Here - Diocese of Camden

Table of Contents

Renewing our Commitment to Catholic Elementary and

Secondary Schools in the Third Millennium USCCB Mission Statement and Statement of Beliefs What is Advocacy? Legislative Agenda

The NJ Catholic Conference Legislative Agenda White Paper on

• The Gift of Catholic Education • Proposal for Non-public School Transportation • Current Non-public School Funding Issues

Directory of Schools School Choice

What does School Choice Mean? What Kinds of School Choice Exist Today Tax Credit programs around the nation

The Opportunity Scholarship Act

S 1872/A 2810 Summary Article - Catholic Star Herald NJCC Q&A SCA Q&A List of Failing Schools in New Jersey Example of an Action Alert

The Legislative Process

The Legislative Process in New Jersey How a bill becomes law in New Jersey What to do and when to do it

Parish Guide

The Parish - a Tool to Promote Legislative Advocacy The Parish Commitment Legislative Advocacy Coordinator - Role and Responsibilities

Lobby Methods

Lobbying Techniques Election Do's and Don'ts Building Coalitions Why Lobby Foundation for Effective Lobbying The Personal Visit Testifying Before the New Jersey Legislature Written Communication

How to Get People to Write Guidelines for a Write-in

Phone Calls Using the Media

Talk Radio Opinion/Editorials (Op/Ed) Letters to the Editor

Information from: USCCB - Secretariat of Catholic Education

2010 Child Nutrition Reauthorization Keeping all Students Safe Act Supporting Choice in Education Proportionate Funding and Equitable Participation Statistical Profile for 2009 - 2010

Publicly-Funded Grants & Programs

A Glossary of Common Abbreviations/Terms Existing Publicly Funded Programs No Child Left Behind Act

Resources

NJCC Legislative Advocacy Network Network Director Contact Information and Related Links Advocacy Tracking Materials Directory of State Legislators by Diocese State Telephone Directory Office of Legislative Services & Office of Public Information Catholics in the 111th Congress

[self identified and updated 02/08/2010] . Glossary Address from His Holiness Benedict XVI

Copyright © 2005, United States Conference of Catholic Bishops, Inc. All rights reserved.

Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium

Introduction Young people are a valued treasure and the future leaders of our Church. It is the responsibility of the entire Catholic community—bishops, priests, deacons, religious, and laity—to continue to strive towards the goal of making our Catholic elementary and secondary schools available, accessible, and affordable to all Catholic parents and their children, including those who are poor and middle class. All Catholics must join together in efforts to ensure that Catholic schools have administrators and teachers who are prepared to provide an exceptional educational experience for young people—one that is both truly Catholic and of the highest academic quality. In 1990, the Catholic bishops of the United States issued the statement In Support of Catholic Elementary and Secondary Schools. In it we affirmed our strong conviction that Catholic elementary and secondary schools are of great value to our Church and our nation; and that, in our role as chief teachers, we are each responsible for the total educational ministry of the local Church. We affirmed that “the entire ecclesial community . . . is called to value ever more deeply the importance of this task and mission, and to continue to give it full and enthusiastic support.” These Catholic schools afford the fullest and best opportunity to realize the fourfold purpose of Christian education, namely to provide an atmosphere in which the Gospel message is proclaimed, community in Christ is experienced, service to our sisters and brothers is the norm, and thanksgiving and worship of our God is cultivated (p. 2). In that statement we pointed to the great value and the many successes of Catholic schools and the numerous challenges that they face. We unequivocally committed ourselves and the whole Catholic community to the following set of goals:

• Catholic schools will continue to provide a Gospel-based education of the highest quality. • Catholic schools will be available, accessible, and affordable. • The bishops will launch initiatives in both the private and public sectors to secure

financial assistance for parents, the primary educators of their children, so that they can better exercise their right to choose the best schools for their children.

• Catholic schools will be staffed by highly qualified administrators and teachers who would receive just wages and benefits, as we expressed in our pastoral letter Economic Justice for All.

Much has changed in our Church and our nation in the ensuing years. Catholic schools continue to be valued and successful; but they still encounter numerous challenges. The bishops have addressed many of the goals that we set in 1990, but much is still left to be done. Therefore, we believe that the time has come to revisit and reaffirm our commitment to Catholic elementary and secondary schools as invaluable instruments in proclaiming the Good News from one generation to the next. This catechesis is a privileged way of “initiating the hearers into the fullness of Christian life” and is “intimately bound up with the whole of the Church’s life” (Catechism of the Catholic Church, nos. 5, 7). We believe that now is the appropriate time to renew our challenge to the entire Catholic community to join in this critical endeavor. We are convinced that Catholic schools continue to be “the most effective means available to the Church for the education of children and young people” who are the future of the Church (To Teach as Jesus Did, no. 118).

Why We Value Our Catholic Elementary and Secondary Schools Young people of the third millennium must be a source of energy and leadership in our Church and our nation. Therefore, we must provide young people with an academically rigorous and doctrinally sound program of education and faith formation designed to strengthen their union with Christ and his Church. Catholic schools collaborate with parents and guardians in raising and forming their children as families struggle with the changing and challenging cultural and moral contexts in which they find themselves. Catholic schools provide young people with sound Church teaching through a broad-based curriculum, where faith and culture are intertwined in all areas of a school’s life. By equipping our young people with a sound education, rooted in the Gospel message, the Person of Jesus Christ, and rich in the cherished traditions and liturgical practices of our faith, we ensure that they have the foundation to live morally and uprightly in our complex modern world. This unique Catholic identity makes our Catholic elementary and secondary schools “schools for the human person” and allows them to fill a critical role in the future life of our Church, our country, and our world (Catholic Schools on the Threshold, no. 9). It is made abundantly clear in an unbroken list of statements, from the documents of the Second Vatican Council to Pope John Paul II’s 1999 exhortation The Church in America (Ecclesia in America), that Catholic schools play a vital role in the evangelizing mission of the Church. They are

the privileged environment in which Christian education is carried out . . . Catholic schools are at once places of evangelization, of complete formation, of inculturation, of apprenticeship in a lively dialogue between young people of different religions and social backgrounds. (Catholic Schools on the Threshold of the Third Millennium, no. 11)

Catholic schools are often the Church’s most effective contribution to those families who are poor and disadvantaged, especially in poor inner city neighborhoods and rural areas. Catholic schools cultivate healthy interaction among the increasingly diverse populations of our society. In cities and rural areas, Catholic schools are often the only opportunity for economically disadvantaged young people to receive an education of quality that speaks to the development of the whole person. As we continue to address the many and varied needs of our nation’s new immigrant population, the Church and its schools are often among the few institutions providing immigrants and newcomers with a sense of welcome, dignity, community, and connection with their spiritual roots. As important as a sound Catholic school education is for the new immigrant and the poor, it continues to be of prime importance to those children and grandchildren of the generations who earlier came to our shores. Our Catholic schools have produced countless numbers of well educated and moral citizens who are leaders in our civic and ecclesial communities. We must work with all parents so they have the choice of an education that no other school can supply—excellent academics imparted in the context of Catholic teaching and practice. Catholic Schools Today Overview Since 1990 The National Catholic Educational Association’s annual statistical report shows that there are currently 7,799 Catholic elementary and secondary schools in the United States, which enroll over 2.4 million students. These schools currently account for almost 30 percent of all private and religious schools in the United States and enroll over 48 percent of the students in these

schools. Since 1990, the Church in the United States has opened more than 400 new schools. Regrettably, there has been a net decline of more than 850 Catholic schools in the country during the same period of time. Almost all of this loss has been in urban, inner-city, and rural areas of our nation. In the last decade of the twentieth century, Catholic schools experienced a period of growth in enrollments. Since the year 2000, however, that trend slowed, then reversed, and now shows a net loss of over 170,000 students. Currently, there are more than 2,500 Catholic schools in the country with waiting lists. Almost all of these schools are located in suburban areas. Twenty-six percent of current students in Catholic schools are members of minority groups—a figure that is steadily growing. The enrollment of students who are not Catholic has grown to 13.6 percent. Staffing trends in Catholic elementary and secondary schools show a steady increase in the number of lay people who are administrators and teachers (currently 95 percent). Since 1990, the average tuition in both elementary and secondary Catholic schools has more than doubled; in that same time, the portion of the total cost of educating a student which parents pay in tuition has risen by almost 13 percent. The Good News We, the Catholic bishops of the United States, wish to offer our deep gratitude to those individuals who staff our Catholic elementary and secondary schools, the dedicated lay and religious administrators and teachers. We applaud their professionalism, personal sacrifices, daily witness to faith, and efforts to integrate learning and faith in the lives of their students in order to “accomplish the very purpose of evangelization: the incarnation of the Christian message in the lives of men and women” (Lay Catholics in Schools: Witnesses to Faith, no. 31). We take this opportunity to encourage all who are devoted to working in Catholic schools to “persevere in their most important mission” (Ecclesia in America, no. 71). Research conducted by the United States Department of Education, the National Catholic Educational Association, and other independent agencies shows that Catholic schools make a major impact in closing the achievement gap for poor and minority students in inner-city environments. Catholic schools have a lower dropout rate (3.4 percent) than both public (14.4 percent) and other private schools (11.9 percent). Ninety-nine percent of Catholic high school students graduate, and 97 percent go on to some form of post-secondary education. Catholic school students continue to score well on standardized tests (such as the National Assessment of Educational Progress) in subjects such as reading, mathematics, social studies, and science, often surpassing standards established by federal and/or state agencies. A Harvard University study issued in 2000 reported that Catholic school students performed better than other students on the three basic objectives of civic education—the capacity for civic engagement (e.g., voluntary community service), political knowledge (e.g., learning and using civic skills), and political tolerance (e.g., respect for opinions different from their own).1 We are encouraged by the laity’s increased involvement with school boards, commissions, and councils. We commend the efforts that are being made to develop programs for the spiritual growth of staff, students, and parents; to create safe environment programs for children and young people; to open development and endowment offices in dioceses and schools; to market schools; and to establish parent organizations that advocate for the rights of Catholic school students and teachers to be treated equitably in government-sponsored programs and services. We are grateful to the individuals who have joined us on the federal and state levels and from the private sector to assist parents in financing their children’s education. The passage of programs that provide for government-funded parental choice scholarships, tax credits, deductions, and

individual and corporate donations for privately funded scholarships makes it possible for children of the poor and lower middle class to attend Catholic schools. A 2002 study of Catholic school students with disabilities conducted by an independent agency, the Center for Educational Partnerships, found that 7 percent of children enrolled in Catholic schools had disabilities identified in the Individuals With Disabilities Education Act. We applaud the increasing number of our school administrators and teachers who have taken steps to welcome these children and others with special needs into our Catholic schools. We recognize the positive contributions of those Catholic colleges and universities that are providing specialized programs to train administrators and teachers in the unique mission of the Catholic school, particularly those that work in our inner-city and rural Catholic schools. The Challenges of the Future While we look with pride to the many successes and achievements of our Catholic elementary and secondary schools, the entire Catholic community must now focus on the future and the many challenges we face. We, the Catholic bishops of the United States, with the cooperation of diocesan, school, and community leadership, should pursue effective responses to the challenges we face. We must then move forward with faith, courage, and enthusiasm because Catholic schools are so important to our future. The Face of Our Church We must face the reality of our Church as it exists today and as it will be in the future. We must be prepared to address the changing diversity of the Church’s membership. The Catholic Church in the United States is larger than ever. Many of our people are more financially successful, and they have moved into areas of our nation where, in the past, Catholics were a rarity. Catholic parishes and schools face the challenge of addressing the spiritual, educational, social, and cultural needs of a new wave of immigrants. In responding to the needs of these individuals, we must continue our evangelizing efforts by maintaining our schools’ Catholic identity and mission. It is critical that we work with our people to erase any lines of prejudice and bias that may exist and create welcoming communities for these immigrants. People involved in this effort often suffer from meager human and financial resources. We need to seek support from the larger Church and civic communities to assist them in this work. Our young people are the Church of today and tomorrow. It is imperative that we provide them with schools ready to address their spiritual, moral, and academic needs. Our challenge today is to provide schools close to where our Catholic people live. In areas where there currently are no Catholic schools, we should open schools that have a mission to evangelize. We also need to consider providing new or expanded facilities where we currently have schools with waiting lists. Wherever possible, Catholic schools should remain available and accessible in all areas of a diocese for children who are from poor and middle-class families who face major economic challenges. In addition, Catholic schools should be available to students who are not Catholic and who wish to attend them. This has been a proud part of the history of Catholic schools in the nineteenth and twentieth centuries. We must continue this outreach in the new millennium. We must also serve the increasing Hispanic/Latino population, which makes up 39 percent of our current Catholic community. Hispanics/Latinos make up 41 percent of Catholics under the age of thirty, and 44 percent of Catholics under the age of ten. It is currently estimated that by the second decade of this century, the Hispanic/Latino population will compose 50 percent of all Catholics in the United States.2 Catholic parishes and schools must reflect this reality and reach out and welcome Hispanics and Latinos into the Catholic faith communities in the United States.

A positive contribution that we enthusiastically support is the opening, by so many of our dioceses and religious communities, of schools that offer reduced or no tuition for at-risk students. These schools utilize comprehensive and innovative educational approaches to improve the academic progress of some of the most disadvantaged young people. Catholic schools must also continue to look for ways to include and serve better the needs of young people in our Church who have special educational and physical needs. Recognizing that educating students with disabilities often requires more intensive instructional support, we call on government to allow special education monies to follow and support students with disabilities no matter where they attend school. Personnel Ninety-five percent of our current school administrators and teachers are members of the laity.3 The preparation and ongoing formation of new administrators and teachers is vital if our schools are to remain truly Catholic in all aspects of school life. Catholic school personnel should be grounded in a faith-based Catholic culture, have strong bonds to Christ and the Church, and be witnesses to the faith in both their words and actions. The formation of personnel will allow the Gospel message and the living presence of Jesus to permeate the entire life of the school community and thus be faithful to the school’s evangelizing mission. We gratefully acknowledge the contributions of school personnel who are not Catholic, but who support and cooperate in accomplishing the mission of the Catholic school. We must provide a sufficient number of programs of the highest quality to recruit and prepare our future diocesan and local school administrators and teachers so that they are knowledgeable in matters of our faith, are professionally prepared, and are committed to the Church. These programs will require even more active involvement and cooperation by our Catholic colleges and universities in collaboration with the diocesan educational leadership. Ongoing faith formation and professional development programs must also be available so that administrators and teachers in Catholic schools can continue to grow in their ministry of education. These programs will introduce new and effective initiatives, educational models, and approaches, while always maintaining a sound Catholic identity in our schools. This is especially important when new Catholic school administrators and teachers come from private and state colleges and universities or from careers in the public school system. Finances We call on the entire Catholic community—clergy, religious, and laity—to assist in addressing the critical financial questions that continue to face our Catholic schools. This will require the Catholic community to make both personal and financial sacrifices to overcome these financial challenges. The burden of supporting our Catholic schools can no longer be placed exclusively on the individual parishes that have schools and on parents who pay tuition. This will require all Catholics, including those in parishes without schools, to focus on the spirituality of stewardship. The future of Catholic school education depends on the entire Catholic community embracing wholeheartedly the concept of stewardship of time, talent, and treasure, and translating stewardship into concrete action. While we have made progress in opening offices for development, endowments, marketing, and institutional advancement, we must expand those efforts on both the diocesan and local levels. If we are to respond to the need for more Catholic schools we must seek innovative ways, including the use of tax free bonds, to finance them and to maintain those that currently exist.

These programs will allow our Catholic schools to maintain quality programs, hire quality staff, and attract more students. We will need to utilize the collective wisdom of the members of our Church and the society in which we live if we are to be successful in this effort. We need to remind the business and civic communities of the contributions made by the graduates of Catholic schools who help to build the success of these enterprises. Diocesan and school leaders should continue actively to pursue financial support from the business and civic communities. Our total Catholic community must increase efforts to address the financial needs of our Catholic school administrators, teachers, and staff. Many of our employees make great sacrifices to work in Catholic schools. The Catholic community must not ignore the reality of inadequate salaries, which often require these individuals to seek supplemental employment (Lay Catholics, no. 27) to meet living expenses and expenses due to limited or non-existent health care and retirement benefits. These benefits are very often lost if a school employee moves from one diocese to another. The Catholic community needs to study the success of the Michigan Catholic Conference’s portable employee benefit program as a possible model for others to replicate. Catholic social teaching on the provision of just wages and benefits is both strong and clear. It is our community’s responsibility to take action to address these issues now. Advocacy Finally, we need to intensify our efforts in advocating just and equitable treatment of our students and teachers in federal and state-funded educational programs. While we are pleased with the progress made in developing parent advocacy groups since 1990, the Catholic community must work to increase the number and effectiveness of these groups. Advocacy is not just the responsibility of parents and teachers, but of all members of the Catholic community. As the primary educators of their children, parents have the right to choose the school best suited for them. The entire Catholic community should be encouraged to advocate for parental school choice and personal and corporate tax credits, which will help parents to fulfill their responsibility in educating their children. As we said in our 1995 statement Principles for Educational Reform in the United States, we believe that “government at all levels, acting in partnership with parents, has a responsibility to provide adequate professional and material resources to assist all children to attain a quality education” (p. 7). We also stated in that same document,

When services that are aimed at improving the educational environment—especially for those most at risk—are available to students and teachers in public schools, these services should also be available to students and teachers in private and religious schools. These individuals should not be penalized for choosing to enroll or work in these schools since they also serve the common good of our nation. (p. 8)

Parents have the constitutional right to direct the upbringing and education of their children (Pierce v. Society of Sisters), and we call on the entire Catholic community to join in advocating for the opportunities and resources to implement this right through constitutionally permissible programs and legislation (e.g., Zobrest v. Catalina Foothills School District, Mitchell v. Helms, and Zelman v. Simons-Harris). In some states, so-called “Blaine” amendments, which ban or severely limit assistance to private and/or religious schools, make the attainment of this goal very difficult, if not impossible. These

amendments are part of an anti-religious and, more specifically, anti-Catholic legacy in our nation’s history. We need to advocate for the repeal of these relics of unfortunate bigotry. Future Action In addition to recommendations we have already made, and to ensure that our Catholic elementary and secondary schools not only continue to exist, but will grow and prosper, we call on bishops and those in educational leadership to

• Convene gatherings of educational, business, and community leaders, in either the fourteen episcopal regions or in each state, to address the critical issues of Catholic identity, cultural diversity, finances, just wages and benefits, academic quality—especially in the area of religious education—alternative governance models, and the marketing of our Catholic schools.

• Develop programs to assist pastors, clergy, seminarians, and laity to understand, appreciate, support, and promote the critical value of our Catholic schools in fulfilling the teaching ministry of the Church.

• Develop strategies to increase the effective advocacy for the equitable treatment of Catholic school students and teachers in government programs. This would include support for existing and creation of new parent advocacy groups in each state and diocese.

• Work with the leaders of Catholic colleges and universities to address the critical staffing needs of our Catholic elementary and secondary schools. This would include steps to ensure that sound and effective programs of teacher education and administration are available and affordable to those interested in working in our Catholic schools.

We call on the Committee on Education of the United States Conference of Catholic Bishops, and its staff, to collaborate with all appropriate groups and individuals in the development of procedures to implement the goals that are outlined in this statement. We also call on the Committee on Education to collaborate with the National Catholic Educational Association in the development of a strategic plan produced from the proceedings of its Centennial Symposium on the Vision for the Future of Catholic Education in the United States. Finally, we call on the Committee on Education to review the status of Catholic elementary and secondary schools and to report back to the body of bishops and the Catholic community on a regular basis, beginning no later than our annual November General Assembly in the year 2007. Conclusion As we, the Catholic bishops of the United States, and the entire Catholic community continue our journey through the twenty-first century, it remains our duty to model the Person of Jesus Christ, to teach the Gospel, and to evangelize our culture. We are convinced that Catholic elementary and secondary schools play a critical role in this endeavor. “Thus it follows that the work of the school is irreplaceable and the investment of human and material resources in the school becomes a prophetic choice . . . it is still of vital importance even in our time” (Catholic Schools on the Threshold, no. 21). According to Ecclesia in America,

It is essential that every possible effort be made to ensure that Catholic schools, despite financial difficulties, continue to provide a Catholic education to the poor and marginalized in society. It will never be possible to free the needy from their poverty unless they are first freed from the impoverishment arising from the lack of adequate education. (no. 71)

The Catholic community is encouraged at every level to support the work of our Catholic elementary and secondary schools, keeping them available and accessible to as many parents as possible. Therefore, we the Catholic bishops of the United States strongly encourage our clergy and laity to market and support Catholic elementary and secondary schools as one of our church’s primary missions. Our vision is clear: our Catholic schools are a vital part of the teaching mission of the Church. The challenges ahead are many, but our spirit and will to succeed are strong. We, the Catholic bishops of the United States, in cooperation with the total Catholic community, are committed to overcoming these challenges. Adversity often brings out the best in men and women. We must respond to challenging times with faith, vision, and the will to succeed because the Catholic school’s mission is vital to the future of our young people, our nation, and most especially our Church. Resources Catechism of the Catholic Church, 2nd ed. (Washington, DC: USCCB–Libreria Editrice Vaticana, 1997). Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium (1997), http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_27041998_school2000_en.html (accessed June 13, 2005). John Paul II, The Church in America (Ecclesia in America) (Washington, DC: USCCB, 1999). Sacred Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith (1982), http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_ 19821015_lay-catholics_en.html (accessed June 13, 2005). United States Conference of Catholic Bishops, Economic Justice for All: Tenth Anniversary Edition (Washington, DC: USCCB, 1997). United States Conference of Catholic Bishops, In Support of Catholic Elementary and Secondary Schools (Washington, DC: USCCB, 1990). United States Conference of Catholic Bishops, Principles for Educational Reform in the United States (Washington, DC: USCCB, 1995). United States Conference of Catholic Bishops, To Teach as Jesus Did: A Pastoral Message on Catholic Education (Washington, DC: USCCB, 1973).

Endnotes 1 David Campbell, “Making Democratic Education Work: Schools, Social Capital, and Civic Education” (paper presented at the Conference on Charter Schools, Vouchers, and Public Education, March 2000), 25ff. 2 USCCB Department of Communications, Catholic Information Project: The Catholic Church in America—Meeting Real Needs in Your Neighborhood (Washington, DC: USCCB, 2003), 3-4. 3 See United States Catholic Elementary and Secondary Schools 2004-2005 (Washington, DC: National Catholic Educational Association, 2005). The document Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium was developed by the Committee on Education of the United States Conference of Catholic Bishops (USCCB). It was approved by the full body of U.S. Catholic bishops at its June 2005 General Meeting and has been authorized for publication by the undersigned.

Msgr. William P. Fay General Secretary, USCCB

Scripture texts used in this work are taken from the New American Bible, copyright © 1991, 1986, and 1970 by the Confraternity of Christian Doctrine, Washington, DC 20017 and are used by permission of the copyright owner. All rights reserved.

STATEMENT OF BELIEFS

• As parents we have the right to direct the education

of our children by choosing the schools we believe are best suited to their needs.

• As supporters of Catholic school families we agree

that parents have a right to equitable tax benefits for the education of their children in public, private, and religious schools.

• As citizens we are all called to become informed,

active, and responsible participants in the political process.

MISSION STATEMENT

The New Jersey Network of Catholic School Families exists to educate and mobilize individuals and organizations to be advocates of public policies that support the families whose

children attend the Catholic schools of New Jersey.

WHAT IS ADVOCACY?

As people of faith, Catholics in the United States have the moral obligation to speak out on issues that affect our brothers and sisters around the world. The U.S. Catholic Bishops in their statement, Faithful Citizenship: A Catholic Call to Political Responsibility, state:

What does it mean to be a Catholic living in the United States in the year 2004 and beyond? As Catholics, the election and the policy choices that follow it call us to recommit ourselves to carry the values of the Gospel and church teaching to the public square. "Faithful Citizenship: A Catholic Call for Political Responsibility" (Washington, DC: United States Conference of Catholic Bishops, 2004). Likewise, the Bishops in the same statement point out that as citizens of the United Slates, Catholics hold a unique power to address important policy issues, particularly international issues. They state: "As citizens and residents of the United States, we have the duty to participate now and in the future in the debates and choices over the values, vision, and leaders that will guide our nation. "Faithful Citizenship: A Catholic Call for Political Responsibility" (Washington, DC: United States Conference of Catholic Bishops, 2004).

Living in the richest democracy on earth in which civil discourse about policy issues is not only relevant but encouraged, raising our voices on important issues affecting human dignity is essential and powerful. Advocacy includes different strategies aimed at influencing decision-making at the local, national and international level, and is generally organized around the resolution of a problem in the political arena. Effective advocacy requires a clear analysis of the political environment, an understanding of the concrete problem and a coherent proposal for its solution. Strategies can include the use of communications media to form public opinion, education of decision makers, organization of public events, research of issues, the creation of a coalition, and other activities. Advocacy also encompasses the education and mobilization of citizens to become involved in developing and promoting policies. CRS has begun to encourage and organize the Catholic community in the United States to work on foreign policy issues affecting the developing world, advocating for changes in existing policy and for new policy. Advocacy can help people in both the U.S. and overseas communities better understand and exercise their basic rights, including their right to make demands upon the institutions that govern them. Getting Started in Advocacy Advocacy is most effective when done on a planned, proactive basis. Key participants should be identified and informed on the issues, and relationships with legislators already developed, before an urgent need for action occurs. Here are some basic steps to take to begin an advocacy program in your organization:

• Discover Existing Relationships Find out where relationships between your organization/parish, members of Congress and state/local government officials already exist. Ask board members, senior managers, volunteers, etc., if they know any legislators

on a personal basis, and if so, whether they would be willing to serve as a contact with that legislator on important health care issues. Several relationships with legislators may already exist in your organization: for example, the chief financial officer may be in the Rotary Club with a legislator; a board member may volunteer in a member of Congress' political campaign; a manager may be a leader in the state political party; or a senator's mother may volunteer in your organization. The best way to find out about these relationships is simply to ask. (The Key Contact Survey on Pages LM-3 and 4 may be useful for this purpose. If used it should be updated after each election).

• Find Interested Participants Identify individuals in your organization who are willing

to become political advocates and develop relationships with senators, representatives and local legislators. These people may not know the legislators personally, but they can write letters, make calls and participate in visits when political advocacy needs arise. Seek out interested participants through inquiries at staff meetings, articles in internal communications, posters in the break room and other forums. Individuals who have personal relationships with legislators combined with those who are willing to communicate with legislators can be the starting point for building an advocacy team. This group may serve as a local advocacy network for your organization.

• Assign Advocacy Responsibility Assign responsibility for advocacy to an individual

within your organization/parish. The chief executive officer will always have responsibility for advocacy, but may want to have another person designated as an advocacy contact to facilitate communications with the local advocacy team.

• Contact Your Legislators Make contact with senators and representatives and develop

relationships with them before your organization needs to contact them on an advocacy issue. Respond to requests to contact members of Congress on important legislative priorities. Send letters, make phone calls and participate in meetings as appropriate to respond to advocacy alerts or requests. This handbook contains guidelines for effective communications with senators and representatives and their staff members, which is the first step in developing a relationship.

• Develop an Advocacy Plan Evaluate your organization'/parish's existing relationships

with senators and representatives and develop a plan for building and strengthening these relationships. Consider activities such as:

o Hosting a visit to your organization for a member of Congress and/or a congressional staff member.

o Meeting with members of your congressional delegation in Washington, D.C. o Participating in local town meetings held by members of Congress. o Developing a relationship with the local office staff of your senators and

representatives. Adapted from Chapter 3 of Public Policy Advocacy Handbook: A Guide for Influencing

Legislation, Catholic Health Initiatives, June 2006.

New Jersey Catholic Conference Legislative Agenda for Education The New Jersey Catholic Conference, composed of the Catholic Bishops of New Jersey, is the organization through which the Bishops address matters of public policy. The Bishops receive recommendations concerning issues from a Public Policy Committee comprised of members from each diocese and from various areas of the Church's ministry, such as social services education, and health care. The Conference staff interacts with the dioceses, the state and federal governments, and monitors matters of concern to the Catholic Church in New Jersey. The Conference advocates for the Catholic Church's teachings on these matters. The Conference works with other religious entities as well as civic, private sector, and non-profit organizations on matters of concern to the general welfare of the people of New Jersey. We affirm quality education in all schools by our support for full funding of all state aid programs for public and nonpublic schools, including those intended for compensatory education, aid for students with disabilities, and nursing services. In order to reinforce the fundamental rights of parents, we support government initiatives to fund the education of children in schools of their parents' choice, including such models as corporate, education tax savings accounts, and vouchers. We affirm the right of all students to be secure in their school environment. We support financial assistance from the government to maintain all school buildings as hazard free, so that the economic burden of complying with safe schools regulations will not erode the financial base of nonpublic schools. We recognize the necessity for a school transportation system responsive to the needs of all students. State laws and appropriations should provide for the transportation of all students within the statutory mileage limits. We emphasize the importance of providing opportunities for all students to participate in state technology initiatives. We oppose legislation which discriminates against any student for reasons of religion, special needs, or school attended, and we support the enactment of legislation inclusive of all students. We urge removal of all barriers that homeless children face in gaining access to an adequate education. In all schools, we recognize the value of teaching authentic family life education which prepares children for their role as parents and which honors the dignity of the individual from conception to natural death. Additionally, we support family life education that emphasizes an abstinence-based curriculum. Our Call To Action The New Jersey Catholic Conference calls upon all Catholics and all citizens of New Jersey, especially our public officials, to take action to address these issues that affect the common good of all people. This call to action is grounded in the recognition of the dignity and sacredness of all human life.

Approved by the New Jersey Catholic Conference, December 6, 2007

Representing the Archdiocese of Newark, Diocese of Camden, Diocese of Metuchen, Diocese of Paterson, Diocese of Trenton, Byzantine Catholic Eparchy of Passaic and

Our Lady of Deliverance Syriac Catholic Diocese

New Jersey Catholic Conference 149 North Warren Street · Trenton, New Jersey 08608

(609) 989-1120 · Fax (609) 989-1152 E-mail: [email protected] Web: www.njcathconf.com

Patrick R. Brannigan Executive Director

MAINTAINING A TRADITION OF EXCELLENCE: A WHITE PAPER ON THE GIFT OF CATHOLIC EDUCATION

TO THE PEOPLE OF NEW JERSEY

Background Since the first New Jersey Catholic school opened in Madison in 1850, Catholic elementary and secondary education has offered a wide variety of educational options for students in New Jersey. At the outset, these schools served the children of European immigrants who, because of prejudice, faced daunting prospects. Soon, thanks in large measure to these Catholic schools, the immigrants and their descendants moved quickly out of poverty and into the middle class. As the children of these immigrants attained economic success, particularly in the period after World War II, they left the urban neighborhoods of their roots, leaving Catholic schools behind. An expansion of Catholic schools in the suburbs occurred in the 1950s and 1960s, responding to the needs of this burgeoning middle class. The movement of this group created an increased number of Catholic schools in “rim districts” surrounding urban areas. Catholic schools in the urban areas faced many challenges. Some were forced to close, but others remained open and have continued their core mission of providing an education for children who suffer from poverty and discrimination. This group of students includes a large number of African-American children, the vast majority of whom are not Catholic. The increased enrollment of Latino children in Catholic schools also continued through the last two decades of the Twentieth Century. Having accepted the challenge of addressing a new immigrant population, Catholic schools continued to face more and more vexing problems in the 21st Century. The demise of some inner-city Catholic schools has been caused by a convergence of factors which have created serious obstacles in the past several years. An ongoing decline of clergy and religious as administrators and teachers in these schools has created a situation by which over 90% of most Catholic schools are staffed by lay personnel (thus increasing the need for enhanced tuition revenues). At the same time, a lack of expendable income among lower-and-middle class families in urban neighborhoods has created the need for family members (in many cases single parents) to work second and third jobs to pay even the modest tuition. Aging physical plants in Catholic schools in these urban areas, some approaching 75 – 100 years of service, require significant capital expenditures for their continued existence. Furthermore, because the Catholic Church operates multiple ministries of service to New Jersey residents (including Catholic hospitals, shelters, substance abuse centers, and other broad works of charity), the amount of diocesan subsidies available to support non-self-sustaining schools has diminished drastically.

An additional factor in the closing of urban Catholic schools has been the creation of charter schools in certain urban areas, sometimes at a highly concentrated rate. Many poor families seeking relief from the problems of urban public education have chosen charters as a “free” alternative, even though their first choice would have been a values-based education in Catholic schools. For example, the plethora of charter schools in the city of Trenton (some of which have now closed) was a driving force in the closure of every Catholic school within the city limits. A ten-year snapshot with basic enrollment data highlights the current trend in Catholic education. Statewide Catholic school enrollment for the 2006 – 2007 school year consists of over 127,000 elementary and high school students in 361 schools. Comparable figures from 1996 – 1997 reveal over 148,000 elementary school and high school students in 422 schools. Much of the loss of these students occurred within urban settings. Accomplishments The ability of Catholic schools to provide successful graduates among poor and immigrant populations is well documented. In the largest study of New York City Catholic schools ever conducted, researchers Herbert J. Walberg and Paul E. Peterson found Catholic schools “not only achieved more, but also more successfully solved the poverty gap.” In a 2005 editorial in the New York Sun, Walberg noted that this fact means that Catholic schools help close the “pervasive” achievement gap between middle-income and poor children. The rates of Catholic school students graduating, as well as the rates for those attending some form of higher education, hover between 95 and 97% annually, on a regular basis. Anecdotally, the State of New Jersey is well served by the Catholic school graduates working in the legislative, executive, and judicial branches of state government, including current representatives on the New Jersey Supreme Court. While numerous studies proclaim the academic success of Catholic schools with poor and minority students, a sometimes overlooked area is that of civic responsibility. In 2003, Thomas S. Dee, a researcher at Swarthmore College, presented findings at Harvard University’s Graduate School of Education on a study he had conducted which found that students who attended Catholic secondary schools were more likely than their public school counterparts to report that they had registered and voted in local and national elections. The researcher adjusted the numbers to take into account other possible explanations including parent wealth or education level, and yet the 8 – 12% differential represented a significant advantage. Catholic schools have continued to accept those students who are unable to achieve academic success in public education. In the process of offering such alternatives, Catholic schools have created new models, particularly geared to urban students. For example, the San Miguel School in Camden, operated by the Christian Brothers, bases its program on the implementation of some of the best educational research for urban education in the last few years focusing on reading and language arts. The school relies on the generosity of outside sources – a competitive arena in any market-driven society. The Archdiocese of Newark opened Christ the King Preparatory School in September 2007 as part of the Cristo Rey Network. The vast majority of students attending this school qualify for a federal free or reduced lunch. The school utilizes a longer school day, academic assistance, counseling, and smaller class sizes to prepare these students for their college experience. Additionally through work study, all students gain real-world job experience and grow in self-confidence.

A particularly vexing challenge for Catholic school educators is to provide for the needs of classified students whose parents wish them to have a Catholic school education. Some Catholic schools have developed creative ways to accommodate such students in special classes, depending upon the nature and severity of the students’ handicapping condition. Catholic educators continue to examine the means by which Catholic schools can adapt to the needs of the changing population wishing to attend these schools. For example, the Diocese of Camden operates formal special education programs in four elementary and two secondary schools. Because Catholic education seeks to provide benefits to all members of the family unit, Catholic school administrators are attempting to expand the creative options available in urban Catholic schools. The Importance of Catholic Education to the Residents of New Jersey The closing of Catholic schools, whether in urban, suburban, or rural areas, represents a loss for all citizens of New Jersey. The most obvious impact occurs in the area of placing increased financial responsibilities on already overburdened taxpayers. Recently the Legislature’s Joint Committee on Property Tax Reform used the figure of $16,000.00 per year as the cost to educate a child in public education in New Jersey. Using that amount, Catholic schools currently save the taxpayers over $2.2 billion annually. Because the cost of public education is usually much higher in urban areas (those cities where the tax base is unable to support the cost of public education), these spiraling numbers affect all taxpayers in New Jersey. The closure of Catholic schools will also have a dramatic effect on future construction costs in already overburdened school districts. Even the closing of a small urban school can have a ripple effect throughout public schools in that district, given their current overcrowded conditions. Additionally, corporate leaders of New Jersey have widely acclaimed the merits of a Catholic school education. The emphasis on basic skills permits the employers to avoid the costly training of potential employees in these areas. Thus, the employer may remain competitive in the market place by eliminating the need to pass on training costs to the consumer. The broad benefits of Catholic education extend well beyond their fiscal relief to the taxpayers. From their inception, Catholic schools have considered service to the wider community a requirement for all students. Recently public schools have instilled required service projects for graduation. However, similar projects have long been the hallmark of the co-curricular activities of Catholic elementary and secondary students. The phrase “not every school is right for every child” is hardly a platitude without meaning. It is in the best interest of all New Jerseyans to continue to provide educational options to students who are not succeeding in their public schools. Thus, those students who seek to leave urban public education are not usually “the brightest and the best.” Rather, they are students who have the need for an alternative form of education in order for them to become productive citizens in the future. In summary, whenever Catholic institutions sneeze, everyone risks catching a cold. Such is truly the case for Catholic schools.

Current Pressing Issues Thus far, two facts should emerge from the discussion of Catholic schools in New Jersey. First, the loss of enrollment is due, in large measure, not to any dissatisfaction on the part of parents and students, but rather to the inability of these families to pay tuition. Secondly, the continued presence of Catholic schools in urban areas can be a key part of the solution to the woes of public education. All five dioceses in New Jersey have attempted to provide some form of scholarships to needy students. As an example, the Diocese of Trenton provides over $600,000.00 in scholarships with the need totaling over $2.4. However, government leaders in other states have already responded to the challenge of making Catholic schools viable for the urban poor. They recognize that some form of publicly funded school choice is necessary to assist needy parents. The vast majority of New Jersey’s students already have school choice by means of their parents’ ability to move to a region of the state where public education is functioning at a high level. However, in spite of a myriad of proposals which can be reduced to the mantra of “give us more time and / or more money,” the special interest groups in public education have resisted fundamental change such as the one offered by our neighboring state of Pennsylvania, where tuition scholarships funded by corporate tax credits are provided statewide. The clock is ticking on the ability of many urban Catholic schools to survive. Already operating within the framework of a lean budget, these schools can no longer continue to offer a sound educational program with dwindling enrollments. The business community has embraced recent legislative proposals to create a pilot program of education scholarships funded by corporate tax credits, in order to enhance the opportunity for urban students to escape failing schools in our cities. In Pennsylvania, even after Governor Rendell’s recent decision to increase the amount of corporate tax revenue available for these scholarships, no ill effects are felt by public education. Those public schools continue to benefit from the reduction of overcrowding conditions resulting in smaller class size and more attention paid to individual students, rather than suffering the dire consequences predicted by opponents of the plan. The students who are choosing to apply for these corporate tax scholarships in other states represent students whose academic achievement has dwindled and/or whose personal safety has been threatened by the environment of urban public education. No one can credibly claim that a “brain drain” in public schools has occurred as a result of the transfer of these students. Skeptics about any corporate tax scholarship plan in New Jersey argue that school choice is already well served by charter schools. Such an assertion is far from the truth. Even those charter schools that have proven successful have experienced demonstrable problems in getting started. On the other hand, Catholic schools in urban and “rim” districts currently have ample available seating to accommodate students wishing to transfer. While critics claim that the current corporate tax credit proposal is simply a benefit to existing nonpublic school students, such an assertion is impossible to defend. The proposal caps the availability of such scholarships for current nonpublic school students at a modest 25%. However, failing to recognize the potential economic perils of the families of current nonpublic school students is a serious matter for consideration. Many of these families are living paycheck to paycheck and pay tuition to a nonpublic school in lieu of family luxuries which many suburban families may take for granted. Any remedy to assist the continued presence of Catholic schools in urban areas must take into account the importance of not replacing one group of poor

students with another through the return of current nonpublic school students to the ranks of public schools. It is impossible to overstate the urgency of the problem facing urban Catholic education. A generation of needy students currently taught by a public education system struggling to improve awaits genuine educational alternatives. The facile claim of school choice opponents that “if all can’t be saved, none should be saved” flies in the face of every other social program offered to the urban poor. Surely, a developer only able to provide 100 units of affordable housing would be roundly praised, rather than pilloried for his failure to provide such units for all needy families. Public officials can no longer skirt their responsibility to respond to the plea of elementary and secondary school students and parents in urban areas. There is ample precedent for enacting legislation to help these struggling families achieve their dream of a quality education for their children – one that is available to their suburban counterparts. The refrain of “give us more money and/or more time” rings hollow in the mouths of supposed reformers. Put simply: The children are out of time, and the public is out of money. The ongoing gift of Catholic education in general, and urban Catholic education in particular, to the citizens of New Jersey may be seriously curtailed in the near future.

NJ CAPE Council for American Private Education "To promote the interests and betterment of private/nonpublic schools within the State of New Jersey"

WHITE PAPER ON PROPOSAL FOR NONPUBLIC SCHOOL TRANSPORTATION

INTRODUCTION For nonpublic schools, transportation is the lifeblood by which parents are able to send their children to these schools. Nonpublic school parents in New Jersey continue to save the state and local districts over $1.6 B by their decision to send their children to a nonpublic school. In many instances, they are working multiple jobs to accomplish this goal. If they lose transportation for their children, they will no longer be able to send their children to nonpublic schools and will transfer them to a public school at greater taxpayer expense. HOW NONPUBLIC SCHOOL TRANSPORTATION IS CURRENTLY DETERMINED Since 1968, nonpublic school students have been eligible for transportation (or aid in lieu payments) if they live the same distances from their elementary or secondary school as public school students (2 miles for elementary and 2.5 miles for secondary students). Of course, the nonpublic school student must be able to receive transportation services at a cost of no more than the annual statutory ceiling (currently $859.00 for the 2007-2008 school year). However, there is a basic inequity within this system because nonpublic school students receive transportation only if an additional trigger is pulled. This trigger contains the requirement that the local public school district must be busing its own students (for distance busing) before it can bus nonpublic school students. STATEMENT OF THE PROBLEM The building of nonpublic schools in general, and Catholic schools in particular, has not kept pace with the changing demographics of New Jersey’s population. It is impossible to build nonpublic schools in areas where population growth has taken place in the same increasing numbers as public schools are being built. Therefore, nonpublic schools have become regional entities, with children traveling greater distances to attend them. The result is that many nonpublic school pupils are denied transportation, even though they live the required distance from their school of attendance (as required in NJSA 18A:39-1). They happen to live in a district where no public school students are eligible because all public school students within that district live under the mileage limits established in the statute. These districts are commonly known as “non-trigger” districts.

The reality is that nonpublic school students in New Jersey are penalized because they happen to live in a small public school district. In Pennsylvania, which offers equitable transportation services to nonpublic school students, the requirement is simply that the nonpublic school be located no more than 10 miles from the border of the public school district. Because public school districts in Pennsylvania are much larger that they are in New Jersey, this proposal works well for all concerned. However, in New Jersey, small school districts (e.g. Perth Amboy and Passaic, for example) do not bus any nonpublic school students because they do not bus their own students. PROPOSAL In order for nonpublic school parents to continue to send their children to the school of their choice, it is necessary that the requirement that the district in which a student lives must bus its own students be removed from the statute. If this were to occur, nonpublic school parents would continue to make the sacrifices to send their children to the nonpublic school, because they would be able to receive safe and dependable transportation. There is no inequity for public school students in this proposal because even if one child in the district lives beyond the distance mileage limits, that child is entitled to transportation. In other words, the only criteria for transportation for students in New Jersey – both public and nonpublic – should be the mileage limits of between 2 and 20 miles for elementary students and 2.5 and 20 miles for secondary students.

NJ CAPE Council for American Private Education "To promote the interests and betterment of private/nonpublic schools within the State of New Jersey”

WHITE PAPER ON CURRENT NONPUBLIC SCHOOL FUNDING ISSUES

INTRODUCTION As the public school community debates the issues of a new funding formula for public schools, it is important to remember the contributions made by the nonpublic school community as well. Programs offered for nonpublic school students are not given to the schools but are used for specific services rendered to students under the auspices of the New Jersey Department of Education. The specific accounts in the Budget are described as follows: TEXTBOOKS The NJSA58:37.5 and 37.6 controls the amount of funding under this program. The State aid will be determined in an amount resulting from the State average budgeted textbook expense per public school pupil for the pre-Budget year, multiplied by the number of pupils enrolled in nonpublic schools. FUNDING CONCERN For some reason, the information collected by the New Jersey Department of Education indicates that the per public school pupil amount has remained flat or has been reduced in the last several years. The New Jersey Department of Education does not have any explanation for this because textbook expenses have risen astronomically. As a result nonpublic school per-pupil amounts have actually been reduced in recent years. CHAPTER 192 SERVICE Chapter 192 services include compensatory education for eligible students who score below minimum levels of proficiency (MLPs) in communications (reading and/or writing) and computation; English as a second language; and Home Instruction: Funds are budgeted on the basis of projected numbers from the Office of Legislative Services, and there is no CPI increase for these services. CHAPTER 193 SERVICES These services are for classified children and include referral, evaluation, and determination of eligibility (including an annual review); Supplementary Instruction; and Speech/Language Instruction. Like Chapter 192, AREA OF CONCERN Although some flexibility has been granted by budget language to use excess money in the amount from the previous budget year and to have the Department of Education set the amounts for individual services within the total Chapter 192/193 figures, the amount spent for individual

services is approximately 50% - 75% of the cost of such services given to public schools students. The difficulty with the lack of a reasonable (CPI) increase in these amounts is that the personnel used for such services (e.g. examination/classification) are teams that also provide the services to public schools. Increased salaries with flat funding means fewer students in nonpublic schools are able to be served. An additional factor is the lack of availability of speech teachers who find themselves in a competitive market for their services. They will thus be employed by the highest bidder, usually a district offering services to its own students, because the cost per-pupil in districts is not capped. As a result, nonpublic students remain unserved and under served. NURSING SERVICES The nonpublic school nursing services funding was given a CPI increase within the CEIFA legislation; however, the CPI has only been honored three times since the passage of that legislation. Thus, nursing services are woefully underfunded for nonpublic school students, and nurses are available only a fraction of the time that school is in session. NONPUBLIC SCHOOL TECHNOLOGY INITIATIVE Since 1998 the Nonpublic School Technology Initiative has been flat-funded at $40 per-pupil. The origin of this initiative was part of a broad based technology initiative offered to both public and nonpublic school students. However, many public school districts wanted more discretion in the use of funds, and thus the aid that was given for technology for public school students was changed to provide more discretion on the part of the districts. The Nonpublic Technology Initiative is valued by nonpublic school administrators because of the need for additional technology as part of the curriculum. PROPOSAL For the aforementioned nonpublic school accounts in the State Budget, we propose one of the following solutions:

1. Tie the increase in nonpublic school aid to the increase or decrease in overall public school aid – a practice that was in place prior to 1991.

Or 2. Add appropriate CPI increases to the nonpublic school accounts which will be

maintained on an annual basis. TRANSPORTATION Nonpublic school transportation is funded at a ceiling determined in statute. Because that ceiling was frozen for seven years, the current figure is $859 instead of $1032 which reflects the CPI increase amount that the cap would be had the seven-year freeze not occurred. However, an additional problem affects nonpublic school transportation. Public school students are eligible for transportation if they live between 2 and 20 miles from their elementary school or between 2 ½ and 20 miles from their secondary school. Nonpublic school students, however, are forced to forego transportation eligibility if the district in which they reside does not have any public school students living the required distance from their school. Because nonpublic school students save the district a significant portion of money by attending a nonpublic school and because nonpublic schools are typically located greater distances from the child’s home than a

public school, the requirement that a district must bus its own students in order to bus the nonpublic school students is one that should be eliminated. PROPOSAL Change the section of NJSA18A:39-1 to reflect a uniform requirement for school transportation for both public and nonpublic pupils: namely the distance from the child’s home to school. Also increase the ceiling for nonpublic school transportation to a figure that helps to transport the over 44% of nonpublic pupils who currently are unable to receive transportation with the present statutory limitation.

BERGEN COUNTY

Academy of the Most Blessed Sacrament 785 Franklin Lake Road Franklin Lakes, NJ 07417 Ph: 201-891-4250 Academy of the Holy Angels 315 Hillside Ave Demarest, NJ 07627 Ph: 201-768-7822 Academy of Our Lady 180 Rodney Street Glen Rock, NJ 07452 Ph: 201-445-0622 The Academy at Saint Mary 72 Chestnut Street Rutherford, NJ 07070 Ph: 201-933-8410 Academy of Saint Therese of Lisieux 220 Jefferson Ave. Cresskill, NJ 07626 Ph: 201-568-4296 Assumption Academy 35 Jefferson Avenue Emerson, NJ 07630 Ph: 201-262-0300 Bergen Catholic High School 1040 Oradell Ave. Oradell, NJ 07649 Ph: 201-261-1844 Christ the Teacher Interparochial School 359 Whiteman Street Fort Lee, NJ 07024 Ph: 201-944-0421 Corpus Christi School 215 Kipp Avenue Hasbrouck Heights, NJ 07604 Ph: 201-288-0614

Don Bosco Preparatory High School 492 North Franklin Turnpike Ramsey, NJ 07446 Ph: 201-327-8003 Holy Family Catholic Academy 200 Summit Street Norwood, NJ 07648 Ph: 201-768-1605 Immaculate Conception High School 258 S. Main Street Lodi, NJ07644 Ph: 973-773-2400 Immaculate Heart Academy 500 Van Emburgh Ave. Washington Township, NJ 07675 Ph: 201-445-6800 Most Sacred Heart of Jesus School 6 Bond Street Wallington, NJ 07057 Ph: 201-777-4817 Notre Dame Interparochial School 312 First Street Palisades Park, NJ 07650 Ph: 201-947-5262 Our Lady Of Grace School 400 Kamena Street Fairview, NJ 07022 Ph: 201-945-8300 Our Lady of Mercy Academy 25 Fremont Avenue Park Ridge, NJ 07656 Ph: 201-391-3838 Our Lady of Mt. Carmel School 10 County Road Tenafly, NJ 07670 Ph: 201-567-6491

CATHOLIC SCHOOLS OF THE ARCHDIOCESE OF NEWARK School Listing by County

Padre Pio Academy 100 S. Main Street Hackensack, NJ 07601 Ph: 201-488-8862 Paramus Catholic Regional High School 425 Paramus Road Paramus, NJ 07652 Ph: 201-445-6465 / 4466 Queen of Peace School 21 Church Place North Arlington, NJ 07031 01-998-8222 Queen of Peace High School 191 Rutherford Place North Arlington, NJ 07031 Ph: 201-998-8227 Sacred Heart School 620 Valley Brook Avenue Lyndhurst, NJ 07071 Ph: 201-939-4277 St. Anne School 1-30 Summit Ave. Fair Lawn, NJ 07410 Ph: 201-796-3353 St. Cecilia Interparochial School 85 W. Demarest Ave. Englewood, NJ 07631 Ph: 201-568-2615 St. Elizabeth School 700 Greenwood Avenue Wyckoff, NJ 07481 Ph: 201-891-1481 St. John 260 Harrison Street Leonia, NJ 07605 Ph: 201-944-4361

St. John Academy Interparochial 460 Hillsdale Avenue Hillsdale, NJ 07642 Ph: 201-664-6364 St. Joseph School 305 Elm Street Oradell, NJ 07649 Ph: 201-261-2388 St. Joseph School 131 E. Fort Lee Road Bogota, NJ 07603 Ph: 201-487-8641 St. Joseph Regional High School 40 Chestnut Ridge Road Montvale, NJ 07645 Ph: 201-391-3300 St. Leo School 300 Market Street Elmwood Park, NJ 07407 Ph: 201-796-5156 St. Mary High School 64 Chestnut Street Rutherford, NJ 07070 Ph: 201-933-5220 St. Paul Interparochial School 187 Wyckoff Avenue Ramsey, NJ 07446 Ph: 201-327-1108 St. Peter Academy 431 Fifth Avenue River Edge, NJ 07661 Ph: 201-261-3468 Transfiguration Academy 10 Bradley Ave. Bergenfield, NJ 07621 Ph: 201-384-3627


Visitation Academy 222 Farview Avenue Paramus, NJ 07652 Ph: 201-262-6067

ESSEX COUNTY

Aquinas Academy 388 S. Livingston Avenue Livingston, NJ 07039 Ph: 973-992-1587 Blessed Pope John XXIII Academy St. Cloud Place West Orange, NJ 07052 Ph: 973-731-3503 Christ the King Preparatory School 239 Woodside Avenue, Newark, NJ 07102 Ph: 973-483-0033 Good Shepherd Academy 285 Nesbit Terrace Irvington, NJ 07111 Ph: 973-375-0659 Good Shepherd Academy 24 Brookline Avenue Nutley, NJ 07110 Ph: 973-667-2049 Immaculate Conception High School 33 Cottage Place Montclair, NJ 07042 Ph: 973-744-7445 Ironbound Catholic Academy 366 E. Kinney Street Newark, NJ 07105 Ph: 973-589-0108 Lacordaire - Elementary 155 Lorraine Avenue Upper Montclair, NJ 07043 Ph: 973-746-2660

Lacordaire Academy – Secondary 155 LorraineAve. Upper Montclair, NJ 07043 Ph: 973-744-1156 Marylawn of the Oranges Academy 445 Scotland Road South Orange, NJ 07079 Ph: 973-762-9222 Mt. St. Dominic Academy 3 Ryerson Ave Caldwell, NJ 07006 Ph: 973-226-0660 Our Lady Help of Christians School 23 N. Clinton Street East Orange, NJ 07017 Ph: 973-677-1546 Our Lady of the Lake School Montrose/Lakeside Verona, NJ 07044 Ph: 973-239-1160 Our Lady of Sorrows School 172 Academy Street South Orange, NJ 07079 Ph: 973-762-5169 Queen of Angels School 44 Irvine Turner Blvd. Newark, NJ 07103 Ph: 973-642-1531 Seton Hall Preparatory 120 Northfield Ave. West Orange, NJ 07052 Ph: 973-325-6624


St. Benedict Preparatory 520 King Boulevard Newark, NJ 07102 Ph: 973-643-4800 St. Cassian School 190 Lorraine Avenue Upper Montclair, NJ 07043 Ph: 973-746-1636 St. Catherine of Siena School 39 E. Bradford Avenue Cedar Grove, NJ 07009 Ph: 973-239-6968 St. Francis Xavier School 594 N. 7th Street Newark, NJ 07107 Ph: 973-482-9410 St. John School 455 White Street Orange, NJ 07050 Ph: 973-674-8951 St. Joseph School 115 Telford Street East Orange, NJ 07018 Ph: 973-674-2326 St. Leo/Sacred Heart School 121 Myrtle Avenue Irvington, NJ 07111 Ph: 973-372-7555

St. Mary School 520 Martin Luther King Blvd. Newark, NJ 07102 Ph: 973-792-5749 St. Michael School 27 Crittenden Street Newark, NJ 07104 Ph: 973-482-7400 St. Peter School 152 William Street Belleville, NJ 07109 Ph: 973-759-3143 St. Rose of Lima Academy 52 Short Hills Avenue Short Hills, NJ 07078 Ph: 973-379-3Ph: 973 St. Thomas the Apostle School 50 Byrd Avenue Bloomfield, NJ 07003 Ph: 973-338-8505 St. Vincent Academy 228 W. Market Street Newark, NJ 07103 Ph: 973-622-1613 Trinity Academy 235 Bloomfield Avenue Caldwell, NJ 07006 Ph: 973-226-3386

HUDSON COUNTY All Saints Catholic Academy 19 W. 13th Street Bayonne, NJ 07002 Ph: 201-437-2888 Hoboken Catholic Academy 555 Seventh Street Hoboken, NJ 07030 Ph: 201-963-9535

Holy Family Academy 239 Avenue A Bayonne, NJ 07002 Ph: 201-339-7341 Hudson Catholic Regional High School 790 Bergen Ave Jersey City, NJ 07306 Ph: 201-332-5970


Kenmare School 89 York Street Jersey City, NJ 07302 Ph: 201-451-1177 Marist High School 1241 Kennedy Boulevard Bayonne, NJ 07002 Ph: 201-437-4544 Mater Dei Academy 131 Midland Avenue 07032 Kearny, NJ 07032 Ph: 201-991-3271 Mother Seton Interparochial School 1501 New York Avenue Union City, NJ 07087 Ph: 201-863-8433 Our Lady of Czestochowa School York St. & L. Marin Blvd. Jersey City, NJ 07302 Ph: 201-434-2405 Our Lady of Mercy Academy 250 Bartholdi Avenue Jersey City, NJ 07305 Ph: 201-434-4091 Resurrection School 189 Brunswick Street Jersey City, NJ 07302 Ph: 201-653-1699 Sacred Heart School 183 Bayview Avenue Jersey City, NJ 07305 Ph: 201-332-7111 St. Aloysius Elementary Academy 721 West Side Avenue Jersey City, NJ 07306 Ph: 201-433-4270

St. Anne School 255 Congress Street Jersey City, NJ 07307 Ph: 201-659-0450 St. Anthony High School 175 Eighth Street Jersey City, NJ 07302 Ph: 201-653-5143 St. Augustine School 3920 New York Avenue Union City, NJ 07087 Ph: 201-865-5319 St. Dominic Academy 2572 Kennedy Boulevard Jersey City, NJ 07304 Ph: 201-434-5938 St. Francis Academy 1601 Central Avenue Union City, NJ 07087 Ph: 201-863-4112 St. Joseph School 509 Pavonia Avenue Jersey City, NJ 07306 Ph: 201-653-0128 St. Joseph of the Palisades School 6408 Palisades Avenue West New York, NJ 07093 Ph: 201-861-3227 & 866-1177 St. Mary High School 209 Third Street Jersey City, NJ 07302 Ph: 201-656-8008 St. Nicholas School 118 Ferry Street Jersey City, NJ Jersey City 07307 Ph: 201-659-5948


St. Patrick and Assumption/All Saints School 509 Bramhall Avenue Jersey City, NJ 07304 Ph: 201-433-4664

St. Peter's Preparatory 144 Grand Street Jersey City, NJ 07302 Ph: 201-434-4400

UNION COUNTY Academy of Our Lady of Peace School 99 South Street New Providence, NJ 07974 Ph: 908-464-8657 Benedictine Academy 840 N. Broad Street Elizabeth, NJ 07208 Ph: 908-352-0670 Hillside Catholic Academy 397 Columbia Avenue Hillside, NJ 07205 Ph: 908-686-6740 Holy Spirit School 970 Suburban Rd. Union, NJ 07083 Ph: 908-687-8415 Holy Trinity Interparochial School 336 First Street Westfield, NJ 07090 Ph: 908-233-0484 Mother Seton Regional High School Valley Road Clark, NJ 07066 Ph: 732-382-1952 Oak Knoll-Holy Child School Elementary 44 Blackburn Road Summit, NJ 07901 Ph: 908-522-8100 Oak Knoll/Holy Child Secondary 44 Blackburn Road Summit, NJ 07901 Ph: 908-522-8100

Oratory Catholic Preparatory 1 Beverly Road Summit, NJ 07901 Ph: 908-273-1084 Our Lady of Guadalupe Academy 227 Centre Street Elizabeth, NJ 07202 Ph: 908-352-7419 Roselle Catholic Regional High School 1 Raritan Road Roselle, NJ 07203 Ph: 908-245-2350 Saints Mary and Elizabeth Academy 170 Hussa Street Linden, NJ 07036 Ph: 908-486-2507 St. Agnes School 342 Madison Hill Road Clark, NJ 07066 Ph: 732-381-0850 St. Bartholomew Academy 2032 Westfield Avenue Scotch Plains, NJ 07076 Ph: 908-322-4265 St. Genevieve School 209 Princeton Road Elizabeth, NJ 07208 Ph: 908-355-3355 St. James School 41 S. Springfield Springfield, NJ 07081 Ph: 973-376-5194


St. John the Apostle School Valley Road Clark, NJ 07066 Ph: 732-388-1360 St. Joseph the Carpenter School 140 E. Third Avenue Roselle, NJ 07203 Ph: 908-245-6560 St. Mary of the Assumption High School 237 S. Broad Street Elizabeth, NJ 07202 Ph: 908-352-4350 St. Michael School 100 Alden Street Cranford, NJ 07016 Ph: 908-276-9425 St. Michael School 1212 Kelly Street Union, NJ 07083 Ph: 908-688-1063

St. Patrick Academy 227 Court Street Elizabeth, NJ 07206 Ph: 908-351-2188 St. Patrick High School 221 Court Street Elizabeth, NJ 07206 Ph: 908-353-5220 St. Teresa of Avila School 306 Morris Avenue Summit, NJ 07901 Ph: 908-277-6043 St. Theresa School 540 Washington Ave Kenilworth, NJ 07033 Ph: 908-276-7220 Union Catholic Regional High School 1600 Martine Ave. Scotch Plains, NJ 07076 Ph: 908-889-1600

CATHOLIC SCHOOLS OF THE DIOCESE OF TRENTON School Listing by County

BURLINGTON COUNTY

Holy Cross High School 5035 Route 130 South Delran, NJ 08075-9798 Ph: (856) 461-5400 Our Lady of Good Counsel School 23 W. Prospect Street Moorestown, NJ 08057 Ph: (856) 235-7885 Our Lady of Perpetual Help School 236 E. Main Street Maple Shade, NJ 08052 Ph: (856) 779-7526 Pope John Paul II Regional 11 South Sunset Road Willingboro, NJ 08046 Ph: (609) 877-2144 Sacred Heart School 250 High Street Mount Holly, NJ 08060 Ph: (609) 267-1728

St. Charles Borromeo School 2500 Branch Pike Cinnaminson, NJ 08077 Ph: (856) 829-2778 St. Joan of Arc School 101 Evans Road Marlton, NJ 08053 Ph: (856) 983-0774 St. Mary of the Lakes School 196 Route 70 Medford, NJ 08055 Ph: (609) 298-1448 St. Mary School 30 Elizabeth Street Bordentown, NJ 08505 Ph: (609) 654-2546 St. Paul School 250 James Street Burlington, NJ 08016 Ph: (609) 386-1645

MERCER COUNTY

Incarnation- St. James School 1555 Pennington Road Trenton, NJ 08618 Ph: (609) 882-3228 Notre Dame High School 601 Lawrence Road Lawrenceville, NJ 08648-4298 Ph: (609) 882-7900 Our Lady of Sorrows School 3800 East State Street Ext. Mercerville, NJ 08619 Ph: (609) 587-4140

Princeton Academy of the Sacred Heart 1128 Great Road Princeton, NJ 08540 Ph: 609 921-6499 Sister Georgine School 180 Ewingville Rd. Ewing, NJ 08638 Ph: (609) 771-4300 St. Ann School 34 Rossa Avenue Lawrenceville, NJ 08648 Ph: (609) 882-8077


St. Gregory the Great School 4680 Nottingham Way Hamilton Sq., NJ 08690 Ph: (609) 587-1131 St. Paul School 218 Nassau Street Princeton, NJ 08540 Ph: (609) 921-7587 St. Raphael School 151 Gropp Avenue Trenton, NJ 08610 Ph: (609) 585-7733

Stuart Country Day School of the Sacred Heart 1200 Stuart Road Princeton, NJ 08540 Ph: (609) 921-2330 Trenton Catholic Academy 177 Leonard Avenue Trenton, NJ 08610 Ph: 609-586-5888- Lower Ph: (609) 586-3705 - Upper Villa Victoria Academy 376 West Upper Ferry Road Trenton, NJ 08628 Ph: (609) 882-8421- Lower Ph: (609) 882-1700 - Upper

MONMOUTH COUNTY Christian Brothers Academy 850 Newman Springs Road Lincroft, NJ 07738 Ph: (732) 747-1959 Holy Cross School 40 Rumson Road Rumson, NJ 07760 Ph: (732) 842-0348 Holy Innocents School 3455 West Bangs Avenue Neptune, NJ 07753 Ph: (732) 922-3141 Mater Dei High School 538 Church Street New Monmouth, NJ 07748 Ph: (732) 671-9100 Mother Teresa Regional School 55 South Avenue Atlantic Highlands, NJ 07716 Ph: (732) 291-1050 Our Lady of Mt. Carmel School 1st Avenue & Pine Street Asbury Park, NJ 07712 Ph: (732) 775-8989

Red Bank Catholic High School 112 Broad St. Red Bank, NJ 07701 Ph: (732) 747-1774 St. Benedict School 165 Bethany Road Holmdel, NJ 07733 Ph: (732) 264-5578 St. Catharine School Second & Salem Avenues Spring Lake, NJ 07762 Ph: (732) 449-4424 St. Denis School 119 Virginia Avenue Manasquan, NJ 08736 Ph: (732) 223-4928 St. James School 30 Peters Place Red Bank, NJ 07701 Ph: (732) 741-3363 St. Jerome School 250 Wall Street West Long Branch, NJ 07764 Ph: (732) 222-8686


St. John Vianney High School 540A Line Road Holmdel, NJ 07733-1697 Ph: (732) 739-0800 St. Leo the Great School 550 Newman Springs Road Lincroft, NJ 07738 Ph: (732) 741-3133 St. Mary School 538 Church Street New Monmouth, NJ 07748 Ph: (732) 671-0129 St. Rose of Lima School 51 Lincoln Place Freehold, NJ 07728 Ph: (732) 681-5555

St. Rose School 605 Sixth Avenue Belmar, NJ 07719 Ph: (732) 681-2858 St. Veronica School 4219 Route 9 North Howell, NJ 07731 Ph: (732) 364-4130 St. Rose High School 607 Seventh Avenue Belmar, NJ 07719-2299 Ph: (732) 681-2858

