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For More Information Contact the Public Information Office:
    Richard Vespucci      
    Kathryn Forsyth, Director

For Release: August 13, 2007

Six New Jersey Colleges Win Grants
to Enhance Teacher Skills in Mathematics, Science and Technology

Approximately 350 New Jersey mathematics and science teachers of students in grades 3-8 will have opportunities to enhance their knowledge and skills at one of six institutions of higher education that are sharing nearly $4 million in grants.  The colleges successfully competed for Mathematics and Science Partnerships grants, made available under the federal No Child Left Behind Act.

Mathematics and Science Partnership grants are based on the idea that educators who complete scientifically based professional development can do more to improve student achievement in mathematics and science.  The New Jersey colleges receiving grants for 2007-08 and the grant amounts are:

Montclair State University, $675,000; Rowan University, $675,000; Stevens Institute of Technology, $672,781; Stockton College of New Jersey, $646,910; Rutgers University, $649,303; and William Paterson University, $616,673.  The six grant awards total $3,935,667.

“Through these grants, we now have in our state six centers for professional development of teachers in these two very key content areas,” said Commissioner of Education Lucille E. Davy.  “The evidence is clear that young people who are proficient in mathematics and science are in greater demand than ever.  Their future success as well as their contribution to the success of New Jersey’s economy will be largely dependent on how much they learn, and how well they are taught.”

The partnership grant program aims to improve the academic achievement of students in mathematics and science; improve teachers’ subject content knowledge, skills and classroom practices; provide follow-up activities, such as curriculum alignment, distance learning, and activities that train teachers to use technology in the classroom; increase the number of highly qualified teachers in mathematics and science; and include learning opportunities aligned to professional standards for teachers as defined in state education regulations and linked to the Core Curriculum Content Standards.

Educators participating in the year-long project will begin with a two-week summer institute, followed during the school year with mentoring and additional coursework.  School districts partnered with the universities to apply for the funding.  Each district developed its own application process for identifying teachers to participate in the program. 

Funding for the Mathematics and Science Partnership Program is provided by the U.S. Department of Education through Title II, Part B of the No Child Left Behind Act of 2001.  For more information about the program, visit: