UNITED STATES DEPARTMENT OF EDUCATION
OFFICE FOR CIVIL RIGHTS, REGION II
32 OLD
SLIP, 26th FLOOR
NEW YORK, NY 10005-2500
NEW YORK, NY 10005-2500
REGION II
NEW
JERSEY NEW YORK
PUERTO RICOVIRGIN
ISLANDS
October 28, 2014
James G. Memoli
Acting Superintendent
School District of South Orange & Maplewood
525 Academy Street
Maplewood, New Jersey 07040
Re: Case
No. 02-13-5003
School District of South Orange & Maplewood
School District of South Orange & Maplewood
Dear Mr. Memoli:
This is to advise you of the resolution of the above-referenced
compliance review conducted by the U.S. Department of Education (Department),
New York Office for Civil Rights (OCR).
The compliance review assessed whether the School District of South
Orange & Maplewood (the District) in New Jersey is providing African
American students with equal access to its college and career readiness courses
and programs at the high school level (e.g., Honors and Advanced Placement (AP)
courses); and with respect to courses at the elementary and middle school
levels that would prepare African American students to participate in higher
level learning opportunities.
OCR initiated this compliance review under Title VI of the
Civil Rights Act of 1964 (Title VI), as amended, 42 U.S.C. § 2000d et seq., and its implementing regulation
at 34 C.F.R. Part 100, which prohibit discrimination on the basis of race,
color, or national origin in programs and activities receiving financial
assistance from the Department. As a
recipient of such assistance, the District is subject to Title VI and,
therefore, OCR had jurisdiction to conduct this review.
Prior to the conclusion of OCR’s investigation, the
District expressed an interest in voluntarily resolving this case and entered
into a Resolution Agreement (the Agreement), which commits the District to
specific actions to address the issues under review. This letter summarizes the applicable legal
standards, the information gathered during the review, and how the review was
resolved.
The Department of
Education’s mission is to promote student achievement and preparation for
global competitiveness by fostering
educational excellence and ensuring equal access. www.ed.gov
Applicable Legal Standards
The applicable standards for determining compliance are set
forth in the regulation implementing Title VI, at 34 C.F.R. § 100.3(a), (b)(1)
and (2). Title VI, at 34 C.F.R. § 100.3(a), provides that no person
shall, on the ground of race, color, or national origin, be excluded from
participation in, be denied the benefits of, or be otherwise subjected to
discrimination under any program operated by a recipient. The regulation implementing Title VI, at 34
C.F.R. § 100.3(b)(1), prohibits a recipient, on the ground of race, color, or
national origin, from denying an individual a service or benefit of a program;
providing different services or benefits; subjecting an individual to
segregation in any matter related to the receipt of a service or benefit; restricting
an individual in any way in receiving a service or benefit; treating an
individual differently in determining whether the individual satisfies any
admission or eligibility requirement for provision of a service or benefit;
and, denying an individual an opportunity to participate in a program or
affording an opportunity to do so which is different from that afforded to
others. The regulation implementing
Title VI, at 34 C.F.R. § 100.3(b)(2), prohibits a recipient from utilizing
criteria or methods of administration that have the effect of subjecting
individuals to discrimination because of their race, color, or national origin.
The administration of student enrollment in courses can
result in unlawful discrimination based on race in two ways: first, if students
are subject to different treatment based on their race, and second, if a policy
is neutral on its face and administered neutrally but has a disproportionate
and unjustified effect on students of a particular race.
Overview of the District
The School District of South Orange & Maplewood is a
regional public school district serving students from two suburban communities
in Essex County, New Jersey: South Orange and neighboring Maplewood. According to data the District provided, as
of June 2013, the District had a total of 6,622 students, 2493 (37.65%) of whom
were African American and 3255 (49.15%) were white.
The District has a total of nine schools: one high school
(Columbia High School); two middle schools (South Orange Middle School and
Maplewood Middle School); and six elementary schools (Clinton Elementary
School, Jefferson Elementary School, Seth Boyden Elementary Demonstration
School, Marshall Elementary School, Tuscan Elementary School and South Mountain
Elementary School).[1] Students are typically assigned to the
District’s elementary and middle schools based on where they live within the
District’s boundaries. All high school
students attend Columbia High School.