OCEAN COUNTY

All Saints Regional School 400 Doc Cramer Blvd. Manahawkin, NJ 08050 Ph: (609) 597-3800 Holy Family School 1143 E. County Line Road Lakewood, NJ 08701 Ph: (732) 363-4771 Monsignor Donovan High School 711 Hooper Avenue Toms River, NJ 08753-7796 Ph: (732) 349-8801 St. Aloysius School 935 Bennetts Mills Road Jackson, NJ 08527 Ph: (732) 370-1515 St. Dominic School 250 Old Squan Road Brick, NJ 08724

Ph: (732) 840-1412 St. Joseph School 711 Hooper Avenue Toms River, NJ 08753 Ph: (732) 349-2355 St. Peter School 415 Atlantic Avenue Point Pleasant Beach, NJ 08742 Ph: (732) 892-1260 St. Joseph School 711 Hooper Avenue Toms River, NJ 08753 Ph: (732) 349-2355 St. Peter School 415 Atlantic Avenue Point Pleasant Beach, NJ 08742 Ph: (732) 892-1260

CATHOLIC SCHOOLS OF THE DIOCESE OF CAMDEN School Listing by County

ATLANTIC COUNTY

Assumption Regional Catholic School 146 S Pitney Road Galloway, NJ 08205 Ph: 609-652-7134 Holy Family Regional School 30 S Portland Ave Ventnor City, NJ 08406 Ph: 609-822-2234 Holy Spirit High School 500 S New Rd Absecon, NJ 08201 Ph: 609-646-3000 Notre Dame Regional School 108 Church St Newfield, NJ 08344 Ph: 856-697-3456 Our Lady Star of the Sea Regional 15 N California Ave Atlantic City, NJ 08401 Ph: 609-345-0648 St Augustine Prep School 611 Cedar Ave Richland, NJ 08350 Ph: 856-697-2600

St Joseph High School 328 Vine St Hammonton, NJ 08037 Ph: 609-561-8700 St Joseph Regional School-Hammonton 133 N 3rd St Hammonton, NJ 08037 Ph: 609-704-2400 St Joseph Regional School-Somers Pt 11 Harbor Lane Somers Point, NJ 08244 Phone: 609-927-2228 St Mary Regional School 735 Union Rd East Vineland, NJ 08361 Phone: 856-692-8537 St Vincent de Paul Regional School 5809 Main St Mays Landing, NJ 08330 Ph: 609-625-1565

CAMDEN COUNTY

Anthony of Padua School-Camden 2824 River Rd Camden, NJ 08105 Ph: 856-966-6791 Assumption School 2122 Cooper Road Atco, NJ 08004 Ph: 856 767-0569

Bishop Eustace Preparatory School 5552 Marlton Pike Pennsauken, NJ 08109 Ph: 856-662-2160 Camden Catholic High School 300 Cuthbert Boulevard Cherry Hill, NJ 8002 Ph: 856-663-2247


Christ the King Regional School 164 Hopkins Ave Haddonfield, NJ 08033 Ph: 856-429-2084 Gloucester Catholic High School 333 Ridgeway St Gloucester City, NJ 08030 Ph: 856-456-4400 Good Shepherd Regional School 100 Lees Ave Collingswood, NJ 08108 Ph: 856-858-1562 Holy Name School-Camden 700 N 5th St Camden, NJ 08102 Ph: 856-365-7930 John Paul II Regional School 55 Warwick Rd Stratford, NJ 08084 Ph: 856-783-3088 Our Lady of Hope Regional School 420 S. Black Horse Pike Blackwood, NJ 08012 Ph: 856-227-4442

Our Lady of Mt Carmel Regional School 1 Cedar Ave Berlin, NJ 08009 Ph: 856-767-1751 Paul VI High School 901 Hopkins Rd Haddonfield, NJ 08033 Ph: 856-858-4900 Resurrection Regional Catholic School 402 N Kings Highway Cherry Hill, NJ 08034 Ph: 856-667-3034 Sacred Heart Grade School 404 Jasper St Camden, NJ 08104 Ph: 856-963-1341 San Miguel School 836 S 4th St Camden, NJ 08103 Ph: 856.342.6707 x202

CAPE MAY COUNTY

Bishop McHugh Regional Catholic School 2221 N Route 9 Cape May Court House, NJ 08210 Ph: 609-624-1900 Cape Trinity Catholic 1500 Central Avenue Wildwood, NJ 08260 Ph: 609-522-2704

Wildwood Catholic High School 1500 Central Ave Wildwood, NJ 8260 Ph: 609-522-7257


CUMBERLAND COUNTY

Bishop Schad Regional School 922 E Landis Avenue Vineland, NJ 08360 Ph: 856-691-4490 Sacred Heart High School 15 North E Ave Vineland, NJ 08360 Ph: 856-691-4491

St Mary Magdalen School 7 West Powell Street Millville, NJ 08332 Ph: 856 825-3600

GLOUCESTER COUNTY

Guardian Angels School 150 S School St Gibbstown, NJ 08027 Ph: 856-423-9440 Holy Trinity Regional School 1215 Delsea Dr. Westville, NJ 08093 Ph: 856-848-6826 Our Lady of Mercy Academy 1001 Main Rd Newfield, NJ 08344 Ph: 856-697-2008

St Margaret Regional School ((Woodbury Heights) 773 Third St Woodbury Heights, NJ 08097 Ph: 856-845-5200 St Mary School 32 Carroll Ave Williamstown, NJ 08094 Ph: 856-629-6190 St Michael the Archangel Regional School 51 West North St Clayton, NJ 08312 Phone: 856-881-0067

CATHOLIC SCHOOLS OF THE DIOCESE OF PATERSON School Listing by County

PASSAIC COUNTY Academy of St. Francis of Assisi 400 Totowa Road Totowa, NJ 07512 Ph: 973-956-8824 Blessed Sacrament School 277 Sixth Avenue Paterson, NJ 07524 Ph: 973-278-8787 Immaculate Heart of Mary School 580 Ratzer Road Wayne, NJ 07470 Ph: 973-694-1225 Our Lady of Good Counsel School 23 W. Prospect Street Moorestown, NJ 08057 Ph: 973-473-3711 St. Anthony School 270 Diamond Bridge Avenue Hawthorne, NJ 07506 Ph: 973-423-1818 St. Anthony - Passaic Catholic School 40 Tulip Street Passaic, NJ 07055 Ph: 973-773-0970 St. Brendan School 154 East First Street Clifton, NJ 07011 Ph: 973-772-1149 St. Catherine of Bologna School 112 Erskine Road Ringwood, NJ 07456 Ph: 973-962-7131

St. Clare School 39 Allwood Road Clifton, NJ 07014 Ph: 973-777- St. Elizabeth Ann Seton Academy 1799 Hamburg Turnpike Wayne, NJ 07470 Ph: 973-839-2323 St. Francis of Assisi School One Father Hayes Drive Haskell, NJ 07420 Ph: 973-835-3268 St. Gerard Majella School 10 Carrelton Drive Paterson, NJ 07522 Ph: 973-595-5640\ St. Mary School 95 Sherman Avenue Paterson, NJ 07502 Ph: 973-956-1542 St. Mary of the Assumption School 25 Pompton Avenue Pompton Lakes, NJ 07442 Ph: 973-835-2010 St. Nicholas Ukrainian School 223 President Street Passaic, NJ 07055 Ph: 973-779-0249 St. Philip the Apostle School 797 Valley Road Clifton, NJ 07013 Ph: 973-779-4700


MORRIS COUNTY All Saints Academy 189 Baldwin Road Parsippany, NJ 07054 Ph: 973-334-4704 Assumption of the Blessed Virgin Mary School 63 MacCulloch Avenue Morristown, NJ 07960 Ph: 973-538-0590 Holy Family School 17 Lloyd Avenue Florham Park, NJ 07932 Ph: 973-377-4181 Holy Spirit School 330 Newark Pompton Turnpike Pequannock, NJ 07440 Ph: 973-835-5680 Morris Catholic Junior School (Grades 6-8) 238 Speedwell Avenue Morris Plains, NJ 07950 Ph: 973-539-7267 Our Lady of Mercy Academy 90 Whippany Roa Whippany, NJ 07981 Ph: 973-887-2611 Our Lady of Mount Carmel School 205 Oak Street Boonton, NJ 07005 Ph: 973-334-2777 Sacred Heart of Jesus School 40 East Main Street Rockaway, NJ 07866 Ph: 973-627-7689 St. Anthony of Padua School 57 Bartholdi Avenue Butler, NJ 07405 Ph: 973-838-0854

St. Cecilia School 87 Halsey Avenue Rockaway, NJ 07866 Ph: 973-627-6003 St. Joseph School 8 West Main Street Mendhem, NJ 07945 973-543-7474 St. Mary Prep 100 Route 46 Denville, NJ 07834 Ph: 973-627-2606 St. Michael School 10 Church Street Netcong, NJ 07857 Ph: 973-347-0039 St. Patrick School 45 Chatham Street Chatham, NJ 07928 973-635-4623 St. Pius X School 24 Changebridge Road Montville, NJ 07045 Ph: 973-335-1253 St. Rose of Lima Academy 316 Ridgedale Avenue East Hanover, NJ 07936 Ph: 973-887-6990 St. Therese School 135 Main Street Succasunna, NJ 07876 Ph: 973-584-0812 St. Vincent de Paul School Bebout Avenue Stirling, NJ 07980 Ph: 908-647-0421


St. Vincent Martyr School 26 Green Village Road Madison, NJ 07940 Ph: 973-377-1104

St. Virgil Academy ( PreK3-Grade 5) 238 Speedwell Avenue Morris Plains, NJ 07950 Ph: 973-539-7267

SUSSEX COUNTY Camp Auxilium Center 14 Old Swartswood Road Newton, NJ 07860 Ph: 973-383-2621 Immaculate Conception Regional School 65 Church Street Franklin, NJ 07416 Ph: 973-827-3777

Rev. George A. Brown Memorial School 294 Sparta Avenue Sparta, NJ 07871 Ph: 973-729-9174 St. Joseph Regional School 20 Jefferson Street Newton, NJ 07860 Ph: 973-383-2929

CATHOLIC SCHOOLS OF THE DIOCESE OF METUCHEN School Listing by County

HUNTERDON COUNTY

Immaculate Conception School 314 Old Allerton Rd. Annandale, NJ 08801 Ph: 908-735-6334

The Jesus School 13 North Main Street Lambertville, NJ 08530 Ph: (609) 397-0593

MIDDLESEX COUNTY

Assumption Catholic School Meredith & Jacques Streets Perth Amboy, NJ 08861 Ph: (732) 826-8721 Bishop George Ahr One Tingley Lane Edison, NJ 08820 Ph: (732) 549-1108 Cardinal McCarrick 310 Augusta Street South Amboy, NJ 08879 Ph: (732) 721-0748 Immaculate Conception 23 Manalapan Road Spotswood, NJ 08884 Ph: (732) 251-3090 Our Lady of Fatima 499 New Market Road Piscataway, NJ 08854 Ph: (732) 968-5555 Our Lady of Lourdes 44 Cleveland Avenue Milltown, NJ 08850 Ph: (732) 828-1951 Our Lady of Mt. Virgin 450 Drake Avenue Middlesex, NJ 08846 Ph: (732) 356-6560

Our Lady of Peace Amboy Avenue Fords, NJ 08863 Ph: (732) 738-7464 Our Lady of Victories 36 Main Street Sayreville, NJ 08872 Ph: (732) 254-1676 Perth Amboy Catholic Intermediate School 500 State Street Perth Amboy NJ 08861 Ph: (732) 826-1598 Perth Amboy Catholic Primary School Brace & Carlock Avenues Perth Amboy NJ 08861 Ph: (732) 826-5747 Sacred Heart 229 Cedar Street South Amboy NJ 08879 Ph: (732) 721-0834 Sacred Heart 1 Sacred Heart Drive South Plainfield NJ 07080 Ph: (908) 756-0632 St. Ambrose Throckmorton La & William St Old Bridge NJ 08857 Ph: (732) 679-4700


St. Augustine of Canterbury 45 Henderson Road Kendall Park NJ 08824 Ph: (732) 297-6042 St. Bartholomew 470 Ryders La East Brunswick, NJ 08816 Ph: (732) 254-7105 St. Cecelia 45 Wilus Way Iselin, NJ 08830 Ph: (732) 283-2824 St. Francis Cathedral 528 Main Street Metuchen, NJ 08840 Ph: (732) 548-3107 St. Helena 930 Grove Avenue Edison, NJ 08820 Ph: (732) 549-6234 St. James 341 Amboy Avenue Woodbridge, NJ 07095 Ph: (732) 634-2090 St. John Vianney 420 Inman Avenue Colonia, NJ 07067 Ph: (732) 388-1662

St. Joseph High School 145 Plainfield Avenue Metuchen, NJ 08840 (732) 549-7600 St. Joseph 865 Roosevelt Avenue Carteret, NJ 07008 Ph: (732) 541-7111 St. Mary and St. Peter Catholic Academy 167 Somerset Street New Brunswick, NJ 08901 Ph: (732) 545-1482 St. Matthew 100 Seymour Avenue Edison, NJ 08817 Ph: (732) 985-6633 St. Stanislaus Kostka 221 MacArthur Avenue Sayreville, NJ 08872 Ph: (732) 254-5819 St. Thomas the Apostle 333 Highway No. 18 Old Bridge, NJ 08857 Ph: (732) 251-4812

SOMERSET COUNTY Christ the King 99 North 13th Avenue Manville, NJ 08835 Ph: (908) 526-1339 Holy Family Academy 120 East Second Street Bound Brook, NJ 08805 Ph: (732) 356-1151

Immaculata High School 240 Mountain Avenue Somerville, NJ 08876 Ph: (908) 722-0200 Immaculate Conception 41 Mountain Avenue Somerville NJ 08876 Ph: (908) 725-6516


McAuley 1633 US Highway 22 Watchung NJ 07069 Ph: (908) 754-4114 Mount St. Mary Academy 1645 U.S. Highway 22 Watchung NJ 07069 Ph: (908) 757-0108 School of St. Elizabeth 30 Seney Drive Bernardsville NJ 07924 Ph: (908) 766-0244

St. Ann 29 Second Avenue Raritan NJ 08869 Ph: (908) 725-7787 St. James 200 South Finley Avenue Basking Ridge NJ 07920 Ph: (908) 766-4774 St. Matthias 170 John F. Kennedy Blvd Somerset NJ 08873 Ph: (732) 828-1402

WARREN COUNTY

St. Mary Corner of Cook & Liberty Sts Hackettstown, NJ 07840 Ph: (908) 852-4791

Saints Philip & James 137 Roseberry Street Phillipsburg, NJ 08865 Ph: (908) 859-1244

What does School Choice Mean? The term "school choice" means giving parents the power and opportunity to choose the school their child will attend. Traditionally, children are assigned to a public school according to where they live. People of means already have school choice, because they can afford to move to an area according to the schools available (i.e. where the quality of public schools is high), or they can choose to enroll their child in a private school. Parents without such means, until recently, generally had no choice of school, and had to send their child to the school assigned to them by the district, regardless of the school's quality or appropriateness for their child. School choice means better educational opportunity, because it uses the dynamics of consumer opportunity and provider competition to drive service quality. This principle is found anywhere you look, from cars to colleges and universities, but it's largely absent in our public school system and the poor results are evident, especially in the centers of American culture - our cities. School choice programs foster parental involvement and high expectations by giving parents the option to educate their children as they see fit. It re-asserts the rights of the parent and the best interests· of child over the convenience of the system, infuses accountability and quality into the system, and provides educational opportunity where none existed before.

What Kinds of School Choice Exist Today

• Charter Schools • Private/Public School Choice (also known as opportunity

scholarships or school vouchers) • Public School Choice • Private Scholarship Programs • Home schooling

Publicly-Sponsored Full School Choice Programs Across the Country

Milwaukee Parental Choice Program, Wisconsin Over 20,000 children participate and each receives about $6,500 for tuition. Program gives students under specific circumstances to attend private schools at no charge. Student Scholarships for Educational Excellence Program, Louisiana Currently for low-income children in grades K-4 attending large, failing schools. Serves approximately 1,250 students with average scholarships of $3,919. Additional grade levels will be added in the future. Cleveland Scholarship and Tutoring Program, Ohio Serves 6,272 students in the Cleveland Municipal School District, providing average scholarships of $2,782. Currently, 36 private schools participate in the program. Children in grades K-8 must apply, but can receive the voucher through grade 12. Statewide Educational Choice Scholarship Pilot Program, Ohio Provides up to 14,000 scholarships (between $4,250 and $5,000, depending on grade levels and school tuition) for students in academically failing public schools. The scholarship is based solely on the performance of the sending public school. In 2009-2010, the program served 12,685 students, but according to School Choice Ohio, more than 100,000 across the state are eligible. Opportunity Scholarship Program, Washington, D.C. Serves about 1,700 students in the nation's capital and will continue only until those children complete their studies. Provides a scholarship of up to$7,500 as part of a five-year pilot program. NOTE: Not accepting applications at this time. For more information and to see what you can do, please visit http://edreform.com/In_Focus/School_Choice_DC/

Full School Choice Programs for Children with Special Needs

McKay Scholarship for Special Needs, Florida Scholarship offers the opportunity for student with special needs to attend a private school, or transfer to a new public school. 20,530 students participate and receive average scholarships of $7,240. 897 private schools participated in 2009. Carson Smith Special Needs Scholarship, Utah Program financially assists students enroll in private schools. 565 Utah students receive scholarships of up to $6,442.50 (depending on special education service). Autism Scholarship Program, Utah ASP allows parents a choice to send child to special education program outside of the public school system. Amount of scholarship is either $20,000 per school year or equal to the fee charged by the ASP provider. Special Needs Scholarship, Georgia Provides average scholarships of $6,000 to over 1,500 students. The scholarship provides parental choice to transfer special needs child to public schools within or outside the district, as well as authorized private schools.

Tuition Tax Credit and Deduction Programs

(Additional information and program details at www.edreform.com Tax Credit FAQs) ARIZONA Personal Tax Credits for School Tuition Organizations Provides a credit on personal income taxes for donations to School Tuition Organizations and results in average scholarships of $1,908.94 for over 28,000 students. Corporate Tax Credits for School Tuition Organizations Allows nearly 3,000 students scholarships up to $4,5000 (grades K-8) and $5,800 (grades 9-12) through a credit on corporate income taxes. "Lexie's Law" Corporate Tax Credits Gives vouchers to special education and foster care students in public schools, allowing them to attend the public or private school of their choice. An estimated 350 students participate and scholarships range from $4,140 for foster care students to $8,238 for special needs students. FLORIDA Step Up for Students Provides over 27,000 students with scholarships of up to $3,950 for private schooling, as well as an additional scholarship of up to $500 in transportation funds for children living out of the district. GEORGIA Tax Credits for Student Scholarship Organizations Approximately 1,000 students receive scholarships of $1,000 to $2,500 through a credit on both personal and corporate income taxes. INDIANA School Scholarship Tax Credit Program Provides a 50 percent state tax credit for contributions made to qualified scholarship granting organizations (SGOs), which provide scholarships to low- and middle-income children to attend the private or public school of their choice. Began January 2010. ILLINOIS Tax Credits for Educational Expenses Provides a scholarship of up to $500 for an estimated 238,000 students in any public or private school. Meant to cover educational expenses of children. IOWA Tuition and Textbook Credit and School Tuition Organization Tax Credit For expenses, 191,600 students receive average scholarships of $79, with scholarships of up to $250 provided. For school tuition, a credit on personal income taxes allows for 8,737 students to receive an average of $856.

LOUISIANA Elementary and Secondary School Tuition Deduction A personal tax deduction for education expenses is provided to all students in grades K-12. It is worth 50 percent of tuition or up to $5,000 per child. Minnesota K-12 Education Credit and the K-12 Education Subtraction With over 56,000 families receiving an average of $265 though a tax credit and over 210,000 families receiving a t8.<'i: deduction of about $1,227, this program's total award is approximately $273 million for students in public, private, or home schooling. PENNSYLVANIA Educational Improvement Tax Credit Program Serves over 44,000 students in grades K-12 through a credit on the state's corporate income tax. Average scholarships are $1,022. RHODE ISLAND Rhode Island Corporate Scholarship Tax Credit Tax credits to corporations who contribute to scholarship fund. Scholarships granted to students in K-12, public or private, who qualify under income guidelines and other guidelines set by SGO. OHIO Educational Choice Scholarship Program Scholarships for students attending or assigned to a failing public school to be used at a participating chartered public or nonpublic school.

The Center for Education Reform 910 Seventeenth Street, NW, Suite 1120 • Washington, DC 20006

800-521-2118.301-986-8088. Fax: 301-986-1826 [email protected]

The Opportunity Scholarship Act S-1872/A-2810 (Substitute introduced 5/13/10)

Description Under a 5-year pilot program, eligible low-income children attending a chronically failing public school or participating non-public school anywhere in NJ, could apply for a scholarship to attend participating public or non-public schools. Districts containing these failing public schools will be eligible to apply to the DOE for Educational Innovation grants to improve their failing public schools’ student performance.

Assembly Sponsors (referred to Commerce and Economic Development

Committee 6-10-10) (D-5) *Angel Fuentes, Brooklawn 856 742-7600 (R-26) *Alex DeCroce, Whippany 973-884-6190 (D-36) *Gary Schaer, Passaic 973-249-3665 (R-26) *Jay Webber, Whippany 973-884-6190 (R-30) Joseph Malone, Bordentown 609-298-3933 (R-30) Ronald Dancer, Jackson 732-901-0702 (R-12) Caroline Casagrande 732-866-1695 (R-4) Domenick DiCicco Jr. 856-228-0923 (R-25) Anthony M. Bucco 973-927-2526 (R-21) Nancy F. Munoz 908-918-0414 * Prime Sponsors

Senate Sponsors (referred to Senate Budget &Appropriations

Committee 5-13-10) (D-20) *Raymond Lesniak, Union 908-624-0880 (R-21) *Tom Kean, Westfield 908-232-3673 (R-13) Joseph Kyrillos, Middletown 732-671-3206 (R-24) Steven Oroho, Sparta 973-300-0200 (R-30) Robert Singer, Jackson 732-901-0702 *Prime Sponsors

Program features

• Scholarships valued at the lower of: participating eligible school’s actual cost or (the greater of $6,000 or 40% of average of all Failing District’s comparative costs for grades K-8/$9,000 or 59% for grades 9-12).

