  You will hear about the recently approved fiscal 2025 budget, DCF Strategic Plan update, Staffing and Oversight Review Subcommittee (SORS) and more.

View Slide Presentation

Presentations/Time stamp

Evolution of NJ DCF's Strategic Plan - Begins at 0:00
Christine Beyer
Commissioner, NJ Department of Children and Families

Staffing Oversight Review Subcommittee(SORS) Update - 41:35
Mary Coogan
President & CEO, Advocates for Children of New Jersey

PSB in Children Update - 57:04
Nydia Monagas
Director of Training and Statewide Initiatives, New Jersey Children’s Alliance

Office of Resilience (OOR) Update - 1:13:20
Rebecca Bryan
Executive Director, DCF Office of Resilience

Language Access - 1:31:13
Brian Ross
Assistant Commissioner, NJ Department of Children and Families

Noreen Kroslin
Administrative Analyst 3, DCF Office of Policy and Regulatory Development

Universal Home Visiting - 1:37:57
Sanjna Shah, M.D.
Medical Advisor Family Connects NJ,  NJ Department of Children and Families

Did you know only 42% of NJ’s third graders were reading at or above grade level in 2022-23?

Posted on July 26, 2024

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By Alena Siddiqui
Data Analyst

For more information on this topic or kids count data, contact Alena at asiddiqui@acnj.org

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Third grade is the time when students shift from “learning to read” to “reading to learn.” It is desired that students should read proficiently by the end of third grade because in fourth grade, they will be exposed to a broader range of texts. This switch is also because while in a child’s early years they are just starting out as new readers, it is intended that as they grow older they will become more independent and critical readers, which will help them in their future studies. Unfortunately, this will be difficult for many New Jersey students to achieve when more than half of third graders in the state are not at or above proficiency in reading. There are several consequences to children not being able to read by fourth grade, some of which include less likelihood for the students to complete high school or enroll in college, and an increased struggle to keep up with their peers.

What does the data show?

After the Covid-19 pandemic, in-person instruction resumed in schools again, as did the New Jersey Student Learning Assessments. The state-mandated standardized testing took place in the Spring of the 2021-22 school year. Students were tested in English Language Arts and Math, while grades five, eight, and 11 were tested on Science as well. The tests aim to evaluate student performance on concepts and skills related to their grade level. In 2021-22, only 42% of third graders were meeting or exceeding expectations statewide on the English Language Arts portion of the NJSLA, while 45% met or exceeded expectations in Math. After the scores were released, many attributed the results to learning loss due to the pandemic since in 2018-19, 50% of third graders met or exceeded expectations for English Language Arts and 55% for Math. Many were rightfully concerned with these results and made calls to action to improve literacy in New Jersey. Despite this, during the following year, the English Language Arts results remained unchanged while Math had a small increase of 1%. 

Data featured in the 2024 Kids Count Data Book from Annie E. Casey Foundation (AECF) shows the same trend for fourth graders as well. In 2022, 38% of fourth graders in New Jersey were proficient in reading according to the National Assessment of Educational Progress, a decrease from the 42% in 2019. If unfamiliar with the National Assessment of Educational Progress (NAEP), it is “known as the nation’s report card [and] has measured student achievement since 1969 in every state in reading, mathematics, science, the arts, history, and other subjects” as described in the AECF 2024 Kids Count Data Book. It is important to note that children are not defined by their test scores but these assessments give insight into how they are struggling and should serve as a wake up call to dig into how to resolve this issue. 

What can be done?

There has been much discussion on the topic of the high percentage of children not meeting or exceeding expectations on the NJSLA and some strides are being made. In the summer of 2023, Newark’s Mayor Baraka announced a 10-point youth literacy action plan that aimed to involve schools, parents and community partners/nonprofits to support child literacy. This plan truly takes the idea of “it takes a village” to heart. Earlier in 2024, Governor Murphy addressed the need to improve literacy rates by creating new initiatives focused on the fundamentals of reading and phonics. New Jersey has over 680 school districts and no law or statutory provision on best practices for student literacy.