Summary of Review
OCR collected information from the District for the
2012-2013 and 2013-2014 school years, including information about the
District’s Transformation Plan (described below). OCR reviewed information the
District provided concerning its elementary and middle school level curricula,
including programs and courses offered at those levels that could potentially
affect enrollment in high school higher level learning opportunities, including
the District’s new International Baccalaureate (IB) Middle Years Program at its
two middle schools. In addition, OCR reviewed information regarding the
District’s high school higher level learning opportunities, which consist of
honors courses, AP courses, career-ready programs, and dual enrollment programs
(where students enroll in courses at local universities and community
colleges). OCR interviewed District
staff responsible for implementing the Transformation Plan, the IB Middle Years
Program, the high school AP and honors courses, and the elementary and middle
school programs. OCR also analyzed
student enrollment data and obtained parent input concerning the District’s
course and program offerings. OCR
reviewed publicly available information, such as the District’s placement
policy[2]
and OCR’s 2011 Civil Rights Data Collection (CRDC) data for the District, the
most recent available.3
• District’s Transformation
Plan
In March 2013, the District’s Board of Education voted to
implement a Transformation Plan (the Plan).4 The purposes of the
Plan are to provide enhanced instruction and curricula, and targeted
professional development and resource allocation for effective and equitable
implementation of: the Common Core Curriculum Standards (CCCS); the IB
Middle-Years Program,[3]
with its emphasis on developing the effectiveness of teachers and leaders6,
providing a rigorous, inquiry-based curriculum, and de-leveling of courses; and
the Partnership of Assessments for Readiness of College and Careers (PARCC).[4] The Plan further provides that the District
will offer students a diverse portfolio of program choices; focus on college
and career readiness; expand and create middle year opportunities, and dual
enrollment opportunities with higher education institutions; and ensure that
high quality options are available. The
Plan also provides that the District will enhance communications to foster
transparency and community engagement with respect to the development and
implementation of District goals.
The implementation of the Plan is set to occur in three
phases: in school years 2013-2014 for grade 6; in 2014-2015 for grade 7; and in
2015-2016 for grade 8. District administrators advised OCR that by the end of
school year 2014-2015, the District will evaluate the implementation of the
Transformation Plan in sixth to eighth grades to determine whether to expand
the IB program to the ninth and tenth grades.
Elementary School Years
The District does not offer a gifted and talented (GATE)
program at the elementary school level.
Rather, OCR determined that for school years 2011-2012, 2012-2013 and
2013-2014, the District offered fourth and fifth grade students at each of its
elementary schools an “Enrichment Program” in English, Language and Arts (ELA)
and mathematics. The ELA Enrichment
Program has no selection criteria and is provided to all fourth and fifth grade
students. The District’s ELA Enrichment
Program is afforded to all fourth and fifth grade students and thus does not
place any limitations on participation by any students.
The mathematics Enrichment Program provides pull-out
instruction to students who meet certain eligibility criteria at four of the
District’s six elementary schools (Clinton, Jefferson, Seth Boyden and Tuscan).[5] All schools use the same identification and
selection process for the mathematics Enrichment Program, which, for school
years 2012-2013 and 2013-2014, consisted of minimum scores on the New Jersey
Assessment of Skills and Knowledge (NJASK); and a minimum grade point average
(GPA). District officials stated that
students who do not meet the selection criteria may still be eligible to
participate in the mathematics Enrichment Program if they score high enough on
the District’s ”pre-test” administered to fourth and fifth grade students. The pre-test includes complex word math
problems and higher-level challenges and problems. For fourth grade, select students are pulled
out of class to receive special units of instruction on topology, logic, and
the stock market. For fifth grade,
select students are pulled out of class to receive special units of instruction
on subjects like number bases, advanced logic and ancient number systems.
Parents are made aware of the District’s Enrichment Program
through a brochure, and by a letter mailed at the end of each school year that
sets forth the selection criteria for the mathematics Enrichment Program, and
explains that the ELA Enrichment Program is provided to all fourth and fifth
grade students.
For the math enrichment program, teachers’ recommendations
are not part of the selection criteria, and there is no formal mechanism for
students and parents to provide input or apply. However, parents may appeal the
District’s eligibility determinations to the enrichment math supervisor.