• For use at any NJ participating out-of-district public school or in-district or out-of-district non-public school.

• A chronically failing school is defined as one where 40% or more of students have failed both the math and language arts assessments for two years consecutively, or 65% or more have failed either of these during the same time.

• Modeled on the successful Pennsylvania Educational Improvement Tax Credit program, adjusted for NJ pilot.

• Qualifications for children to receive scholarship:

o Family earns less than 2.5 times the current Federal Poverty Level, e.g. $55,000 for family of 4.

o Must be enrolled in a chronically failing public school or participating non-public school to apply for a scholarship.

o May use scholarship in any participating public or non public school in N.J. (grades K-12).

• Program initially funded by 100% tax credit for contributions on NJ Corporate Business Tax filings, then offset by State allocated aid to Public School Districts containing failing schools: Scholarship Funds allocated to Scholarship Organizations (SO) to be distributed to participating schools. Educational Innovation Funds allocated to the DOE for grants awarded to districts with failing schools.

• Total credit/contributions limited to $24 million in year 1, $48 million in year 2, $72 million in year 3, $96 million in year 4, and $120 million in year 5. Allocations based on % of students enrolled in a district’s failing public schools over all districts’ failing enrollment.

• No more than 25% scholarships allocated to existing non-public students, at least 75% awarded to public school students. Unallocated funds to non-public students and public students residing in districts with failing schools with certain time constraints.

• Participating Public or Non-Public School Requirements

o Scholarship must be accepted as payment in full for tuition and any other costs of attendance.

o All scholarship eligible children who apply are accepted. If more students apply than seats available, a lottery is held. Siblings of enrolled students get preference. Once accepted, student receives scholarship until graduating 8th or 12th grade.

o Non-public schools participating shall not discriminate on the basis of: intellectual or athletic ability, measures of achievement or aptitude, status as a handicapped person, or proficiency in the English language.

o Non-public schools must test scholarship students using appropriate grade level State assessment.

• Scholarship Organizations(SO) Requirements

o Must be 501(c)3 tax exempt organization.

o SO must distribute no less than 95% of tax credit contributions as scholarships.

o 3 SO’s chosen by Opportunity Scholarship Board & designate 1 lead SO to allocate funds received by corporations.

• Reporting: Annual reports to parents by SO’s; after 4th year, independent study reports academic achievement, savings to NJ taxpayers, enrollment patterns, and parental satisfaction.

• Reduces class size in districts’ failing public schools, reduces need to build new public schools, increases per pupil aid to failing schools who are awarded innovation grants, reduces State’s contribution for public school employees’ benefits.

NJ SCHOOL CHOICE & EDUCATION REFORM ALLIANCE – 171 CLIFTON AVE., NEWARK, NJ 07102 : 973-497-4259

Q & A on S-1872/A2810 1. Q. Is this a voucher bill?

A. The legislation involves corporate tax credits and not vouchers. With corporate tax credits, no payments are made from the government, at any level, either to nonpublic schools or directly to parents. Corporations decide how to use their tax liability and may choose to fund scholarships for students to attend either nonpublic or public schools. Because businesses bear a huge burden of having to train unprepared workers who are the products of failed educational experiences, it is only logical that these businesses should have the opportunity to direct their tax liabilities to a source which they feel will improve the educational quality of graduating students (potential employees). If they are satisfied with the caliber of their employees, then they can continue to pay their tax liabilities without participating in this program. If, however, they feel the need to provide better educational opportunities for low-income children in the eligible districts, they can contribute to the appropriate scholarship organization. Note that the Commerce and Industry Association of New Jersey, the New Jersey Business and Industry Association, and other business groups have endorsed the bill.

2. Q. Isn’t the bill an attempt to destroy public education?

A. Nothing could be further from the truth. The difference in state aid to the district and the amount of the scholarship can be used for an Education Innovation Fund to spur reform in public education. The State needs viable public and nonpublic schools because not every school is right for every child.

3. Q. Are such programs constitutional?

A. Opponents claim that if dollars for religiously affiliated schools are included in such scholarship programs, the program violates the First Amendment. Rather than a subsidy for religious schools as part of this program, the decision about the choice of school is placed in the hands of the parents. Among the educational options available are other public schools who are willing to take the amount of the scholarship as full payment for tuition.

The scholarships are available to a neutrally defined category of beneficiaries (economically disadvantaged families and those eligible to attend a school in a district with a chronically failing public school). This is hardly equivalent to a subsidy to a nonpublic school because no funds would be transmitted directly to a private religious or secular school (or another public school for that matter) except by the independent decision of parents.

With respect to the constitutionality of various school choice programs, any program which assists nonpublic school students has traditionally been required to meet the so-called three-part Lemon test (taken from the Lemon v Kurtzman Supreme Court decision of 1971). On June 29, 1983, the Supreme Court upheld the Minnesota State Education Tax Deduction in Mueller v Allen, ruling that the program did indeed meet the three-part constitutional test established by Lemon. In Zelman v Simmons-Harris (June 27, 2002), the Supreme Court concluded that the use of public money to underwrite tuition in private and religious schools does not violate the Establishment Clause of the US Constitution, as long as parents make the decision regarding where the scholarship is used. This decision occurred as a result of a challenge to the Cleveland Scholarship and Tutoring Program. The court concluded that the Cleveland program is neutral with regard to religion, even though the majority of program recipients chose religious schools. On October 27, 2009, the Arizona Supreme Court refused to hear a challenge of the Arizona state law which permits businesses to reduce their tax liabilities by contributing money to organizations that distribute nonpublic school tuition payments on behalf of students. The US Supreme Court and the Arizona Supreme Court dismissed a previous challenge. Pennsylvania’s Corporate Tax Scholarship Program, upon which S-1872 is modeled, has never been challenged in the courts.

4. Q. But won’t this program simply help current nonpublic school students?

A. 75% of the money must be used for current public school students. 25% may be used for students currently in nonpublic schools. However, they must meet the same income guidelines as the public school students and live in a district with a chronically failing public school. It is important to note that, in most cases, the nonpublic schools parents are struggling to send their child to a nonpublic school. They are, in effect, one paycheck away from becoming public school families.

5. Q. Isn’t this simply a subsidy for private education?

A. As previously noted, there is no direct subsidy to a nonpublic school. However, in a variety of areas that impact its residents, the State of New Jersey has indeed supported private enterprises with public money. With respect to education, parents and students currently receive the opportunity to attend private preschools and private special education schools. Students are granted scholarship money through a variety of programs (using state and federal dollars) to attend private (sectarian and nonsectarian) colleges and universities. Private hospitals receive state subsidy. Additionally, the state sets no control over the use of welfare benefits paid to recipients. Therefore, it would be entirely possible for a welfare recipient to turn the check over to a religious entity (church, synagogue, etc.) without any state controls.

6. Q. Do nonpublic schools accept classified students?

A. The myth that opponents of this legislation would have the public believe is that nonpublic schools do not accept classified students. This is certainly not the case, and it is insulting to the parents whose children attend nonpublic schools. Unfortunately, these nonpublic school students do not receive the same level of state and federal aid given to public school students. In last year’s budget, special education for public school students was funded at a level of over $700M in State aid. This is in addition to the millions of dollars in additional federal aid or local aid given to public school students. On the other hand, nonpublic school students, when they are classified, receive an ISP (Individualized Service Plan) rather than an IEP (Individualized Education Plan). The IEP indicates all the needs that the public school student has and the services to be received using a combination of state, federal, and local dollars. The ISP is more restrictive in scope, indicating only services which will be provided to the nonpublic school student through the limited state and federal dollars, regardless of the child’s needs. In other words, the IEP reflects what special education services students need, while the ISP dictates to their parents what services they will receive. Nonpublic school parents are willing to trade limited services for their classified children in return for the greater rewards of attending a nonpublic school of their choice. Nonpublic school administrators are more than willing to accept classified children; however, with those children should come the same state and federal dollars available to public schools, especially since it would still result in a lower overall cost to the taxpayers in total education dollars expended.

7. Q. Won’t this legislation help only the best students?

A. Students who are succeeding at the highest levels in their current schools are normally not applicants for school choice programs. Happy, high-achieving students will stay in their current schools. The students in the districts with chronically failing schools who are currently attempting to attend nonpublic schools are those who are not succeeding, and thus their parents are seeking an alternative education choice, for reasons such as academics and/or safety. The Choice and charter school movements have shown that it is the low-achieving students that access these programs. The failure of public schools to retain their own best students would indeed be a severe indictment of their ability to educate and attract students.

8. Q. Why should I be interested in S-1872, if my district has no chronically failing

schools? A. All citizens of New Jersey need to be interested in the quality of education offered

in all districts in the State. Taxes paid to the State support districts whose tax base is not sufficient to cover their needs. A large portion of these State dollars go toward support of public education in the districts with chronically failing schools. All citizens need to be aware of the implications of paying for chronically failing schools whose students graduate (or who drop out), because their future success will cost taxpayers even more money for things like retraining or government assistance to those unable to obtain employment. Offering these students an option to go to a school where they can be more successful benefits all New Jersey’s citizens. Furthermore, none of the scholarship money goes to any of the districts which have chronically failing schools; rather it goes toward the education of the child in a more successful public or nonpublic school setting.

9. Q. Won’t schools run by extremists be founded as a result of such legislation?

A. Existing federal and state laws prohibit all institutions from discrimination and illegal activities. Existing nonpublic schools (over 90% nationally) are accredited or evaluated by agencies such as national, regional, or state private school organizations. For example, the Catholic schools in New Jersey receive accreditation through the Middle Atlantic States Accrediting Association.

10. Q. Aren’t nonpublic schools largely unregulated and, therefore, not accountable to

the public?

A. The Opportunity Scholarship Act also requires testing of scholarship students. Nonpublic schools annually administer national tests aligned with the New Jersey Core Curriculum Content Standards. However, nonpublic schools are already accountable to the parents of the students they serve, and their graduation rates far exceed those of the public schools in the target districts. If nonpublic schools fail their students, parents will leave. Conversely, parents of children in public schools have no recourse for the lack of accountability of these schools under current federal and state standards. Their children must remain trapped in schools to which their children are assigned. Under NJSA18A:6-4, nonpublic schools are required to register with the New Jersey Department of Education on an annual basis. Nonpublic schools are also subject to a variety of local, state, and federal health and safety regulations including those for fire safety, OSHA, immunizations, and pest management, just to name a few. The argument is sometimes made that nonpublic schools do not have to fulfill the requirements listed in No Child Left Behind (NCLB) which the public schools must fulfill. However, only a certain percentage of nonpublic school students (those who qualify under both the low-income and low-performing requirements)

are eligible for services under Title I. The federal government does not impose requirements on nonpublic schools for receiving aid under NCLB because, unlike the public schools, there is no massive influx of federal dollars spent to improve education in nonpublic schools. Aid is given to nonpublic students NOT nonpublic schools (an important distinction).

11. Q. What about the issue of certification and nonpublic school teachers?

A. Although over 95% of Catholic school teachers are certified, not all nonpublic school groups agree that certification alone makes a quality teacher. Because certification courses only deal with issues such as classroom management and educational psychology, the content area in which the teacher is employed is not included in course work. If current parents in nonpublic schools were to question the quality of teachers in those schools, they could “vote with their feet.” As an example, a recent Nonpublic School Teacher of the Year for New Jersey has a doctorate in molecular biology but would be deemed “unqualified” to teach in a public school because she is not certified.

12. Q. But won’t this bill only help a “lucky few?”

A. This bill is a pilot program. An increase in the number of students eligible under the current legislation could certainly be provided by the future amendments. But the argument upon which this objection is based (“If we can’t help all, we can’t help any”) would undermine any currently existing social program, educational or otherwise. For example, in attempts to provide low-income housing and other benefits to the poor in social programs, we do not criticize developers who can only provide 500 units of low-income housing when 2,000 are needed. Using the logic of opponents, we would not provide any of these low-income units unless all 2,000 were possible.

NJ School Choice Alliance The Opportunity Scholarship Act (OSA) and Education Innovation Fund Pilot

Q&A - (3-21-10) What is the OSA? The Opportunity Scholarship Act (OSA) is a pilot corporate tax credit scholarship bilI that will fund scholarships for low-income students attending the state's lowest performing, chronically failing public schools. The scholarships would enable students to attend out-of-district public schools, or non-public schools anywhere in the state, that choose to participate in the program. How is the OSA funded? Corporations that pay corporate income taxes in New Jersey would be allowed to take a 100% tax credit against their state income tax obligation for donations made to the OSA scholarship fund. Who is eligible to receive a scholarship? A low-income student attending, or eligible to attend, a chronically failing public school as defined by The Act. Low-income is defined as no more than 2.5 times the federal poverty level, based on family size. For example, a family of four to be eligible to participate, their income could not exceed $55,000 annually. What happens when OSA leave their schools? The difference in state aid contributions for that student is deposited in a pilot Education Innovation Fund, managed by the State Department of Education. Monies from this fund will be distributed to districts to spur the reform of their worst schools through a competitive grant process, similar to President Obama's Race to the Top program. Are there programs like the OSA in other states? The OSA is modeled on Pennsylvania's highly successful Educational Improvement Tax Credit program. The program is oversubscribed by businesses annually, with over 2,300 companies contributing $260 million to date, allowing 33,000 Pennsylvania children over the life of the program to attend participating schools of their parent's choosing. Other states with such programs are Arizona, Rhode Island, and Florida.

Additionally, states like Ohio and Florida have also passed scholarship programs targeted at students in chronically failing schools. Over 80,000 students are currently enrolled in Ohio's EdChoice scholarship program. Are there other programs like the OSA in New Jersey? Both in New Jersey and nationally, there is a well-established history of government funding for students to attend public or non-public schools of their own choosing. In New Jersey, children can attend preschools, special education providers, and colleges chosen by their families and paid for by the state. Additionally, New Jersey has a long history of tried and failed urban education reforms. The children in the state's worst schools, all 205 of them, should not have to wait one more day to gain access to functioning schools, wherever they may be. What districts have chronically failing schools? There are 31 school districts with at least one chronically failing school. They are Asbury Park, Atlantic City, Bellville, Beverly City, Bridgeton, Camden, East Orange, Elizabeth, Franklin Township, Hoboken, Irvington, Jersey City, Lakewood, Neptune, New Brunswick, Newark, Orange, Passaic City, Paterson, Paulsboro, Perth Amboy, Plainfield, Pleasantville, Rahway, Red Bank Borough, Roselle Borough, Salem, Trenton, Wildwood, Willingboro, and Woodbury. How are the chronically failing schools in these districts performing? A chronically failing school is one where 40% or more of students failed both the state's math and language arts assessments for the last two years, or 65% or more of students failed either of these same tests for the last two years. Of the 205 schools in the state that meet this standard, 181 are traditional public schools, three are vocational, and 21 are charter. Is government aid to private and religions schools constitutional? Yes. Indirect aid to non-public schools, such as under the GSA, is perfectly legal and does not violate the "establishment clause" of the United State's Constitution. Programs such as the OSA were upheld by the U.S. Supreme Court in the landmark Zelman v. Simmons-Harris decision, which analyzed the City of Cleveland, Ohio's school choice program. Parent choice is the key factor making programs like the OSA constitutional. The 1971 case Lemon v. KLl/1zman (The Lemon Test) also upholds such programs which grant "indirect," parent-directed aid to non-public schools. 61 It is worth noting that the State already funds non-public and religious schools through aid programs for transportation, textbooks, nursing and technology. Additionally, the State's widely lauded preschool program, out-of-district placements for special needs students in non-public schools under LD.E.A., and numerous college scholarship programs also allow students to select non-public and religious schools with public . funding.

How is the program managed locally? The OSA provides for the creation of Scholarship Organizations (S.D.). A board with one member appointed by the Governor, one by the President of the Senate, and one by the Speaker of the Assembly, will choose the S.D. The bill provides for one S.D. per county, but an S.D. may administer more than one county. The S.D. will be responsible for a variety of tasks related to the implementation of the OSA program including:

• managing the scholarship application process for the pilot school district; • reviewing and verifying the residence and income of a scholarship applicant; • compiling an inventory of vacancies in participating schools available for potential

scholarship recipients; • conducting necessary student selection lotteries; • monitoring the enrollment of scholarship students 111 eligible schools and allocating

scholarship funds to those schools.

What assurances are in the OSA to guarantee equal access and student civil rights? The OSA specifically prohibits any discrimination on the basis or race, academic ability, disability, or athletic ability during the admissions process. In fact, participating nonpublic schools are held to the same standards as traditional public schools in this regard. What if more students apply for scholarships than there are spaces in their grade levels available at a participating school? In the event that more children apply for admission under the pilot program than there are openings at a participating school, a lottery will be used to determine which children are selected for admission, except that preference for enrollment may be given to siblings of students who are already enrolled in the participating school. This process is the same as NJ Charter Schools must follow. How much are each of the scholarships worth? Scholarships are a percentage of the average per-pupil ·costs in all districts with chronically underperforming schools, and are approximately $6,000 for students in grades K-8, and $9,000 for high school students. Total scholarship dollars cannot exceed the maximum amount of corporate tax credits allowed in a given year of the pilot program. What if the actual tuition is more than the amount of the scholarship? Participating public and non-public schools must accept the scholarship as payment in full. The GSA forbids participating schools from charging families any more for tuition than it receives from the program's scholarships. Can students already enrolled in non-public schools participate?

No more than 25% of scholarship dollars can be used by low-income students currently attending non-public schools. The remaining 75% will provide scholarships for students currently attending chronically failing public schools. If there are any scholarship funds remaining after public school students in chronically failing schools have applied, any low-income student residing in a district with a failing school may apply for a scholarship. Will there be a study or report done on the effectiveness of the GSA pilot program? Yes. The GSA provides for a study to be performed by researchers with expertise in urban education, exploring such topics as:

• the academic achievement of scholarship recipients based on test results and other educational indicators;

• the impact of the pilot program on achieving savings for State taxpayers; • the impact of the program on student enrollment patterns; and • parental satisfaction with the pilot program.

Are there any admissions tests required at participating private schools? No. Participating private schools are forbidden from using entrance exams to determine school admission. However, these schools may assess students at their time of entry to determine their educational levels so they may be better served academically. Will the participating private schools have to give standardized tests like the public schools? Yes. Under the GSA, any participating, non-public school must administer an annual test to scholarship recipients that is aligned with the New Jersey Department of Education's Core Curriculum Content Standards.

FAILING SCHOOL LIST FOURTH GRADE PROFICIENCY TEST

40% or more of students failed both Math and Language Arts in the past two years

or 65% or more of students failed Math OR Language Arts in the past two years

ATLANTIC ATLANTIC CITY DR M L KING JR SCH COMP ATLANTIC ATLANTIC CITY NEW JERSEY AVE ATLANTIC ATLANTIC CITY TEXAS AVENUE BURLINGTON BEVERLY CITY BEVERLY SCHOOL CAMDEN CAMDEN CITY BONSALL CAMDEN CAMDEN CITY CRAMER ES CAMDEN CAMDEN CITY DAVIS ELEM CAMDEN CAMDEN CITY FOREST HILL CAMDEN CAMDEN CITY H. B. WILSON E.S. CAMDEN CAMDEN CITY LANNING SQUARE

CAMDEN CAMDEN CITY OCTAVIUS CATTO DEMONSTRATION

CAMDEN CAMDEN CITY R C MOLINA ELEM SCHOOL CAMDEN CAMDEN CITY RILETTA CREAM ELEM SCHOOL CAMDEN CAMDEN CITY SHARP CAMDEN CAMDEN CITY SUMNER CAMDEN CAMDEN CITY U S WIGGINS CAMDEN CAMDEN CITY WHITTIER CAMDEN CAMDEN CITY YORKSHIP CHARTER SCHOOLS DUE SEASON D.U.E. SEASON CS CHARTER SCHOOLS GREATER BRUNSWICK CS GREATER BRUNSWICK CS CHARTER SCHOOLS LEAP ACADEMY UNIVERSITY CS LEAP ACADEMY UNIVERSITY CS CHARTER SCHOOLS LIBERTY ACADEMY CS LIBERTY ACADEMY CS CHARTER SCHOOLS OCEANSIDE CS OCEANSIDE CS CHARTER SCHOOLS PLEASANTECH ACADEMY CS PLEASANTECH ACADEMY CS CHARTER SCHOOLS SCHOMBURG CS SCHOMBURG CS CHARTER SCHOOLS TRENTON COMMUNITY CS TRENTON COMMUNITY CS CHARTER SCHOOLS UNIVERSITY HEIGHTS CHA UNIVERSITY HEIGHTS CS CUMBERLAND BRIDGETON BROAD STREET ELEM SCH ESSEX BELLEVILLE NUMBER 8 ESSEX IRVINGTON TOWNSHIP MADISON AVE ESSEX NEWARK AVON AVE ESSEX NEWARK DAYTON ST ESSEX NEWARK EIGHTEENTH AVE ESSEX NEWARK GEORGE WASHINGTON CARVER ESSEX NEWARK HAWTHORNE AVE ESSEX NEWARK MAPLE AVE SCHOOL ESSEX NEWARK PESHINE AVE ESSEX NEWARK SOUTH ST ESSEX NEWARK THIRTEENTH AVE ESSEX ORANGE TOWNSHIP, CITY OF OAKWOOD AVE GLOUCESTER WOODBURY EVERGREEN AVE HUDSON JERSEY CITY NUMBER 14