However, that may be changing soon due to the introduction and recent progress of legislation, sponsored by Senate Majority Leader Teresa Ruiz, which seeks to tackle this issue. Senate bill 2647 seeks to establish the Office of Learning Equity and Academic Recovery in the DOE while Senate bill 2644, which focuses on literacy, would do the following:

  • Require the DOE to establish a working group on student literacy to provide recommendations to the department.
  • Require school districts to, at least twice annually, conduct a literacy screening of each student enrolled in kindergarten to 3rd grade to determine reading proficiency using an acceptable and reliable tool for universal literacy screening that complies with the guidance issued by the DOE.
  • Require DOE to establish a professional development program regarding evidence-based foundational literacy instruction, to be made available to all school districts at no cost.
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Click here to read the full press release.
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While in the midst of summer, it is important to remember that learning does not only happen in schools. In fact, remember to have children take time to read between the play dates and trips to the beach during the summer. Reading is not just identifying words on paper; by fostering a love of reading in children, not only will it help them succeed in school, but also allow them to build empathy, grow their creativity, and boost their language skills. In order to get children to enjoy reading, it is important to have children choose books that engage them, and by visiting the library, children can check out a diverse selection of books to explore their interests. Many libraries offer summer reading programs to encourage children to read and give out prizes.

To learn more, visit the following sources:

New Jersey Kids Count 2024

Learning to Read, Reading to Learn

Bill would set guidelines for how to reach reading

Read our latest updates on Kids Count

Did you know there are some big wins for kids in the FY2025 budget?

Posted on July 19, 2024

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By Shadaya Bennett
Senior Legislative Analyst

For more information on this topic, contact Shadaya at sbennett@acnj.org.

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What is the State Budget

After months of deliberation, New Jersey's Fiscal Year 2025 State Budget was officially passed by the Legislature and signed into law on June 28th, just ahead of the constitutionally mandated June 30th deadline. This annual policy measure is crucial as it dictates how the state will fund essential programs that serve New Jersey residents, including policy and funding measures that impact quality of life for children, families, and communities. This year, the budget process was notably influenced by funding constraints which challenged lawmakers, stakeholders, and advocates in their efforts to effectively allocate and advocate for limited resources. In the end, the final budget is set to appropriate $56.6 billion in state funds and $27.5 billion in federal funds of which will be used to operate the state for the next fiscal year. 

What is in the Budget for Kids

The State Fiscal Year 2025 Budget includes several investments that impact New Jersey children. From measures to mitigate food insecurity and address mental health amongst children and adolescents to investments in early childhood education, these provisions highlight a collective commitment to investing in the development of New Jersey’s youngest residents. Examples of measures in the budget that impact children and families include:

  • $482.5 million for child care enrollment-based subsidy payments
  • $124 million to fund existing public pre-k programs
  • $908 million in direct aid to schools, fully funding the school aid formula 
  • $3 million for the Community Schools Pilot Program Fund
  • $7.2 million for literacy initiatives 
  • $7 million for SNAP and School Meals Dual Enrollment Pilot Program
  • $924.5 million for School Breakfast and Lunch Programs
  • $23 million for Statewide Universal Newborn Home Nurse Visitation Program
  • $30 million to expand the mental health workforce and provide services for children and adolescents
  • $43 million for the NJ Statewide Student Support Services Network (NJ4S)
  • $1.5 million for Kids in Need of Defense (KIND) - Legal Services for Unaccompanied Minors

Budget Advocacy and Engaging in the Process

Advocates for Children of New Jersey participated in the state budget process, advocating for investments in the child care infrastructure and to bolster the state's preschool mixed delivery system to ensure children have access to high-quality early childhood education. Like ACNJ and other stakeholders, New Jersey residents can also engage in the process to influence how resources are distributed to their communities and support causes they care about.

Members of the public can start by contacting their state legislators throughout the year to make their voices heard. Legislative hearings, including state budget proceedings, are also open to the public and they provide an effective way to observe legislative activity. During designated hearings, the public is allowed to testify on legislation including the state budget, affording an opportunity to highlight to the Legislature individual and organizational investment priorities. Additionally, becoming informed through engagement with organizations or coalitions that advocate for issues of interest can further amplify one’s impact. 

By staying informed about legislative proceedings and the budget timeline, citizens can effectively contribute to shaping policies that impact their daily lives. With ample time to prepare for the fiscal year 2026 budget process, which tentatively begins in February 2025 when the Governor delivers the annual budget address, now is the perfect opportunity to start getting involved. For more information on how to engage in the legislative process, connect with representatives, and stay updated on proposed legislation, visit the state legislative website.