For school year 2012-2013, African-American students
represented 33.4% (148 out of 443) of the District’s total enrollment in the
four elementary schools offering pull-out math enrichment, but only 13.4% (23
out of 172) of the students enrolled in the District’s fourth grade mathematics
Enrichment Program. African-American students
represented 36.3% (159 out of 438) of the District’s total enrollment in grade
5 in the four elementary schools offering pull-out math enrichment, but only
9.0% (12 out of 133) of the students enrolled in the District’s fifth grade
mathematics Enrichment Program. In
contrast, white students represented 51.7% (229 out of 443) of the District’s
total enrollment in grade 4 in the four elementary schools offering pull-out
math enrichment, but 74.4% (128 out of 172) of students enrolled in the
District’s fourth grade mathematics Enrichment Program. Additionally, only 54% (236 out of 438) of
the students enrolled in grade 5 in the four elementary schools offering
pull-out math enrichment were white, but 82% (109 out of 133) of the students
enrolled in the District’s fifth grade mathematics Enrichment Program were
white.
Middle School Years
The District offers college preparatory, advanced honors,
advanced and accelerated courses to middle school students who meet established
criteria. In addition, students may need
to take foundational courses in elementary and middle school in order to be
prepared for the sequence of courses leading to enrollment in AP and other high
school higher-level courses. The District
began implementing the IB Middle Years Program in school year 2012-2013 for
middle school students; all sixth grade students were enrolled in the IB
program in school year 2013-2014. The IB
Program was implemented for seventh grade students beginning in school year
2014-2015, and will be implemented for eighth grade students beginning in
school year 2015-2016.
OCR determined that the Plan’s implementation has resulted
in the removal of the lowest level mathematics course, reducing mathematics to
three levels for sixth and seventh grade (college preparatory, honors, and
accelerated), during school year 2014-2015; and will reduce eighth grade
mathematics to four levels (college preparatory, honors, advanced honors and
accelerated) during school year 2015-2016.
In addition, the implementation of the Plan has resulted in the removal
of the lowest level course in three core subject areas, English Language Arts
(ELA), science and social studies, with all instruction in those subjects
thereafter being delivered at a single level (the former honors level), with
additional support for some learners.
Accordingly, beginning with school year 2015-2016, upon full
implementation of the IB Program, all students attending middle school will be
enrolled in at least an honors ELA, science and social studies class and at
least a college preparatory level mathematics class.
Criteria for Enrollment in Advanced Mathematics Courses
Students are assessed in fifth grade to determine the
mathematics level placement for sixth grade, based on each student’s
performance on the following: (1) fifth grade Common Assessments; (2) a
placement test given over the course of the fifth grade year; (3) a placement
test given to all students in March; and (4) score on NJASK for grade 4
mathematics. The District also considers
students’ current academic performance and teachers’ recommendations. There is no formal mechanism for students and
parents to provide input or to apply to the college preparatory, honors,
advanced honors and accelerated mathematics courses. However, parents may appeal the District’s
eligibility determinations to the math supervisor for the school if not
satisfied.
Students who do not initially meet the enrollment criteria
for a mathematics class in grades 6, 7 or 8 have a number of opportunities to
qualify later, by participating in the “Step Up” program offered at the middle
schools during the summer. Step-Up is a
voluntary program, and has no entrance or selection criteria. This program offers help for incoming sixth
and seventh graders to master requisite math skills and knowledge. Some students who complete the program are
subsequently assigned to a higher-level course either during or at the end of
the following school year, once their mastery becomes evident through their
class performance.
For school year 2012-2013, African-American students
represented 39.1% (201 out of 514) of the District’s total enrollment in grade
7, but only 11.9% (10 out of 84) of students enrolled in honors, advanced
honors and accelerated grade 7 mathematics courses. African-American students represented 47.4%
(206 out of 435) of the District’s total enrollment in grade 8, but only 11.6%
(13 out of 112) of students enrolled in honors, advanced honors and accelerated
grade 8 mathematics courses. In
contrast, white students represented 50.9% (262 out of 514) of the District’s
total enrollment in grade 7, and 72.6% (61 out of 84) of students enrolled in
honors, advanced honors and accelerated grade 7 mathematics courses. Additionally, white students represented
44.1% (192 out of 435) of the District’s total enrollment in grade 8, and 73.2%
(82 out of 112) of students enrolled in honors, advanced honors and accelerated
grade 8 mathematics courses.
High School Years
College and Career Preparatory, Honors and Advanced Honors Courses
The District offers college preparatory, honors, advanced
honors, and AP courses in English, fine arts, mathematics, science, social
studies and world languages at its high school.
College preparatory courses are intended for students who are performing
at grade level and are not in need of additional skill development to perform
at grade level; honors and advanced honors courses are intended for students
who are performing well academically in prerequisite courses. The District’s college preparatory, honors
and advanced honors courses are sometimes combined into a single “multi-track
class,” with students working at their individual designated level.