HUDSON JERSEY CITY NUMBER 24 HUDSON JERSEY CITY WHITNEY M YOUNG MERCER TRENTON CADWALADER MERCER TRENTON GRANT MERCER TRENTON GREGORY MERCER TRENTON JOYCE KILMER MERCER TRENTON MOTT MERCER TRENTON P.J. HILL MERCER TRENTON STOKES MIDDLESEX NEW BRUNSWICK LORD STIRLING MONMOUTH ASBURY PARK BANGS AVE MONMOUTH ASBURY PARK THURGOOD MARSHALL PRIMARY MONMOUTH NEPTUNE TOWNSHIP SUMMERFIELD MONMOUTH RED BANK BORO RED BANK MIDDLE PASSAIC PASSAIC CITY ETTA GERO NO 9 PASSAIC PASSAIC CITY NUMBER 1 THOMAS JEFFERSON PASSAIC PASSAIC CITY NUMBER 11 CRUISE MEMORIAL PASSAIC PASSAIC CITY NUMBER 3 MARIO J DRAGO PASSAIC PATERSON NUMBER 11 PASSAIC PATERSON NUMBER 12 PASSAIC PATERSON NUMBER 13 PASSAIC PATERSON NUMBER 15 PASSAIC PATERSON NUMBER 17 E.S. PASSAIC PATERSON NUMBER 20 PASSAIC PATERSON NUMBER 24 PASSAIC PATERSON NUMBER 26 PASSAIC PATERSON NUMBER 28 E.S. PASSAIC PATERSON NUMBER 8 PASSAIC PATERSON URBAN LEADERSHIP SALEM SALEM CITY SALEM MIDDLE SOMERSET FRANKLIN TOWNSHIP ELIZABETH AVENUE E S UNION ELIZABETH NO 1 G WASHINGTON UNION PLAINFIELD CHARLES H. STILLMAN UNION PLAINFIELD JEFFERSON UNION PLAINFIELD WASHINGTON UNION RAHWAY GROVER CLEVELAND

FAILING SCHOOL LIST EIGHTH GRADE PROFICIENCY TEST

40% or more of students failed both Math and Language Arts in the past two years

or 65% or more of students failed Math OR Language Arts in the past two years

ATLANTIC ATLANTIC CITY DR M L KING JR SCH COMP ATLANTIC ATLANTIC CITY NEW YORK AVENUE SCHOOL ATLANTIC ATLANTIC CITY UPTOWN SCHOOL COMPLEX ATLANTIC PLEASANTVILLE PLEASANTVILLE MIDDLE SCH BURLINGTON BEVERLY CITY BEVERLY SCHOOL BURLINGTON WILLINGBORO LEVITT MIDDLE SCHOOL CAMDEN CAMDEN CITY BONSALL CAMDEN CAMDEN CITY COOPERS POYNT CAMDEN CAMDEN CITY EAST CAMDEN MIDDLE CAMDEN CAMDEN CITY HATCH MIDDLE CAMDEN CAMDEN CITY MORGAN VILLAGE MIDDLE CAMDEN CAMDEN CITY PYNE POYNT FAMILY SCHOOL CAMDEN CAMDEN CITY RILETTA CREAM ELEM SCHOOL CAMDEN CAMDEN CITY VETERANS MEMORIAL MIDDLE CAPE MAY WILDWOOD CITY WILDWOOD MIDDLE SCHOOL CHARTER SCHOOLS EMILY FISHER CHARTER SCHOOL EMILY FISHER CS OF ADVANCED STUDIES CHARTER SCHOOLS FREEDOM ACADEMY CS FREEDOM ACADEMY CS CHARTER SCHOOLS GREATER BRUNSWICK CS GREATER BRUNSWICK CS CHARTER SCHOOLS LADY LIBERTY ACADEMY CS LADY LIBERTY ACADEMY CS

CHARTER SCHOOLS LEAP ACADEMY UNIVERSITY CHARTER SCHOOL LEAP ACADEMY UNIVERSITY CS

CHARTER SCHOOLS PLEASANTECH ACADEMY CS PLEASANTECH ACADEMY CS CHARTER SCHOOLS QUEEN CITY ACADEMY CS QUEEN CITY ACADEMY CS CHARTER SCHOOLS TRENTON COMMUNITY CS TRENTON COMMUNITY CS CUMBERLAND BRIDGETON BROAD STREET ELEM SCH CUMBERLAND BRIDGETON CHERRY STREET CUMBERLAND BRIDGETON INDIAN AVE ESSEX EAST ORANGE PATRICK F. HEALY MIDDLE ESSEX IRVINGTON TOWNSHIP UNIVERSITY MIDDLE SCHOOL ESSEX NEWARK AVON AVE ESSEX NEWARK BURNET ST ESSEX NEWARK DAYTON ST ESSEX NEWARK DR E ALMA FLAGG ESSEX NEWARK GEORGE WASHINGTON CARVER ESSEX NEWARK HAWTHORNE AVE ESSEX NEWARK MAPLE AVE SCHOOL ESSEX NEWARK MARTIN LUTHER KING JR ESSEX NEWARK NEWTON ST ESSEX NEWARK PESHINE AVE ESSEX NEWARK QUITMAN COMMUNITY SCHOOL ESSEX NEWARK RAFAEL HERNANDEZ SCHOOL ESSEX NEWARK RENAISSANCE ACADEMY ESSEX NEWARK VAILSBURG MIDDLE SCHOOL ESSEX NEWARK WILLIAM H BROWN ACADEMY

ESSEX EAST ORANGE JOHN L. COSTLEY MIDDLE ESSEX EAST ORANGE WASHINGTON ACADEMY ESSEX IRVINGTON TOWNSHIP UNION AVE ESSEX NEWARK BRAGAW AVE ESSEX NEWARK CAMDEN MIDDLE ESSEX NEWARK CHANCELLOR AVE ESSEX NEWARK CLEVELAND ESSEX NEWARK EIGHTEENTH AVE ESSEX NEWARK LOUISE A. SPENCER ESSEX NEWARK MCKINLEY ESSEX NEWARK SOUTH SEVENTEENTH ST ESSEX NEWARK SUSSEX AVE ESSEX ORANGE TOWNSHIP, CITY OF MAIN STREET SCHOOL ESSEX ORANGE TOWNSHIP, CITY OF ORANGE MIDDLE GLOUCESTER PAULSBORO PAULSBORO HIGH HUDSON JERSEY CITY EZRA L NOLAN 40 HUDSON JERSEY CITY FRED W. MARTIN #41 HUDSON JERSEY CITY JULIA A. BARNES #12 HUDSON JERSEY CITY MIDDLE SCHOOL #4 HUDSON JERSEY CITY NUMBER 24 MERCER TRENTON COLUMBUS MERCER TRENTON GRACE A DUNN MIDDLE SCH MERCER TRENTON GREGORY MERCER TRENTON HEDGEPETH-WILLIAMS M.S. MERCER TRENTON JOYCE KILMER MERCER TRENTON LUIS MUNOZ-RIVERA ELEM MERCER TRENTON MONUMENT MERCER TRENTON MOTT MERCER TRENTON GRANT MIDDLESEX NEW BRUNSWICK NEW BRUNSWICK MIDDLE SCHOOL MIDDLESEX PERTH AMBOY MC GINNIS MIDDLE SCHOOL MONMOUTH ASBURY PARK ASBURY PARK MIDDLE SCHOOL OCEAN LAKEWOOD TOWNSHIP LAKEWOOD MIDDLE PASSAIC PATERSON NUMBER 10 PASSAIC PATERSON NUMBER 12 PASSAIC PATERSON NUMBER 15 PASSAIC PATERSON NUMBER 2 PASSAIC PATERSON NUMBER 20 PASSAIC PATERSON NUMBER 4 PASSAIC PASSAIC CITY NUMBER 4 LINCOLN PASSAIC PATERSON NUMBER 13 PASSAIC PATERSON NUMBER 21 PASSAIC PATERSON NUMBER 26 PASSAIC PATERSON NUMBER 3 PASSAIC PATERSON NUMBER 5 PASSAIC PATERSON NUMBER 8 SALEM SALEM CITY SALEM MIDDLE UNION PLAINFIELD HUBBARD UNION ROSELLE BOROUGH ABRAHAM CLARK HIGH SCHOOL UNION ELIZABETH NO 71 MABEL HOLMES MIDDLE UNION PLAINFIELD MAXSON

FAILING SCHOOL LIST

HIGH SCHOOL PROFICIENCY ASSEMENT

40% or more of students failed both Math and Language Arts in the past two years or

65% or more of students failed Math OR Language Arts in the past two years

County Name District Name School Name ATLANTIC PLEASANTVILLE PLEASANTVILLE H.S. BERGEN BERGEN COUNTY TECHNICAL S BERGEN COUNTY VOCATIONAL HIGH CAMDEN CAMDEN CITY CAMDEN H.S. CAMDEN CAMDEN CITY WOODROW WILSON H.S. CHARTER SCHOOLS CREATE CHARTER C.R.E.A.T.E. CS CHARTER SCHOOLS EMILY FISHER CHARTER SCHOOL EMILY FISHER CS OF ADVANCED STUDIES CHARTER SCHOOLS HOBOKEN CHARTER SCHOOL HOBOKEN CS CHARTER SCHOOLS

UNIVERSITY ACADEMY CHARTER SCHOOL UNIVERSITY ACADEMY CS

CUMBERLAND BRIDGETON BRIDGETON SENIOR H.S. ESSEX EAST ORANGE EAST ORANGE CAMPUS ESSEX ESSEX COUNTY VOCATIONAL S WEST CALDWELL ESSEX IRVINGTON TOWNSHIP IRVINGTON H.S. ESSEX NEWARK BARRINGER H ESSEX NEWARK CENTRAL H.S. ESSEX NEWARK EAST SIDE H.S. ESSEX NEWARK MALCOLM X. SHABAZZ H.S. ESSEX NEWARK NEWARK VOCATIONAL HIGH SCHOOL ESSEX NEWARK RENAISSANCE ACADEMY ESSEX NEWARK THE ACADEMY OF VOCATIONAL CAREERS ESSEX NEWARK WEEQUAHIC H.S. ESSEX NEWARK WEST SIDE H.S. ESSEX ORANGE TOWNSHIP, CITY OF ORANGE H.S. HUDSON HOBOKEN DEMAREST HUDSON JERSEY CITY HENRY SNYDER H.S. HUDSON JERSEY CITY JAMES J. FERRIS H.S. HUDSON JERSEY CITY LINCOLN H.S. MERCER TRENTON DAYLIGHT/TWILIGHT PROGRAM MERCER TRENTON TRENTON CENTRAL HIGH MIDDLESEX MIDDLESEX COUNTY VOC MDLSX CO VOC- PISCATAWAY MONMOUTH ASBURY PARK ASBURY PARK H.S. PASSAIC PATERSON EASTSIDE H.S. PASSAIC PATERSON JOHN F. KENNEDY H.S. UNION PLAINFIELD PLAINFIELD H.S.

SAMPLE

ACTION ALERT ISSUE: The Opportunity Scholarship Act (S-1872/A-2810) currently is assigned to the

Senate Budget and Appropriations Committee and the Assembly Commerce and Economic Development Committee. The bill would provide corporate tax scholarships to students who fit the criteria of both family income (no more than 2.5 times the poverty level) and residence in a district containing a failing school. The bill would be funded by corporate tax credits for corporations who choose to participate in the program.

OUR POSITION: The New Jersey Catholic Conference and the New Jersey Network of Catholic

School Families strongly support this important bill.

ACTION: Please help us as soon as possible: 1. Email, call, or visit the office of Senator Paul Sarlo and respectfully ask him

to schedule the bill for a hearing and a vote in the Senate Budget and Appropriations Committee (See attached list for contact information).

2. Email, call, or visit the office of Assemblyman Albert Coutinho and respectfully ask him to schedule the bill for a hearing and vote in the Assembly Commerce and Economic Development Committee. (See attached list for contact information).

3. Email, call, or visit the office of members of the Senate Budget and Appropriations Committee (see attached list) to ask for their support for this legislation.

4. Email, call, or visit the office of members of the Assembly Commerce and Economic Development Committee (see attached list) to express your support for A-2810.

5. Email, call, or visit the office of your State Senator regarding the legislation and indicate your support for S-1872. Ask that your State Senator speak with his or her colleagues on the Senate Budget and Appropriations Committee indicating that this is an important bill for your Senator’s constituents.

6. Email, call, or visit the office of members of the New Jersey Assembly in your own district to ask for their support for A-2810. Ask them to speak with their colleagues on the Assembly Commerce and Economic Development Committee to express their support.

You may also use the New Jersey Catholic Conference Capwiz system

which can be accessed at:

http://www.capwiz.com/njcathconf/home/

THE LEGISLATIVE PROCESS IN NEW JERSEY THE BRANCHES OF GOVERNMENT

The government of the State of New Jersey, like that of the United States, is divided into three co-equal branches: the legislative, the executive and the judicial. The principal function of the Legislature is to enact laws. The Executive branch (the Governor and State agencies) carries out the programs

established by law. The Judiciary (the Supreme Court and lower courts) punishes violators, settles controversies and disputes, and is the final authority On the meaning and constitutionality of laws. LEGISLATORS

The Legislature consists of two Houses: a 40 member Senate and an 80 member General Assembly. The Senate and Assembly chambers are located in the State House in Trenton. Senators must be at least 30 years old and residents of the state for four years prior to election. Members of the Assembly must be at least 21 and state residents for two years. All legislators must live in the districts they

represent. While legislators spend a considerable amount of their time on legislative matters, service in the Legislature is considered to be part-time, and most legislators also hold other employment. LEGISLATIVE DISTRICTS

Legislators are elected from 40 legislative districts of substantially equal population. The voters in each district elect one Senator and two members of the General Assembly. Every ten years, after the Federal census, the boundaries of the 40 districts are redrawn to maintain an equal population in each district. This reapportionment of districts is performed by a bipartisan Apportionment Commission, whose members are appointed by the state chairs of the two major political parties.

LEGISLATIVE ELECTIONS

Legislative elections are held in November of each odd numbered year. Members of the Assembly serve two-year terms. Senator serves four-year terms, except for the first term of a new decade, which is only two years. This "2-4-4" cycle allows for elections from new districts as soon as possible after each reapportionment. Interim appointments are made to fill vacant legislative seats by the county committee or committees of the party

of the vacating person. The office is on the ballot for the next general election, unless the vacancy occurred within 51 days of the election. Then the appointment stands until the following general election. LEGISLATIVE SESSIONS

Each Legislature is in session for two years, beginning on the second Tuesday of January of each even-numbered year. All business conducted during the first year may be continued in the second year. At the end of the second year, all unfinished business expires. Each House sets its own meeting schedule. In recent years, each House has held an average of 40 sessions a year, usually on Mondays and

Thursdays. In addition, other days may be devoted to committee meetings and public hearings. The Senate and General Assembly occasionally meet in joint session, most often for an address by the Governor.

A typical session day consists of committee meetings in the morning, party conferences around midday, followed by floor sessions. Committee meetings and floor sessions are open to the public. No advance arrangements are necessary to gain admission to the meeting rooms or the public galleries.

LEGISLATIVE ORGANIZATION Each House elects a presiding officer from among its members - the President of the Senate and the Speaker of the General Assembly. They are first and second in line of succession to the governorship and serve as acting Governor when the Governor is out of the state.

The President and the Speaker have broad powers within their Houses. They decide the meeting schedules and the daily calendar of bills to be considered, preside over the sessions, appoint committee chairs and members, refer bills to committee for consideration and direct the business of their Houses.

Each party in each House also chooses party leaders: the Majority Leader, the Minority Leader, assistant leaders and "Whips." The party leaders help develop party policy on the issues before the Legislature.

Each House establishes a number of standing reference committees to review legislation. Much of the discussion on the merits of a bill takes place in committee. Representatives of interest groups and members of the public are generally given the opportunity to present their views at committee meetings.

LEGISLATIVE POWERS The chief function of the Legislature is to enact laws. A proposal to make a new law, or to change or repeal an existing law, is presented to the Legislature as a bill. To become law, a bill must pass both Houses by a majority vote and be approved by the Governor.

The Legislature can also propose amendments to the New Jersey Constitution. Such an amendment must be passed by a vote a 3/5 of each House (24 votes in the Senate and 48 votes in the Assembly). No action by the Governor is required. If passed, the proposed amendment is placed on the ballot in November for a public vote. An amendment may also be presented to the voters if the Legislature passes it two years in a row by a majority vote.

Additional powers of the Legislature include senatorial approval of the Governor's appointments of judges and other officials. The Legislature is also empowered to ratify amendments to the U.S. Constitution; appoint the State Auditor; judge the elections and qualifications of its members, and institute and conduct impeachment proceedings against State official.

At the general election in November 1992, the voters approved a constitutional amendment permitting the Legislature to review administrative rules and regulations.

FORMS OF LEGISLATIVE ACTION Formal legislative action is express through the passage of a bill, or by adoption of a resolution, which expresses the sentiments or opinions of the members. There are three types of resolutions. A joint resolution must pass both Houses and be signed by the Governor. A concurrent resolution must pass both Houses, but is not presented to the Governor. A simple resolution is considered only by the House in

which it is proposed.

HOW A BILL BECOMES LAW IN NEW JERSEY

1. Idea Developed

A legislator decides to sponsor a bill, sometimes at the suggestion of a constituent, interest group, public official or the Governor. The legislator may ask other legislators in the same House to join as co-sponsors.

2. Bill Drafted At the legislator's direction, the Office of Legislative Services, a non-partisan agency of the Legislature, provides research and drafting assistance, and prepares the bill in proper technical form.

3. Bill Introduced During a session, the legislator gives the bill to the Senate Secretary or Assembly Clerk, who reads the bill's title aloud. This is known as the first reading. The bill is printed and released to the public.

4. Committee Reference

The Senate President or Assembly Speaker usually refers the bill to a committee for review, but may send the bill directly to second reading in order to speed its consideration.

5. Committee Action When scheduled by the chair, the committee considers the bill at a meeting open to the public. The committee may report the bill to the House as is, with amendments, or by a substitute bill. If not considered or reported, the bill remains in committee.

6. Second Reading

When the bill is reported to the floor (or referred directly without committee re-view), its title is read aloud for the second reading. The bill is eligible for amendment 'on the floor. After the bill is given third reading, the House must vote to return it to second reading for any further amendments.

7. Third Reading

When scheduled by the President or Speaker, the bill is given third reading and considered on the floor. The bill may not go through second and third reading on the same day, except by an emergency vote of 3/4 of the members (30 votes in the Senate, 60 in the Assembly).

8. House Vote

The bill passes when approved by a majority of the authorized members (21 votes in the Senate, 41 in the Assembly) and is sent to the other House. If a final vote is not taken, the bill may be considered at another time or may be returned to a committee by a vote of the House.

9. Second House The bill is delivered to the second House where it goes through the same process. If the second House amends the bill, it is returned to the first House for a vote on the changes. A bill receives final legislative approval when it passes both Houses in identical form.

10. Governor's Action

After final passage, the bill is sent to the Governor. The Governor may sign it, conditionally veto it (returning it for changes) or veto it absolutely. The Governor may veto single line items of appropriation bills. Bills passed in the last 10 days of a 2-year session may be "pocket vetoed," which means that the Governor withholds his/her approval of the bill after the House has adjourned.

11. Law

A bill becomes law upon the Governor's signature or after 45 days if no action is taken. If vetoed, a bill may become law if the Legislature overrides the veto by a 2/3 vote (27 in the Senate, 54 in the Assembly). A law takes effect on the day specified in its text or, if unspecified, the July 4th following its passage.

- from New Jersey Office of Legislative Service

WHAT TO DO AND WHEN TO DO IT AS A BILL MOVES THROUGH THE LEGISLATIVE PROCESS

How a Bill Is Passed Your RoleA bill is prepared.

Suggest provisions to be included in the bill.

The bill is introduced in one house of the legislature by one or two sponsors and many co-sponsors.

Help find co-sponsors for the bill through letters, calls, and/or visits.

The bill is examined by a committee according to its subject area (e.g. a bill to control drugs would be assigned to the judiciary committee).

Work with the committee to help its members understand the bill and prevent any alterations that could weaken its impact.

Hearings are held to discuss the bill. Testify at the hearings. The committee votes on the bill. Lobby (write, phone, visit, email) committee

members to support the bill. If the bill passes through the committee, it is sent along to the entire legislative body to be debated further and voted upon.

Lobby swing members to support the bill and generate letters, phone calls, lobby visits, and media from supporters.

If it passes, it is sent to the other house in legislature (unless the other house is working on similar legislation already).

Line up co-sponsors for the bill in the the other chamber.

The bill is examined by the relevant committee in that branch of the legislature.

Work with members of that committee to strengthen support for the bill.

Hearings are held again. Testify at these hearings. If the bill passes, it is brought to the floor for debate and vote.

Lobby swing voters

If the bill passes, it probably does so with amendments that now need to be reconciled in a "conference committee" made up of representatives of both houses before it is finally voted on.

Lobby members of the conference committee to protect the bill from weakening amendments.

If it passes both houses as amended by the conference committee it is sent to the executive (the governor or president) for signature.

Publicize the bill's passage and generate support for executive approval of the bill.

If the executive signs the bill, it becomes a law. Celebrate!

NOTE. This implies that you are supporting a Bill, but the same actions can be taken when you wish to speak against a Bill. This process may also be used for legislation on the State level. Source: Maceachern, Diane. Enough Is Enough. NY: Avon Books, 1994. Adapted from the Network. "Ministry of Justice." 801 Pennsylvania Avenue, SE, Washington, DC.

THE PARISH A TOOL TO PROMOTE

LEGISLAT1VE ADVOCACY A focused parish committee, helping your parishioners work together on behalf of social justice issues, can be a valuable resource in assisting all parish members in deepening and broadening their awareness and, ultimately, their activities on behalf of social justice. RESULTS OF YOUR EFFORTS: Parishioner involvement in social justice activities. A wide spectrum of social action opportunities is available from broad issues of public policy at the national, state, and local level to more personal issues such as socially responsible investing, justice in the workplace, parenting for peace and justice, poverty, etc. Increased faith-based social action as a result of efforts to help parishioners study and discuss the biblical, spiritual, and theological foundations of social justice. Greater sense of community linking with other parishes on issues of mutual concern. Build alliances with others who are committed to shaping institutions and policies in a more just manner. Broadened resources - make resources and information available on a wide range of social action issues and topics, ranging from global to local and from political to personal and professional. Global awareness - make a difference in the world by participating in initiatives which promote solidarity and justice on a global scale. Enrichment of parish functions of word, worship, sacrament and service by integrating, not isolating, the mission of social justice with your approach. Development of skilled parish leaders through training and a better awareness of issues by reflecting on their own experiences and using social analysis to seek out the root causes of the social ills they are addressing. Greater sense of family and personal life from helping to build a better community and, by example, teach your children to do the same.

