Pre-School Cuts, Safety Improvements, and $272K BA Contract Covered at Final Board of Ed Meeting – Jersey City Times

Jersey City Board of Education Meeting Report: Emphasizing Sustainable Development Goals

Contract Approval for Acting Business Administrator

On Thursday night, the Jersey City Board of Education convened to finalize significant administrative decisions, including the approval of a contract for Acting Business Administrator Dr. Francine Luce. The board approved a one-year contract for Dr. Luce at a salary of $272,000, confirming her role from July 1, 2024, through June 30, 2025. This decision followed a rigorous selection process involving a competitive applicant pool and compliance vetting by the county superintendent, ensuring transparency and fairness in line with SDG 16 (Peace, Justice, and Strong Institutions).

Financial Challenges and Early Childhood Education Funding Cuts

The district faces a 25% reduction in early childhood education funding, intensifying existing financial pressures. Despite a $26 million budget carryover from the previous year, only $21 million has been approved for use by the Department of Education. This shortfall is expected to result in vacancies among pre-K teaching staff and a decrease in privately contracted pre-K providers.

District administrators and the Early Childhood Department engaged with the Department of Education to address these challenges. Superintendent Dr. Norma Fernandez committed to maintaining class sizes and adult-to-student ratios, aligning with SDG 4 (Quality Education) by striving to ensure inclusive and equitable quality education for young learners despite budget constraints.

Student Achievement and Post-Graduation Pathways

The Board celebrated the Class of 2025, with over 1,400 diplomas awarded across the district. The graduates’ future plans include:

1. 835 students enrolling in four-year colleges
2. 240 students attending two-year institutions
3. 107 students entering trade or technical programs
4. 44 students joining the military

Efforts to prepare younger students for future success include expanding college readiness initiatives and career and technical education (CTE) pathways at middle and high schools. Partnerships with New Jersey City University (NJCU) for arts programming and RWJBarnabas Health for clinical and non-clinical counseling support families, advancing SDG 3 (Good Health and Well-being) and SDG 8 (Decent Work and Economic Growth).

Improvements in School Safety and Mental Health

The district reported significant reductions in harassment, intimidation, bullying (HIB), and suspensions—23% lower than last year and 39% lower compared to 2022–23. These improvements are attributed to trauma-informed practices, embedded mental health clinics in high schools, and enhanced training for school security officers, supporting SDG 3 (Good Health and Well-being) and SDG 16 (Peace, Justice, and Strong Institutions).

Concerns regarding student behavior and safety were addressed during public comments, emphasizing the importance of de-escalation and limited police involvement. Leadership’s role in implementing safety policies was highlighted, with the district’s security director noted for his extensive qualifications and experience.

• Commitment to de-escalation and minimal police intervention
• Emphasis on education as the primary mission of schools
• Plans for a board retreat to focus on safety and discipline strategies

Conclusion

The Jersey City Board of Education’s recent meeting underscored its commitment to advancing Sustainable Development Goals through transparent governance, maintaining quality education amidst financial challenges, supporting student success, and enhancing school safety and mental health services. These efforts contribute to building a resilient, inclusive, and equitable educational environment aligned with global sustainability objectives.

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

1. SDG 4: Quality Education
   • Focus on early childhood education funding and preschool programs.
   • Graduation rates and college readiness initiatives.
   • Career and technical education pathways for middle school students.
2. SDG 3: Good Health and Well-being
   • Mental health clinics embedded within high schools.
   • Trauma-informed practices to reduce bullying and suspensions.
   • Counseling services for families in partnership with RWJBarnabas Health.
3. SDG 16: Peace, Justice, and Strong Institutions
   • School security practices and safety policies.
   • Reduction in harassment, intimidation, and bullying (HIB) incidents.
   • Training and leadership responsibility for maintaining safe school environments.
4. SDG 8: Decent Work and Economic Growth
   • Support for trade and technical programs as post-graduation options.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable lifestyles and human rights.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being.
   • Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol (implied through mental health focus).
3. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
   • Target 16.6: Develop effective, accountable, and transparent institutions at all levels.
4. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.

3. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

1. SDG 4 Indicators
   • Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age) – implied by preschool program funding and staffing.
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months – implied by college readiness initiatives and CTE pathways enrollment.
   • Graduation rates and post-secondary enrollment numbers (e.g., 1,400 diplomas awarded, numbers attending four-year and two-year colleges, trade programs, military enlistment).
2. SDG 3 Indicators
   • Indicator 3.4.2: Suicide mortality rate (not directly mentioned but mental health focus implies monitoring mental well-being).
   • Reduction in bullying, harassment, and suspensions as proxy indicators for improved mental health and well-being (23% drop in HIBs and suspensions).
3. SDG 16 Indicators
   • Indicator 16.1.4: Proportion of population that feel safe walking alone around the area they live – implied through discussions on school safety and security measures.
   • Reduction in incidents of harassment, intimidation, and bullying (HIB) as a measure of violence reduction in schools.
   • Training and leadership effectiveness in implementing safety policies (qualitative indicator).
4. SDG 8 Indicators
   • Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment or training – implied by tracking student transitions to employment, education, or training programs.

4. Table of SDGs, Targets, and Indicators

Source: jcitytimes.com