The District typically offers AP courses to students in the
tenth, eleventh and twelfth grades. The District
advised OCR that there is a sequence of courses in the AP related academic
areas for students to take before enrolling in AP courses, and other than
algebra, all necessary prerequisites for AP courses are offered in high school. The District informed OCR that algebra is the
only prerequisite course that can be taken prior to high school (in the eighth
grade); accordingly, ninth grade students may be eligible to enroll in AP math
courses.
In school year 2012-2013, one or more of the following criteria
was used to determine eligibility for the various AP courses: grade(s) in specific previous course(s)
(e.g., B- or above in honors Pre-Calculus for AP Statistics, or A average in
Biology and Physics for AP Chemistry); entrance examination; teacher recommendation(s);
interview; portfolio; registration or concurrent enrollment in a specific
course (e.g., registration in PreCalculus for AP Statistics); minimum PSAT
score; rubric rating student on academic performance and participation; oral
assessment (for language courses); and written essay. However, beginning in
school year 2013-2014, the District lowered the selection criteria used to
determine eligibility for certain AP courses.
While selection criteria for 14 AP courses remained unchanged (AP Art
History, AP Music Theory, AP Statistics, AP Calculus AB, AP Calculus BC, AP
Computer Science, AP Chemistry, AP Physics, AP U.S. History I and II, AP
European History, AP Comparative Government and Politics, AP U.S. Government
and Politics and AP Psychology), the District reduced the requirements for
admission into various AP courses (AP English Language & Composition, AP
English Literature & Composition, AP Studio Art); eliminated the entrance
examination requirement for AP Biology and AP Environmental Science; and
eliminated the written essay requirement for the five AP language courses.
During school year 2012-2013, there were 791 AP
opportunities in the District’s high school.
OCR determined that for school year 2012-2013, African-American students
represented 51.5% (946 out of 1838) of the District’s total high school
enrollment, but only 18.7% (148 out of 791) of the District’s high school AP
course takers. In contrast, white
students represented 38.4% (706 out of 1838) of the District’s total high
school enrollment, and 69.8% (552 out of 791) of the District’s high school AP
course takers. Using a Chi Square test,
OCR determined that African-American high school students were underrepresented
in AP courses to an extremely statistically significant degree.[6]
The District holds an annual AP Forum Night, at which
teachers and District staff try to encourage participation of all students in
AP and other advanced, college ready courses.
The District notifies parents of the forum by newsletter and on the
District website. The
District also uses brochures, newsletters, its website, and
other media to notify parents and students about the AP offerings. In
addition, the District notifies African American parents directly of the
availability of AP courses for students through the National Minority Student
Achievement Network (NMSAN).[7]
The District informed OCR that there is no particular
curriculum offered to prepare students for entrance into the District’s high
school honors and AP courses, although introductory courses in algebra and
Spanish are offered at the middle schools and completion of these courses would
provide additional preparation for the high school honors and AP courses. Additionally, certain after-school programs,
such as the MAC (“Minority Action Coalition”) Scholars program (discussed in
greater detail below) and the robotics program,[8]
encourage participation by middle school students and to some extent elementary
school students in higher-level programs.
Dual Enrollment
The District offers dual enrollment to 11th and
12th grade students, whereby students enroll in courses at local
universities and community colleges, while still in high school. Students completing the District’s two AP
Calculus courses may take a third semester of calculus at Essex Community
College. Students also are offered the
opportunity to enroll in courses at Essex Community College through an
independent study program, without particular pre-requisites, including a dual
credit program in TV and film production, through which students can earn
college credit toward an associate’s degree while still in high school. The District also offers dual enrollment with
Rutgers University for certain coursework.
Vocational/Career Ready Courses
The District offers high school students a variety of
courses that are tailored to “career readiness.” The “media and technology” department offers
a number of courses, such as journalism and television production; the
industrial technology department offers courses such as architectural model
building, computer aided design courses; and the career and technical education
department offers word processing, business computer applications, and desktop
publishing. The entrance courses in
these departments have no prerequisite courses.
Online Technology Classes for 11th and 12th Grade Students
The District began offering a variety of online technology
courses for eleventh and twelfth grade students during school year 2012-2013,
in partnership with Educere.[9]
Courses include Computer Fundamentals, Computer Literacy,
Game Design, Programming I (Visual Basic), Programming II (Java Script), Web
Design, 2Dimensional Design, Flash Animation, and Understanding computers. Each class is offered as an independent study
and is taken in addition to the student’s regular schedule.