Read our latest updates on Budget Advocacy

Education Spotlight: The Full-Service Community School Model’s Impact in Schools

Posted on July 8, 2024

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Isaiah Fudge
ACNJ Director,
Positive Youth Development

Many issues in public education continue to persist. Among them are chronic absenteeism, student discipline, and teacher retention. Data quantifying these problems are alarming. As of the 2022-23 school year, New Jersey has a 16.6% chronic absenteeism rate, lower than many other states, but still strikingly high. Out-of-school suspensions—only one category related to student discipline—are up by 6,470 from 2021-22, with 44,261 suspensions reported across the state. Also, there were actually more full-time teachers reported for the 2022-23 school year than the 2013-14 school year, but the data shows gradual decline in teacher workforce in ELA (-8.37%) and Math (-7.97%). Additionally, 10% of total teachers exited the profession in 2022-23, compared to 7.4% in 2013-14. 

In its recently released national Kids Count Data Book, the Annie E. Casey Foundation highlights the effectiveness of community schools—a potential answer to the issues named. Full Service Community Schools (FSCS) are traditional public schools that utilize resources from the community to improve the school climate and the well-being and success of students. Through a four-pillar system, FSCS in areas of New Jersey (such as Jersey City, Orange, Paterson, and Trenton) and many other states, positively impact the performance and well-being of students, their families, and their local communities. The FSCS model is most effective with legislation and/or proper funding and support. Further research shows the benefits this model has in crucial areas.

What are Full-Service Community Schools?

Full-Service Community Schools (FSCS) are traditional public schools that leverage resources from the community to improve student wellness and outcomes; to improve school climate and decrease staff burden; and to improve access and opportunity for the entire local community. Services in each school vary, as all FSCS reflect the distinctive needs of the communities they serve. Still, each school mobilizes critical resources from the community to improve students’ physical, mental, emotional, and academic wellness. FSCS are also designed to reprieve overburdened faculty, staff, and administration, and support the wellness of all people in the community. While each school is unique, all FSCS share four characteristics—the 4 pillars of the full-service model. They are:

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  1. Integrated student supports
    Community schools provide a mix of different services that are specifically tailored to the particular needs of the students and families of their respective communities. A dedicated staff member coordinates customized supports with examples including health services; tutoring; parent education classes, job training and placement services; housing assistance; and nutrition programs.
  2. Expanded learning time and opportunities
    The schools provide increased access to after-school tutoring, physical activities, and experiential learning, all of which have lasting impact on students’ attendance, behavior, and achievement. Higher graduation rates, development of social, emotional, and leadership skills, and reduced involvement in systems are also residual effects of expanded learning time and opportunities.
  3. Family and community engagement
    When schools, parents, and communities engage, the bonds between them become stronger, schools become hubs, and the outcomes for students become greater. Schools improve when families participate in their programs, as they get to witness their conditions first hand. Parents become involved in decision making, and because of clearer understanding of the schools landscape, lend more support for their children’s education.
  4. Collaborative leadership and practice
    Collaborative leadership and practice involves shared decision making between teachers, administrators, students, staff, and families. It guarantees inclusive implementation, and creates shared ownership of the work. Local assets become more crucial because of the knowledge locals have about them, or because of the need they have for them. Schools become better equipped to serve the community when everyone is included in decision making; everyone works together in harmony and youth become more likely to succeed.

The Work of Full-Service Community Schools In and Around New Jersey:

In New Jersey, Jersey City Public Schools (JCPS), Orange Public Schools (OPS), Paterson Public Schools PPS), and Trenton Public Schools (TPS) have formal FSCS arrangements with any of the schools in their respective districts. Nonprofits including Mercer Street Friends (TPS), St. Paul’s Community Development Corporation (PPS), and Center for Supportive Schools (JCPS) lead work in their respective locations. State colleges have also gotten involved, with Montclair State University, The College of New Jersey, and others contributing to FSCS work across the state. Organizations like New Jersey Community Schools Coalition work to unite supporters and advocates of FSCS around its aid and expansion in the state. A school could be deploying all four pillars effectively, essentially making it a community school, even without state-level support.