THE PARISH COMMITMENT

• To encourage parishioner involvement through promotion and ongoing support of participation.

• To develop a committee to coordinate the parish's efforts and awareness of social justice issues.

• To publicize events and opportunities for social action. • To designate one person, the Legislative Advocacy Coordinator, to serve as liaison

between parish and Diocesan Parish Social Ministry (PSM) Office. COMMITTEE FUNCTION

• To recruit effective members. • To meet regularly for faith sharing, celebration and solidarity. • To communicate and inform the parish about current issues and activities. • To organize and coordinate various issues and action groups among parish members.

These should include both public actions as well as activities within the parish that will integrate social justice with other essential functions and ministries of the parish .

• To train and provide enrichment activities. These could include small-group faith-sharing meetings, enrichment events on the biblical and theological roots of social justice, or skills training on practical ways of speaking out through methods of contacting our local political leaders.

WHERE TO BEGIN IN YOUR PARISH

• Select a parish Legislative Advocacy Coordinator. • Recruit within the parish to create an active committee. • Begin to inform and educate your parish about social justice and concerns through

several means: o The pastor could give a brief presentation at Sunday Mass; o The coordinator could make an announcement at Mass or other large parish

gathering; o A staff member from the Diocesan Parish Social Ministry (PSM) office could be

invited to speak at a social concerns meeting, the parish council or the parish at large.

• The Legislative Advocacy Coordinator schedules a table set up outside each Mass for sign-ups and to answer any questions and encourage parishioners to join.

• The Legislative Advocacy Coordinator sends committee list with addresses and phone numbers to the Diocesan Parish Social Ministry Office to be added to a master mailing list in order to keep all informed of upcoming meetings, events, ideas, etc.

• The Legislative Advocacy Coordinator also sends committee list to parish at large to make them available for questions and to encourage parish activity within the community.

• The Legislative Advocacy Coordinator will develop a phone tree (please use the form included in this manual) of parish committee members in order to pass along phone alerts and other communications and also to track committee activity.

LEGISLATIVE ADVOCACY COORDINATOR

ROLE AND RESPONSIBILITIES The Legislative Advocacy Coordinator is the key contact person in the parish responsible for creating and maintaining an active, effective committee dedicated to parish awareness and action toward the support of social concerns in their community. Qualifications The most important criteria for this position of leadership is to be a parishioner who acknowledges that, as explained to us in the parable of the "Good Samaritan," anyone in need...anywhere... is our brother/sister. As God said to Cain,

"We are our brothers/sisters' keepers, and as descendants of Adam and Eve, we have a stewardship responsibility for this world in which we live."

Neither prior experience in legislative advocacy nor formal instruction in Catholic Social Teaching is required. Training will be provided.

• The Legislative Advocacy Coordinator maintains good communication with the Diocesan Parish Social Ministry (PSM) Office in order to stay informed of current activities and issues;

• The Legislative Advocacy Coordinator recruits parishioners to join the parish committee and participate actively;

• The Legislative Advocacy Coordinator represents the parish at related Diocesan and parish functions;

• The Legislative Advocacy Coordinator encourages regular parish involvement and keeps them informed;

• The Legislative Advocacy Coordinator forwards any changes in the parish committee membership to the Diocesan Parish Social Ministry Office in a timely manner;

• The Legislative Advocacy Coordinator creates and maintains a parish phone alert tree so parishioners can respond quickly;

• The Legislative Advocacy Coordinator directs the committee to set reachable and effective goals;

• The Legislative Advocacy Coordinator arranges and directs regular meetings of the parish committee, leading them to fulfill their goals.

LOBBYING TECHNIQUES LEGISLATIVE ALERTS Whenever legislative action is needed on the part of our parent constituency, a legislative alert is sent to principals and coordinators from the network directors. This alert outlines the issue, our position, the required action and occasionally specifies suggested points to emphasize. The recommended method of response is usually a telephone call to the appropriate legislator [s] or the Governor within the time line indicated. However, letters, faxes, and e-mail messages can be sent to legislators if time allows for this method of communication. When a coordinator receives the Legislative Alert, he/she should forward it as soon as possible to the Core Group of individuals who have volunteered to undertake this activity. Since most Legislative Alerts are timely and the time line can change at a moment's notice, occasionally Legislative Alerts are forwarded to principals via e-mail or communicated via the telephone to designated coordinators. Regardless of the method selected by the network director, it is imperative that the coordinator, in cooperation with the principal, ensure that the core group responds to the legislative alert in a timely fashion. Some legislative alerts require the coordinator to insert the names, addresses, telephone and fax numbers for all the district legislators who make up their given school community. The district list should be prepared prior to the legislative alert being given to the core group. It is the responsibility of the coordinator to monitor the core group's response to a legislative alert. It is very difficult to effect legislative change unless the entire statewide parent constituency does it part. Should the coordinator have any questions pertaining to the legislative alert, a call should be made to the appropriate network director as soon as possible so as not to delay the core group's response. All calls made to an individual legislator on a particular issue are documented by staff members and periodic reports are given directly to the legislator. You can and do make a tremendous difference by your quick response and can ultimately alter the outcome of a particular piece of legislation.

ELECTION DO'S AND DON'TS FOR NON PROFIT 501 (c)(3)ORGANIZATIONS

What can 501(c)(3) organizations do? Whether you're a seasoned advocate or completely new to advocacy, there's no reason to scale down your advocacy efforts during an election year. Advocacy and lobbying activities may take place during election season provided you follow the rules detailed below. You may engage in the following activities:

1. Issue advocacy, as long as you do not attempt to intervene surreptitiously in a political campaign.

2. Sponsor appearances by a candidate or public official: • If you invite them as a candidate, make sure you indicate no support or opposition

to them at the event and that all other candidates are given equal opportunity to appear at the event as well;

• If you invite them in a capacity other than as a candidate, you don't need to invite opposition, but make sure the event doesn't turn into a campaign appearance or fund raiser.

3. Sponsor a debate between candidates as long as: • You invite all qualified candidates; • An independent panel prepares the questions; • The topics cover a broad range of issues, including those of particular importance

to your organization; • Every candidate has an equal opportunity to speak; • The moderator is neutral and states at the beginning and end of the program that

the views expressed are not representative of your organization. 4. Try to persuade candidates to agree with you on issues and to take a public stand -but that

is as far as you can go. 5. Work to get your positions included on a political party's platform by:

• Delivering testimony to both parties' platform committees; • Including a disclaimer in both oral and written testimony that the testimony is

being offered for educational purposes only; • Reporting the testimony and any responses in your regularly scheduled newsletter

to members. 6. Operate a nonpartisan voter registration or get-out-the-vote drive. Note that get-out the-

vote activities must be designed solely to educate the public about the importance of voting and must not show any bias for or against any candidate or party.

7. Rent or sell mailing lists to candidates at fair market value, if made available to all candidates (Be aware of possible unrelated business income exposure and consider internal policy concerning release of mailing lists as well as possible donor reactions).

What can 501(c)(3) organizations NOT do?

1. Support specific candidates or parties in races for elected office, including: • Support or oppose a declared candidate or third party movements; • Conduct efforts to "draft" someone to run; • Conduct exploratory advance work.

2. Endorse a candidate or contribute to a campaign with money or time: • Members can, of course, donate or volunteer on their own time.

3. Contribute any cash or in-kind support: • Includes loans or paying to attend partisan political dinners; • An in-kind contribution is considered providing anything of value to a candidate,

political party or political organization when you are not paid the fair market value in return.

4. Send partisan political communications to their members or employees telling them how to vote.

5. Sponsor joint fund raising events or solicitations with candidates or political group. 6. Directly approach candidates and ask them to endorse your organization's agenda.

Additional Information from the IRS Section 501 (c)(3) provides a federal tax exemption to a charitable organization, so long as it "does not participate in, or intervene in (including the publishing or distributing of statements), any political campaign on behalf (or in opposition to) any candidate for public office. The IRS also forbids such organizations from trying to prevent a public official from being re-nominated.

• Candidate: any individual who offers himself or herself, or is proposed by others, as a contestant for an elective public office.

• Public office: any position filled by a vote of the people at the federal, state or local level, ranging from the President of the United States to the local school board, and elective party offices, such as precinct committee persons and party nominations.

Can an organization state its position on public policy issues that candidates for public office are divided on?1

• An organization may take positions on public policy issues, including issues that divide candidates in an election for public office as long as the message does not in any way favor or oppose a candidate. Be aware that the message does not need to identify the candidate by name to be prohibited political activity. A message that shows a picture of a candidate, refers to a candidate's political party affiliations, or other distinctive features of a candidate's platform or biography may result in prohibited political activity.

Can an organization post information on its website (or link to other websites) about a candidate for public office?2

• A website is a form of communication. If an organization posts something on its website that favors or opposes a candidate for public office it is prohibited political activity. It is the same as if the organization distributed printed material, or made oral statements or broadcasts that favored or opposed a candidate.

• If an organization establishes a link to another website, it is responsible for the consequences of establishing and maintaining that link even if the organization does not have control over the content of the linked site. Because the linked content may change, the organization should monitor the linked content and adjust or remove any links that could result in prohibited political activity. This document is intended to provide guidance on federal lobbying laws but is not legal advice and we would advise you to consult an attorney if you have specific concerns.

This information (except for item #7) was adapted from the Alliance for Justice's series on non-profit and foundation lobbying and advocacy. Visit www.afj.org for more information. Item #7 was taken from the Independent Sector publication "nonprofit Advocacy and Lobbying…Election Dos and Don'ts for 501 (c)(3) organizations. 1 http://www.irs.gov/charities/charitable/article/0 ..ld=179462.00.htm/. accessed 6/25/2008 2 http://www.irs.gov//charities/charitable/article/0..ld=179464.00.html. accessed 6/26/2008

Building Coalitions In politics, there is strength in numbers. Seldom does an advocacy issue impact only one health care organization. Building coalitions with others who share your concerns can maximize leverage and increase the chances of success for all of the organizations involved. Coalition building can start with other health, such as other Catholic parishes, other faith traditions, and/or nonprofits, state and regional groups. There are many opportunities to combine forces, share advocacy responsibilities and have a greater impact than any one organization acting alone. The three basic steps to building an effective coalition are:

1. Identify Stakeholders Make a list of all the groups in your community that might have an interest in your issue.

2. Outreach Talk individually with representatives of these groups. Invite them to a meeting to discuss working together and ways in which each group could be involved.

3. Agreement If there is sufficient interest, reach clear agreement on goals for the coalition; a single, unified public position and strategy; and expectations of each participant in terms of resources, level of activity, etc.

Coalition building is an effective way to illustrate that your issue has an impact on others and to gain support from the broader community. Once a coalition is formed, it can use the advocacy tools in this handbook to advance its public policy objectives.

WHY LOBBY? Contacting government officials and other major decision-makers through the methods suggested in this manual have been proven to have an impact on policies that impact YOU. Policy-makers pay attention and may change their minds and votes when even a moderate number of people contact them about an issue.

We are called and commanded to defend the needs of the poor and vulnerable (Isaiah 1: 17). We must fulfill this call...by speaking out and calling attention to issues and unjust structures (proverbs 31: 8-9).

If you wish our elected Representatives to support your views, you must be involved in educating them about the issues that affect you, your jobs, your families, your environment and your community. They are somewhat isolated from the rest of society, as we know it. So we should take the responsibility to keep them in touch with the reality of life among the people. They want to hear from you. Individual voter opinions are important to the politician and his/her own personal beliefs, as well. But what is probably more influential is the need for him/her to satisfy a sufficient part of the public to gain re-election. Your advocacy efforts CAN impact the public conversation about issues, leading to changed responses and solutions.

Adapted from Chapter 10 of Public Policy Advocacy Handbook: A Guide for Influencing Legislation, Catholic Health Initiatives, June 2006.

FOUNDATION FOR EFFECTIVE LOBBYING E-MAILS AND FAXES Very effective Convenient Immediate for sending Immediate for response expectation Faxes can be delivered quickly and generate quick response LETTER WRITING Very effective Opportunity to explain issue in detail Slow mail requires time to compose and mail Time lapse in response expectation PHONE CALLS Issue should be simple to explain Ease in generating high volume by use of phone tree Best tool when short of time PERSONAL VISITS... to your elected representative Establishes and maintains relationship Personalizes your agenda Requires time MEDIA CONTACT May be letter-to-the-editor, talk radio contact, opinion/editorial A voice to your policy-maker Educates your community Letters section is most highly read section of the newspaper

THE PERSONAL VISIT Why bother with a personal visit to a legislator's office? Because a personal visit:

• provides time for a discussion of the pros and cons of a particular issue, • impresses the legislator with the urgency and intensity of your concern, • allows you to clarify misconceptions the legislator may have about the issue, d. gives you

a more accurate "reading" of the legislator's stand on the issue • provides name and "face" recognition for you and the members of your group, and • lends support to letter and phone campaigns about the same bill/issue.

Before you call to set up an appointment:

• Negotiate with two or three other interested persons to accompany you. • Select a few possible dates and times which would be convenient for all members of the

group. • Agree on the specific purpose of the visit. • Identify one person to set up the appointment.

Setting up the appointment:

• Call the legislator's local office and identify yourself by name and hometown. • Ask to speak to the Appointment or Calendar Secretary. • Briefly explain your reason for wanting to meet with the legislator. • Be prepared to offer some possible dates and times. • Be prepared to identify the other members of the group by name and hometown.

NOTE: Some legislators will insist on receiving a written request for an appointment. In that case your note should include steps 1, 3, 4 and 5. Ask for an email address or FAX number and a name for the "attention" line. Either will be faster than a letter and you can get a confirmation of receipt. Preparation for the appointment:

• Plan for a 15 to 20 minute meeting. • Keep the group at a maximum of four members. A larger group would be counter-

productive for such a brief meeting. • Prepare your major point~ and decide who in the group will speak to each one. • Do not assume that the legislator is familiar with the details of the bill/issue. Be prepared

to tactfully acquaint him/her with the facts, if necessary. • Designate an informal chairperson for the group.

During the meeting:

• Introduce yourselves and thank the legislator for meeting with you. • Because you requested the appointment, the legislator will expect you to begin the

discussion. • In addition to participating in the discussion, the informal chairperson should be alert to

direct the legislator and the group back to the point if s/he tries to change the subject. • Be prepared to recognize and to counter avoidance techniques and stalling tactics. • Example: A legislator might say, "I haven't read the bill yet so I can't tell you my

position." • Response: Hand the legislator a very brief summary of the highlights of the bill. Use it as

a point by point guide to the discussion. • Example: Beware of vague statements that sound positive: "Yes, I am in favor of that

idea." • Response: The legislator seems to agree with you but has not promised to vote for the

bill. Press for a more specific statement. • After all points have been presented and briefly discussed, tell the legislator exactly what

you would like him/her to do (vote for/against the bill, sponsor a bill, place a bill on his/her committee's agenda, etc.)

• Conclude the meeting by thanking the legislator and by promising to send any additional information that s/he may have requested from you.

After the meeting:

• Document the results of the meeting in a follow-up letter which restates your understanding of the legislator's position.

• Copy (cc) the other members of the group, your Principal or PTA/HSA, the Superintendent, and an Alliance Coordinator. ·

• If your meeting was held with an aide, you should still address the letter to the legislator. Copy (cc) the aide.

• As soon as possible, provide the legislator with any additional information that s/he may have requested from you.

• Ask for a few minutes on the agenda of the next general meeting of your PTA/HSA and give a brief report of the visit.

Testifying before the New Jersey Legislature Committee hearings are a critical step in the legislative process. It is usually the most effective opportunity for concerned citizens to express their opinions and to offer factual information in support of a bill. Legislators are inclined to look favorably on statements presented by individual citizens, as long as the testifiers are informed about the issues. The importance of committee hearings:

• When a bill is being "heard in committee" in either branch of the State Legislature, the public is invited to offer testimony regarding the bill's contents. .

• Committee hearings provide you with the opportunity to speak directly to the committee members who will then decide the future life, or death, of a bill.

• If a committee "votes it down", the bill is "dead" and will never reach the full Senate or Assembly for consideration. But when a bill is approved, it is "reported" to the full Senate or Assembly for further discussion, possible revision and eventual vote.

• The most effective way to influence the outcome of a committee vote is by testifying before that committee.

• A bill may be referred to more than one committee for clearance. In that case, the procedure must be repeated for each committee.

Example: A voucher bill could be referred to both the Education (subject matter) and Appropriations (funding) Committees for consideration.

Preparing your testimony: • Testimony is normally limited to five minutes. • The cover sheet should include this statement and information: Testimony presented to

the Senate (or Assembly) Education Committee in reference to (name and number of bill). The date of testimony. Your name, address and phone number. If you represent an organization, name it and include your title.

• Begin with a brief greeting, such as: “Good Morning. Thank you Mr. (or Madame) Chairman and members of the Committee for this opportunity to address you."

• The content of your testimony should always be specific and focused, and occasionally personal.

• You may include charts or tables in the testimony or in an Appendix if appropriate, but use numbers and percentages sparingly in your oral presentation.

• Be mostly factual and just a little bit emotional. • Make about 10-15 copies of the finished product to take with you to Trenton.

Before you testify:

• Plan to arrive in the committee room 15 minutes before the hearing is scheduled to begin. • As soon as you arrive, fill out a Committee Testimony form which can usually be found

on a table in the hearing room.

Here is a copy of the form.

• Give the completed form and about 10-12 copies of your testimony to the committee

secretary or aide who is usually seated at the front of the room. The secretary will distribute the copies to the committee members and their staffs.

• Note: Remember to keep a copy for yourself! • Take a seat and wait to be called.

When you testify:

• If many individuals are waiting to testify on a particular piece of legislation, it is advisable to focus on the "new ideas" in your testimony. As much as possible, try not to duplicate what has already been said by previous testifiers, even though these ideas are contained in your written testimony.

• However, if you are among the first to testify, you will probably be able to read your entire testimony without repeating anyone else's thoughts.

• When you are finished, some Committee members might ask questions about specific aspects of your testimony. If not, the Chairman will simply thank you for testifying.

• Once you are excused, you are free to leave or to remain for the rest of the hearing. After you testify: Describe your experience at the next general meeting of your organization. Encourage others to support the effort by phone and mail.

WRITTEN COMMUNICATION These written forms of communication with legislators are listed in order of EFFECTIVENESS, beginning with the BEST! The Most Effective Form Of Written Communication Is A Personal Letter or Fax. Legislators understand how difficult and time consuming it is for you to compose your thoughts into written form, write or type the letter, find an envelope and a stamp and, finally, to locate a mailbox! The same is true of original FAXES and email messages. Few people ever bother to use this labor-intensive method; therefore, legislators put great value on personal communications. They realize that you must feel very strongly about the issue and that other constituents who did not bother to write might agree with you. Legislators keep personal letters and FAXES on file. An Equally Effective Form of Written Communication is a Group Letter or Fax. A group letter is a single message, composed and signed by three to five persons who have similar opinions about the topic' at hand. Some examples of natural groupings would be coworkers at a place of employment, members of a club or team, volunteers who perform their services at the same location on the same day, relatives or neighbors, school or parish council executive boards or committees. Group letters send the message to legislators that people at large are talking about a certain issue, and feel strongly enough about it to band together to express their support or opposition. Modified Form Letters are Useful in Special Circumstances. Modified form letters are composed of sentences or phrases or ideas chosen from a list of suggestions. This approach is not as effective as a personal or group letter or FAX, but it might be helpful for persons who are not comfortable with the English language. The Least Effective Tools are Petitions, Postcards and Form Letters. To be effective at all these tools must be used only in emergencies and only as a follow up to individual letters. If legislators have not been hearing from you in the past about a particular issue, they are not likely to be impressed by the "easy" ways of communicating. Establish name recognition for yourself and/or your organization through personal letters first, and then use petitions and post cards as quick ways to repeat your message in time crunch situations only. By themselves, they will accomplish very little.

• PETITIONS should be signed by residents of the legislator's district, should include the name and address of each signee, and should be accompanied by a personal cover letter signed by someone with a title (President of HSA, Chairman of Parish Council, Director of Volunteers ).

• POSTCARDS bearing a brief statement of support for, or opposition to an issue should be sent in very large numbers and supported simultaneously by a phone "blitz".

• FORM LETTERS, which are the easy way out, should be avoided like the plague! Legislators know that many form letters are signed by people who know little or nothing

about an issue, or who have only a passing interest in its success. They rarely bother to keep form letters on file.

FORMAT FOR LETTERS AND FAXES This suggested format is appropriate for personal letters and faxes, group letters and faxes and e-mail messages. It can be followed when writing to New Jersey State officials or to members of the U.S. Congress. Date The Honorable Jane Doe Street Address City, State, Zip Dear Senator Doe: (The first sentence should explain why you are writing. Here are some examples.)

I am writing to express my support for (opposition to)...(Name the issue). I am writing to urge you to vote in favor of (or against)…(State the number and name of the bill which is up for vote.)

(In three to five sentences describe your reasons for supporting or opposing the issue/bill. Be polite but firm and direct.) (End your letter by requesting a response to a specific question, and/or by asking how the legislator intends to vote on the bill. Here are some examples.)

Please explain why you object to funding tuition vouchers for school-aged residents of New Jersey who wish to attend nonpublic schools; or Please let me know how you will vote. (This request is much more specific than: "Please tell me whether or not you support this bill.")

Yours truly (or Sincerely), Your Signature(s) Print or type your full name address and phone number. P.S. If you have any appearances planned in my vicinity, I would like your schedule in order to attend and hear you speak. (Handwritten P.S., if letter is typed, to make the presentation more personal)

Is it hard to get people to write? Of course it is!