MAC Scholars
The District sponsors the MAC Scholars program, whereby
high school students of color who are high academic achievers tutor middle
school students of color. Middle school
students of color also “shadow” these high school students, who encourage good
study practices and participation in academically challenging programs at the
high school.
Conclusion
OCR’s investigation revealed that the District offers
numerous college and career ready opportunities to its high school students,
including AP and honors courses, as well as dual enrollment courses. While the District has modified and, in some
cases, eliminated selection criteria for its high school AP courses, and
operated programs designed to encourage students of color to participate in
high rigor coursework, OCR determined that there is a statistically significant
underrepresentation of African American students in the District’s high school
AP courses. While African American
students were 51.5% of high school enrollment, they were enrolled in only 18.7%
(148 out of 791) of AP learning opportunities.
OCR also noted that the District offers other higher level
learning opportunities to students in earlier grades, including the ELA and
Mathematics Enrichment Programs at the elementary school level, and its new IB
Middle Years Program at the middle school level. The District has increased participation in
these opportunities by, for example, providing elementary ELA enrichment to all
4th and 5th grade students. The District has also taken steps to increase
the academic rigor of its middle school curriculum with the introduction of the
IB Middle Years Program, which the District hopes will ensure that all students
have passed at least one college preparatory math class prior to high school
enrollment and are thus academically prepared for college preparatory courses
in high school. Still, OCR determined
that African American student were underrepresented to a statistically
significant extent in the District’s advanced math courses at the District’s
middle schools, in which only 23 students (11.7%) were African American, while
407 (42.9%) out of 949 total students enrolled in seventh and eighth grade were
African American. OCR also determined
that African American students were underrepresented to a statistically
significant degree, in fourth and fifth grade math enrichment programs offered
at the District’s four elementary schools, Clinton, Jefferson, Seth Boyden, and
Tuscan.
– Laurence
T. Spring
Prior to the conclusion of OCR’s investigation, the
District expressed interest in entering into an agreement with OCR to
voluntarily resolve the issues raised in the compliance review. Therefore, on October 1, 2014, the District
submitted the enclosed Agreement.
Pursuant to the Agreement, the District will take specific
actions to ensure that it is providing an equal opportunity and equal access
for all students, including African American students, to its higher level
learning opportunities. The Agreement
provides that the District will conduct a review and self-assessment of its
current programs and courses offered at the elementary, middle, and high school
levels, including its enrichment, advanced math, high school honors and AP
courses, to identify any potential barriers, such as lack of course offerings
or supports at the elementary and middle school level necessary to increase
student preparedness and readiness for and increase their participation in
college and career preparatory programs and courses in high school, and will
take action to reform its programs consistent with the review and
self-assessment. The District also will
survey students, parents/guardians, and staff as part of its review and self-assessment,
regarding their perceptions and understanding of the supports, curricula, and
resources offered at the elementary and middle school level and the process for
recruitment, selection, and participation in college and career preparatory
programs and courses in high school. The
Agreement also commits the District to improve its outreach to parents of
African American students in the District; determine whether changes are needed
to its academic counseling services at the middle and high school levels, and
change its training plan to improve the understanding of school site
administrators, counselors and teaching staff regarding the District’s higher
level learning programs. In addition,
the District will retain and work with a consultant[10]
with expertise in addressing the underrepresentation of African American
students in college and career preparatory programs and course to analyze
District data and practices, at all grade levels, and to make recommendations,
as appropriate, for improving the District’s efforts to provide all students with
equal access to and an equal opportunity to participate in such programs and
courses. The District will consider this
input in making changes and improving its efforts in this area; and will
continue to maintain and analyze data regarding enrollment and participation in
higher level learning opportunities.
Additionally, as referenced above, the District is
implementing the Plan, which includes the District’s commitment to a rigorous
IB curriculum at the middle school and extension of that curriculum to the high
school. The District’s IB curriculum
emphasizes developing the effectiveness of teachers and leaders, implementing
comprehensive instructional reforms, and de-leveling of courses at the middle
school level (i.e., providing all students with ELA, science and social studies
instruction at a single level, which continues the de-leveling of courses at
the elementary level, where all students are provided ELA enrichment) and at
the high school level (i.e., modifying admissions criteria for some AP courses
and considering extending the IB program into the high school and). OCR will consider information regarding the
District’s implementation of the Transformation Plan in the course of its
monitoring of the Agreement.
– Laurence
T. Spring
If the District fails to comply with the terms of the
Agreement, OCR will take appropriate action to ensure the District’s full
compliance with Title VI and its implementing regulation.