Of the 697 educational agencies in the state, 593 being school districts, only four districts—Jersey City Public Schools, Orange Public Schools, Paterson Public Schools, and Trenton Public Schools—are known to formally implement a full-fledged FSCS model in any of their schools.

Still, many schools in New Jersey school districts function similarly to a FSCS– they capitalize on teaming with local organizations. In New Brunswick, for instance, several schools partner with the local nonprofit, PRAB, to combat issues like low academic performance.  In Camden, the Campbell’s Soup Company helps address students’ nutritional wellness through its Full Futures partnership.  Several schools in Newark engage local resources like South Ward Promise Neighborhood and the Newark Community Street Team to combat chronic absenteeism and youth safety. Nationally, several states have FSCS in their Every Student Succeeds Act (ESSA) plan:  Hawaii, Illinois, Maryland, Massachusetts, Minnesota, New Mexico, New York, Ohio, Pennsylvania, Tennessee, West Virginia, and Wisconsin. Additionally, in states like California, Colorado, Kentucky, Maine, Vermont, and Virginia, and in D.C., they have administrative, financial and/or legislative commitment to implementing FSCS, having established an “Office of Community Schools,” technical assistance centers, and/or other avenues supporting the model. 

How are FSCS implemented?

The most effective FSCS receive sufficient funding and technical assistance. Funding allows for effective planning, hiring, asset coordination, and support for programmatic implementation. The Biden-Harris administration has consistently earmarked at least $75 million to fund FSCS nationally. States can support the model through competitive grants, entitlement funding, or supporting technical assistance centers. Effective FSCS show clear evidence of all four FSCS pillars, implementing them purposefully. The process starts with a thorough needs assessment, something that can be as simple as beginning to document recurring issues among students and their families in the community. This could be anything from violence intervention, to substance abuse issues, to food insecurity. The assessment is customized to that specific school’s needs. All school stakeholders—students, families, community members, teachers, administrators, staff—must be part of the initial needs assessment, in addition to thorough collection and examination of school data. Administrators coordinate with the local or national organizations that could address their school stakeholders’ needs, leveraging funding and/or legislation that supports the partnership. A lead partner—led by a Site Coordinator or Community School Director—coordinates all services within the school, collaborating on leadership items with school administrators, families, and other school stakeholders.

The Impact of FSCS

Research shows that the FSCS model positively impacts youth development. Nationally, the FSCS model increases safety, reduces chronic absenteeism, increases teacher retention, and boosts student academic performance, among other benefits. In 2019, 85% of students at Felicitas & Gonzalo Mendez High School in Los Angeles, California, reported feeling safe at school, 15 points higher than the national average. Hoover Elementary School in Cedar Rapids, Iowa, reduced referrals for disruptive behavior, and increased English Language Learners’ growth on language acquisition tests by 30 points in 2022-23. Many other national successes can be highlighted. In N.J., despite the few FSCS, there are data that highlight FSCS’ effectiveness in the state. In 2021, for example, Mahatma K. Gandhi School, PS #23 in Jersey City, reported an increase in school attendance by 10 points, to reach 90%--higher than the current state attendance rate of 83.4%--only three years after becoming a FSCS. That same school also retained 95% of its teachers for the 2022-23 school year, despite the state’s ongoing teacher shortage crisis. From 2011-2015, suspension rates at Paterson Public Schools’ Reverend Dr. Frank Napier Academy dipped by 17%. Since its inception in 2017 through 2019, chronic absenteeism decreased by 18% at Luis Munoz-Rivera Community Middle School in Trenton. Additionally, students saw a 13% increase in their average daily attendance rate from the 2020-21 school year to 2021-22 school year. The school-wide grade point average also increased 8%.

What's Next?

In January 2024, S2243 was introduced to the N.J. legislature. This bill would establish a five-year community schools pilot program in N.J. S2528—which would create an “Office of Community Schools” in N.J, and would appropriate $10,000,000 to do so—has also been introduced. It remains to be seen if this legislation will pass. If legislation isn’t passed, but funding is allocated, N.J. could see a rise in the amount of technical assistance provided to schools already doing FSCS work. This would drastically improve the effectiveness of some of the de facto work FSCS being done. Regardless, the FSCS model is worth further exploration, as it appears primed to catapult success.