Urges Department of Education to impose moratorium on new Student Learning Standards.
Impact
The proposed moratorium reflects a growing concern over student achievement levels in New Jersey, particularly in mathematics and reading, where the impact of the COVID-19 pandemic has been profound. Reports indicate that the U.S. has fallen to a historically low position in global education rankings, highlighting systemic failures that the current standards may not adequately address. As such, the moratorium would suspend any new curriculum requirements while the legislature evaluates existing standards and their effectiveness in promoting student learning and addressing the substantial learning losses reported across various districts.
Summary
Assembly Concurrent Resolution No. 102 (ACR102) urges the New Jersey Department of Education to impose a two-year moratorium on the development and implementation of new Student Learning Standards. This resolution is introduced in the context of extensive changes made to the standards in June 2020, which have faced significant criticism from parents and guardians regarding their effectiveness and appropriateness in addressing educational requirements. By calling for this moratorium, the resolution aims to provide the legislature the necessary time to deliberate on various bills currently pending that may significantly alter the adoption of future standards and address the pressing issues of learning loss exacerbated by recent disruptions in education.
Contention
The discussion around ACR102 underscores a broader discourse on parental involvement in educational policy and accountability within the educational system. Critics of the current standards argue that they have not effectively met the needs of students during a time of critical learning loss, and many stakeholders assert the need for immediate action to rectify these standards before any new ones are implemented. Conversely, there may be concerns about the implications of delaying educational reforms, as some policymakers might argue that prolonged inaction could diminish educational competitiveness and progress within the state.