This concludes OCR’s investigation of this compliance
review and should not be interpreted to address the District’s compliance with
any other regulatory provision or to address any issues other than those
addressed in this letter.
This letter sets forth OCR’s determination in an individual
OCR compliance review. This letter is
not a formal statement of OCR policy and should not be relied upon, cited, or
construed as such. OCR’s formal policy
statements are approved by a duly authorized OCR official and made available to
the public.
It is unlawful to harass, coerce, intimidate or
discriminate against any individual who has filed a complaint, assisted in a
compliance review, or participated in actions to secure protected rights.
Thank you for your cooperation during this compliance
review. If you have any questions
regarding this letter or during the monitoring of the District’s implementation
of the Agreement, please contact Diane Castro, Compliance Team Investigator, at
(646) 428-3808 or diane.castro@ed.gov;
or Anna Moretto Cramer, Compliance Team Attorney, at (646) 428-3826 or anna.moretto.cramer@ed.gov;
or James Moser, Compliance Team Attorney, at (646) 428-3792 or james.moser@ed.gov.
Sincerely,
/s/
Timothy
C.J. Blanchard
Encl.
cc: Philip E. Stern, Esq.
[1] Marshall Elementary is a
Pre-K through 2 school; Jefferson Elementary serves grades Pre-K through-5; Clinton
Elementary serves grades Pre-K through 5; and South Mountain Elementary is
divided into two schools, one of which (South Mountain) serves grades K-5, and
the other of which (South Mountain Annex) serves grades K-1. The other two elementary schools serve grades
K-5. For purposes of its analysis, OCR
considered South Mountain and South Mountain Annex to be one school (South
Mountain Elementary).
[2] http://www.somsd.k12.nj.us/cms/lib7/NJ01001050/Centricity/Domain/148/r2314.pdf. 3 http://ocrdata.ed.gov/Page?t=d&eid=33155&syk=6&pid=736 4The Transformation Plan is
published on the District’s website at:
[3] An IB program is a
comprehensive curriculum designed to prepare students for liberal arts
education at the college level. The IB Middle Years Program is for students
aged 11 to 16. Information about the
District’s IB program is available on the District’s website at:
http://www.somsd.k12.nj.us/cms/lib7/NJ01001050/Centricity/Domain/8/IB_FAQ_dec_2012.pdf 6
The District reallocated professional development funds to specifically target
training for implementation of the IB curriculum. Accordingly, the District scheduled staff
development days, in-service training, and individual off-site professional
development to target sixth grade teachers in the year prior to implementation
of the Plan for sixth grade (2012-2013); seventh grade teachers in the year prior
to the implementation of the Plan for seventh grade (2013-2014); and eighth
grade teachers in the year prior to the implementation of the Plan for eighth
grade (2014-2015).
[4] According to its website, http://parcconline.org/, PARCC is a group of states working together
to develop a set of assessments in Mathematics and English Language
Arts/Literacy that are aligned with the CCCS and measure whether students are
on track to be successful in college and their careers. It also provides
parents and teachers with timely information to identify students who may be
falling behind and need extra help.
[5] Marshall Elementary, which
is a Pre-K-2 school, does not offer the mathematics Enrichment Program. In school year 2012-2013, South Mountain
provided its mathematics Enrichment Program to all fourth and fifth grade
students. Therefore, for purposes of its
analysis, OCR did not include South Mountain as a school offering the
mathematics Enrichment Program on a pull-out basis. However, South Mountain currently offers its
mathematics Enrichment Program to select students on a pull-out basis.
[6]
OCR determined that in only one AP course did African-American student
participation exceed the rate of African-American high school enrollment;
namely, African-American students represented 63% of the enrollment in AP
French Language and Culture (17 of 27).
African-American student participation ranged from 4%-28% in all other
AP courses.
[7] The NMSAN is a national
coalition of multiracial, suburban-urban school districts working toward
understanding and eliminating achievement/opportunity gaps that persist in
their schools.
[8] The District offers the
Robotics program at the high school; it is open to any high school
student. In school year 2013-2014, the
robotics team invited students at the elementary and middle school levels to
participate in some of the club’s activities. The District has created
partnerships with local colleges, including Seton Hall and New Jersey Institute
of Technology, to participate in inter-scholastic competitions with other
school districts in the construction of robots.
[9] According to its website,
Educere offers virtual education opportunities to K-12 schools, students, and
educators, through relationships with university, college, and other education
providers.
[10] The consultant may be
in-house or retained from the outside.
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