BUT... the obstacles can be overcome. SOME TRICKS OF THE TRADE It is more effective to ask a small target group to write letters than to send out a general request to a larger group. For example:

LARGE GROUP Every family in the school The whole parish The entire diocese The statewide membership

TARGET GROUP The families of students in grades 3, 5 and 7 The members of the Parish Council Selected deaneries in the diocese Legislative Reps of the Council of Catholic Women

A personal request made -by phone or in person is more likely to result in a letter than a request sent by mail or announced at a large general meeting. It is more difficult to say "No" to someone who has approached you one-on-one or to neglect an appeal made to you as a member of a selected small group. People feel a greater obligation to keep their promises when they remember that they will be seeing you again and you will probably ask about the letter. Call it guilt if you like, but it usually works! Always set a deadline date for the letter-writing and request a copy for your files. It is better to monitor the results of your request than to simply hope that people will do what they promised. As soon as people hang up or go home, the details of daily life take over again and the promise is often forgotten. Legislators are not influenced by good intentions and empty mailboxes. Some people would prefer to write a letter with someone else's help. Group members can talk about ideas and sentences and then sign the letter together. It's a good approach for anyone who is afraid to make a mistake, or who doesn't believe that they can express themselves clearly, or who is uncomfortable with the English language. If your folks insist that they are simply too busy, organize a Write-in.

You can bypass almost any excuse you'll ever hear about writing letters to legislators by organizing a "Write-in" or by including a "Write-in" on the agenda of the target group's next meeting.

GUIDELINES FOR WRITE-INs What is a "Write-in"? A Write-in is a scheduled, structured meeting during which those in attendance will be provided with materials, information and time to write a letter to one or more legislators. The participants are free to write their letters in private or in groups or pairs. What materials are needed?

1. A supply of plain white paper such as copier paper. 2. A supply of plain white #10 envelopes. 3. Some pens for anyone who forgot to bring one. 4. Copies of the "Format for Letters and Faxes" page from this manual. 5. Copies of an information sheet or legislative alert about the issue/bill. 6. Names and local office addresses of the designated legislators. 7. A dictionary for reference. 8. Stamps or access to a postage meter.

How much time should be allowed for a Write-in? As a stand-alone event, allow 45 minutes. As one segment of a multi-purpose meeting, allow 20 to 30 minutes. Who should pay for the materials and postage? A Write-in is not very costly. Perhaps the sponsoring organization could underwrite the cost. If not, ask each participant to donate.40 or .50 per letter to cover the cost of paper, envelope and stamp. When and where should Write-ins take place? As a stand-alone meeting, a Write-in can be scheduled at any time that is convenient for the invited participants. For example: evening for working parents, daytime for retirees and senior citizens, weekends for folks who are frequently out of town on business. The location should be familiar and convenient, such as local school cafeterias or church halls, K of C halls, senior citizen centers or parish conference areas. As one segment of a multi-purpose meeting, the best time is DURING the meeting. PRIME TIME is usually twenty to thirty minutes into a meeting, perhaps right after the shorter business reports but before the new business and comments by Principals and Pastors. In any event, beware of these· pressure traps:

1. Do not schedule the Write-in at the beginning of the meeting because some members always come late and will miss the explanations.

2. Do not schedule the Write-in at the end of the meeting because some people always leave early and others will simply skip out.

3. Do not schedule a Write-in in conjunction with the annual Christmas party or Spring Concert or Teacher Conferences. The atmosphere is too charged with excitement and/or tension at such times.

What happens after the Write-in?

1. Mail the letters! 2. Keep a list of participants. You will want to call on them again now that they have

experienced how .easy it is to respond to a Legislative Alert by mail.

PHONE CALLS Phone calls are IMMEDIATE. They also have the personal direction similar to a personal meeting; but are less time-consuming to arrange and carry through. Politicians may have their staff answer their phones and the staff member may be the individual you must be prepared to speak with about the issue. Don't worry - sometimes the staffer you speak with is the very one in charge of your particular issue and, ultimately has some influence on policy AND the politician. Be prepared to leave a short one sentence message such as "Please support HR 101 rental assistance bill." TIPS ON PHONE CALLING

1. Be prepared - know about the bill being discussed in case there are any questions posed to you.

2. Identify yourself by name and location. 3. Identify the pertinent bill by name and number. 4. If the legislator is not available ask for the staffer who handles your issue. If the staffer is

not available leave a message with the person who answers the phone. 5. Stay brief and simple - focus on one point to influence your legislator's vote in your

direction. If you can't relay your message in three minutes or less, write a letter. 6. Ask for the legislator's view on the bill being discussed. 7. Leave a message if you get a voice mail. Be sure to leave your name, the date and time of

your call, a brief reason for your call and your telephone number including a request for response.

8. Encourage others to call - there is impact in numbers. Your legislator tracks the volume of calls that come into the office regarding an issue.

Before you call:

1. Jot down the one or two important points you wish to make. This simple action will help you to focus your thoughts before you speak.

2. Remind yourself that initially, at least, you will most likely speak to a secretary, a volunteer, or an aide. The secretaries and volunteers do not usually discuss bills or issues with callers, but professional aides do have the authority to represent a legislator's views.

During the call:

1. Identify yourself by name and town of residence. 2. Ask to speak to the legislator and mention the topic of your call.

At this point, you could receive one of several possible responses.

• If the legislator is not available to take your call, ask to speak with the legislative aide

who deals with education issues. If that person is not available, leave your phone number and ask to have your call returned.

• If you reach an answering machine, leave your name, hometown, day and evening phone numbers, topic of interest and ask to have your call returned.

• If the legislator or a knowledgeable aide is available to take your call, then focus on the one or two points you wish to make and state your position on the bill or issue. Ask for his/her view and let the discussion continue for a few more minutes. If the bill is coming up for a vote,' end the call by saying how you want the legislator to vote and by thanking him/her.

SAMPLE PHONE CALL SCRIPT Parishioner: Hello, I would like to speak to Representative Smith about Bill # ___, named _ Staffer: I'm sorry. Mrs. Smith is in a committee meeting right now. May I take a message for her? Parishioner: Yes. My name Is _________ and I am a member of __________ parish in ,NJ. I would like Representative Smith to vote in favor of Bill because (say how the bill impacts you and your community). Please ask her to contact me about her position on this issue. Again, my name is ________, and my address is (speak slowly to be sure the staffer is taking down the information). I hope she will vote for this bill and I'll be anxiously waiting to hear from her. May I ask your name? Thank you so much for your time, (staffer's name). Staffer: You're welcome and thank you for calling.

!!!!!!Write down the name of who you spoke to along with the date and time of your call for future reference!!!!!!

TALK RADIO According to the Radio Advertising Bureau, "...nearly half of all American adults now listen to talk radio for at least an hour a week and many name it as their principle source of political information." Talk radio is not as factual as printed media; but it is the best way for you to support or refute particular policies or educate and inspire citizens like yourself to take action. Research shows that the listening audience for this medium tunes in mostly to hear a diversity of opinion. Some General Points About Talk Radio

• AM radio is more specialized than FM. AM is where you will find most of the all-news, all-sports, religion and talk shows.

• Talk shows are under no obligation to balance a political issue, based on the Reagan Administration rescinding the fairness doctrine for radio and television broadcasting in 1987.

• Know the ownership and format of the stations to help you target your actions to them for maximum effectiveness.

• Listen to as many programs as you can and note the types of callers who make it on the air.

Tips for Using Talk Radio

1. Call locally produced programs or national programs syndicated to your local stations. 2. When you think you have decided on a show, listen at least three times to determine format,

style, political leaning. Note upcoming guests who may address your priority issues. 3. Prepare your issue - have written notes so you make the most of your time on the air. 4. Be patient and persistent - you may be kept on hold or may reach a busy signal. Start

calling at least 15 minutes before airtime. Don't give up! 5. Identify yourself when your call gets through and offer your name and connection (i.e.,

parish name and location, committee member, etc.). 6. With a conservative station, try to agree at least slightly with a recent point when being

questioned about what you wish to say on the air. Although some disagreement will gain attention, creating your message in populist terms with some compassion and common sense will help your message be well received.

MEETING WITH EDITORIAL BOARDS

You may seek to have a local newspaper write its own editorial in support of your position. You may request a meeting with the newspaper's editorial board (which consists of editorial writers and editors) to provide information about a current issue and seek their support. Request a meeting by sending a letter to the editorial board that explains the reason for the meeting and briefly outlines the issue, then follow up with a phone call to the editor. When meeting with an editorial board, keep your message simple. Make two or three key points; use language that is understandable and non-technical; demonstrate the local impact of the issue under discussion; and be prepared to answer questions.

USING THE MEDIA

OPINION/EDITORIAL (OP-ED)

An op-ed article is another tool for educating the general public as well as your legislators. It is an article that appears opposite the editorial page usually written by citizens, experts, leaders of organization, etc. When writing an op-ed article, be timely and pertinent and tie your theme to a recent event or published article, important date or holiday, or even a popular movie. When submitting it, be sure to include a cover letter explaining why your article is important to publish. Basic Tips When Creating an Op-Ed Article: Style:

• Limit your words - stay between 500 -800 words (about 3 pages double-spaced). • Stay focused - write about only one issue. • Be relevant - how does the issue affect the community? • Use local statistics - this will connect your readers to your article. • Provoke feedback - by its opinionated approach, your op-ed should elicit discussion,

controversy, and response, resulting in enthusiasm and hopefully, action. Choice of Author:

To maximize the odds of getting your op-ed published, it is best for the author or coauthor to have some relevance and expertise on the focused issue, i.e., a local peace officer writing about gun control. This will be more effective in getting readers to think about and act on the issue.

Format:

• Double space • Provide a suggested title • Include the author's name and identification (i.e., title, affiliation with an organization)

When to Submit:

Allow enough time for the publication to review and edit your op-ed (1-2 weeks). Where to Submit:

• Identify the largest publication in your area, state or local, whichever you feel will have the most impact.

• Call and ask for the op-ed editor or the chief editor of the publication and send directly to that individual.

Follow-up Before Publication:

After 3-10 days, call the editor to see if your op-ed article is under consideration. Follow-up After Publication:

Send a copy of your op-ed article, including the name and date of the publication, to the policymaker you most want to influence.

USING THE MEDIA

LETTER TO THE EDITOR "Letters to the editor are impossible to overuse. We clip them and circulate them through the office like gossip sheets of what's going on. The press represents an overall buzz in the community." Congressional Aide A letter to the editor reaches many people in your community since it is one of the most often read segments of the newspaper and/or magazine. It is an easy way to educate and influence the public about an issue and to voice your opinions to your policy makers. The main difficulty with writing a letter to the editor is in getting it published. So try to eliminate as many obstacles to that goal as you can. Know the publication's policy for printing letters ... call the publication directly or check the editorial section for its policy. (See "Resource" section for local papers)

• Length limit? • Format - typewritten? • What must be included? - Name, address, phone # for contact (not to be published)? • Deadline - know when to submit for timely publication of your letter.

Be timely - you will increase your chance of getting the letter published.

• Respond to a recently published article. • Capitalize on a special event or date - i.e. write about an environmental issue on Earth

Day. Stay simple

• Be short but accurate and informative. • Address one issue only. • Write a catchy first sentence to draw the reader in.

Be personal

• Be sure the letter has local relevance - Newspapers cater to the community. • Use statistics, personal stories, names of legislators (they care about how they are

perceived), and credentials (if you are an expert, say it). Follow up

• Be persistent - if your letter doesn't get published, keep trying -consider a revised letter, maybe shorter or from another angle.

• Send a copy to your targeted legislator, if published, with a personal note attached.

USING THE MEDIA

• Do identify clearly the subject matter

or subjects in which you are interested, not just House or Senate bill numbers. Remember, it is easy to get a bill number incorrect.

• Do state why you are concerned

about an issue or issues. Your own personal experience is excellent evidence. Explain how you think an issue will affect your business, profession, community, or family.

• Do restrict yourself to one or at most

two topics. Concentrate your arguments.

• Do put your thoughts in your own

words. This is especially important if you are responding to something you read.

• Do try to establish a relationship

with your own legislators. In general, you have more influence as a actual constituent.

• Do communicate while legislation is

in committee and subcommittee, as well as when it is on the floor. Legislators have much more influence over legislation with their committee's and subcommittee’s jurisdiction.

• • Don't be starstruck. Yes, be in awe of

our system of democracy in which you're participating in and yes, respect the legislative office... but resist the temptation to be "wowed" by a legislator. Remember, they are your neighbors.

• Don't ever, ever threaten. Don't even

hint "I'll never vote for you unless you do what I want." Present the best arguments in favor of your position and ask for their consideration. You needn't remind a legislator of electoral consequences. Visits, phone calls, and mail will be counted without your prompting.

• Don't pretend to wield vast political

influence. Communicate with legislator's as a constituent, not as a self-appointed spokesperson for your school, neighborhood, community, or profession.

• However, if you really are a spokesperson for a group be sure to mention it.

• Don't use incendiary rhetoric,

innuendos or clichés. Such jargon can make your communications sound mass produced even when they aren't.

• Don't become a pen pal or perpetual

infomercial. Some legislative offices will become indifferent to you.

Information from the:

2010 Child Nutrition Reauthorization Child Nutrition legislation includes, among several child and family support programs, the National School Lunch Program. Free and reduced price meals feed 31 million children, 5 days a week, for the duration of their school year. The eligible students attend public, private and religious schools across the country. Over 3.230 participating Catholic schools serve more than 260,000 meals to the needy children enrolled in their schools. A weak economy and high unemployment are forcing an untold number of newly poor families to rely on the National School Lunch Program to provide breakfast and lunch for their school age children. In light of these desperate circumstances, we urge Congress to: -Expand the "free" meal category from 130% of poverty to 185% of poverty, or $40,793 for a family of four. -Eliminate the reduced price category and streamline the application process to ensure that eligible children receive all the assistance they need to succeed in school. -Increase the per meal reimbursement to school nutrition providers. The current Federal reimbursement of $2.68 does not meet the cost of food, labor, rent, equipment and supplies required to produce a school meal. Estimates run as high as $2.92 per meal. -Expand the after school and summer meal programs. Hunger does not end when children are away from the regular school day/year. Hunger is a serious obstacle to a child's development, health, energy and attention level. Ill-fed children perform poorly in school and quickly fall behind their more fortunate classmates, both academically and socially. We urge Congress to address these issues during the reauthorization of the National School Lunch Program.

For additional information, please contact the U.S. Conference of Catholic Bishops :

Secretariat of Catholic Education Government RelationsMarie A. Powell Sr. Executive Director (202) 541-3009 [email protected]

Suzanne Bellenoit, SSJ Associate Director, Public Policy (202) 541-3148 [email protected]

Terry Thames Associate Director (202) 541-3143 [email protected]

H.R. 4247, Keeping All Students Safe Act

1. Catholic schools are committed to maintaining an environment which keeps students safe. We support efforts to eliminate the use of harmful and dangerous disciplinary practices in schools. "We oppose, however... ...the requirements placed on private schools by the House-passed Keeping All Students Safe Act for the following reasons:

• This legislation abandons longstanding precedent that prevents federal education mandates from being imposed on private schools.

• This legislation imposes data collection and analysis requirements on private

schools which have even one student or one teacher participating in a program administered by the U.S. Department of Education

• This legislation requires school personnel to be certified in crisis intervention,

although federal education law has never before imposed cel1ification requirements on private school educators.

• The only examples of students in private schools being harmed that were cited in

the rep0l1 of the U.S. Government Accountability Office (GAO-09-719T) that prompted this legislation refer to residential facilities or schools which served emotionally disturbed teens.

Thus we urge... ...the Senate to defeat H.R. 4247 in its present form and the House to avoid including the requirements of this bill in legislation to reauthorize ESEA.


Marie A. Powell Sr. Executive Director (202) 541-3009 [email protected]



Supporting Choice in Education for All Parents

1. Catholic schools provide a service to the nation and their local neighborhood communities. In addition to providing an education which allows a high proportion of its graduates to go on and succeed in post-secondary institutions, Catholic schools educate students for service and participation in civic affairs. They save taxpayers almost 20 billion dollars each year. Therefore, we support... ...legislation that allows all parents, but especially low-and middle-income parents, to choose the education they believe is best suited for their children, whether that is a public, charter, independent, or religious school. 2. The D.C. Opportunity Scholarship Program has allowed several thousand children from low-income families to choose an educational environment in which they have flourished. Many more families wished to choose this option than funds could assist. The research component of this program has verified that parents and students a1'e quite pleased with the program. Data also shows increased academic achievement for students who have received scholarships. Therefore, we support... ...the extension of the D.C. Opportunity Scholarship program so that students benefitting may continue in their schools and that new students will be allowed to participate in the program.





Proportionate Funding and Equitable Participation for Private and Religious School

Students and Teachers in Federally-funded Education Programs

1. We strongly recommend ... ... the revision of the current contradictory funding policies and procedures regarding equitably shared/proportionate amounts of each LEA's allocation for services to private school students. We urge that these funding amounts be restored to pre·NCLB useable and effective proportions, particularly for services under Title I-A and Title II-A and D.

Rationale: The current version of the Elementary and Secondary Education Act (ESEA), known as the No Child Left Behind Act (NCLB). requires that funds generated by private school students must be spent on services/goods that benefit those students. However, the current mandated/allowable "off the top" set asides, identified exclusively for public school use, contradict this requirement. These reservations seriously erode the amount of funding that should be reserved for the proportionate sharing of an LEA's allocation for services to private school students and teachers.

2. We strongly recommend...

... the retention of the child benefit principle which requires that services benefit individual students and teachers, and not the private or religious school in general.

Rationale: The operating principle known as child benefit is one measure of the constitutionality of participation by private and religious school students and teachers in federally-funded programs.

3. We strongly recommend...

...the continued inclusion of equitable participation in the next iteration of ESEA, as it applies to students and teachers in private and religious schools, in all allowable programs and services. Rationale: ESEA/NCLB contains language that ensures equitable participation in the benefits of its major programs by students and teachers in private schools, including religious schools. (Uniform Provisions, Title IX of ESEA, sec. 9501-9504) The 45 year-old equitable participation requirement is a basic element of ESEA.





Catholic Elementary and Secondary Schools National Statistical Profile for 2009·2010*

Number of Schools: Elementary: 5,889 Secondary: 1,205 Total: 7,094 Location: Urban Inner City Suburban Rural

Schools 2,178 872 2,589 1,455 Percent 30.7% 12.3% 36.5% 20.5%

Enrollment:

Elementary: 1,507,618 Secondary: 611,723 Total: 2,119,341

Caucasian: 69.6% Hispanic/Latino: 12.8% African American: 7.5% Total Hawaiian/Asian, Multiracial, Islander, Unknown, Native American: 10.1% Minority Enrollment: 1970: 10.8% 2009-2010: 29.8% Non-Catholic Enrollment: 1970: 2.7% 2009-201 0: 14.5%

N.B.: Minority and Non-Catholic enrol1ment increases significantly when limited to schools located in the i1111er-city and urban areas.

Private School Universe**: 22.2% of private schools are Catholic Schools 42.5% of students are enrolled in Catholic schools

Participation in Federal Programs:

Title I-A 118,860 students receive services in 3,521 schools Nutrition Programs 262,349 meals were served in 3,228 schools E-rate Received discounts in 08-09 : 2,443 schools

Applied for discounts in 09-10: 2,772 schools

*McDonald, D. & Schultz, M. (2010). United States Catholic Elementary and Secondary Schools 20092010: The Annual Statistical Report on Schools, Staffing and Enrollment. Arlington, VA: National Catholic Educational Association.

**Broughman, S.P., Swaim, N.L., and Keaton, P.W. (2009). Characteristics of Private Schools in the United States: Results From the 2007-08 Private School Universe Survey (NCES 2009-313). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Glossary of Some Common Abbreviations/Terms BOE Board of Education ( ex: Atlantic City BOE). DOE Department of Education ( ex: NJDOE and USDOE). FY State Fiscal Year beginning July 1 and ending June 30, OR Federal Fiscal Year beginning October 1, and ending September 30. The federal FY begins three months later than the traditional business fiscal year. IEP Individualized Education Program: issued to pupils who have undergone a Child Study Team Evaluation and show a need for specialized services. LEA Local Education Agency, more commonly known as the local Board of Education. SEA State Education Agency, or, the State Department of Education. Allocation The per pupil amount of money designated for a particular program for one fiscal year (ex: $20 per pupil for Distance Learning in NJ's nonpublic schools for FY99). Appropriation The total amount of funding assigned to a particular 'program for one fiscal year (ex: $4 million for Distance Learning, statewide, in nonpublic schools for FY99). Nonpublic school/ Private school Schools which are supported by private funds, usually in the form of tuition and fees. Catholic schools are in this category. Participating nonpublic school Nonpublic schools that choose to allow their students to participate in publicly-funded programs and services Schools that do not wish to participate must 'sign off" in writing from all or some of the available programs. The Catholic schools of New Jersey participate fully in appropriate programs. Sectarian school Schools which are owned and operated by a religious organization such as the Catholic Church, the Lutheran Church and Hebrew synagogues. Sectarian schools are also referred to as religious schools and parochial schools

EXISTING PUBLICLY-FUNDED PROGRAMS The following publicly-funded grants and programs currently provide a variety of goods and services, at public expense, for children who attend nonpublic schools.

Funded by the State of New Jersey (Trenton): Nonpublic Textbook. Loan Program

Target group:

• All students enrolled in participating nonpublic schools. Allowable purchases/loans:

• Textbooks, workbooks or manuals intended as the principal source of study for a class and available for the use of each student in that class. (Does not include library or teacher materials.)

Chapter 192: Auxiliary services

Target group: • Students who are enrolled in participating nonpublic schools and who score below

the minimal level of proficiency in reading, writing and/or math as measured by a standardized test administered in the spring of the previous school year.

• Students identified as limited English proficient; • Students unable to attend school for a period of' two or more weeks due to illness

or injury.

Allowable services: Certified teachers may provide: • Remediation in reading, writing and/or math; • Developmental services in English as a Second • Language; • Home instruction.

Chapter 193: Examination and Classification

Target group: • Students who appear to be in need of special services; • Students who require speech-language services including language articulation,

voice and fluency.

Allowable services:. • Examination and classification by a child study team to determine whether a

student is eligible to receive special education and/or related services; • Issuance of an IEP (Individualized Education Program) which authorizes the

provision of specific special education and/or related services at state and/or federal expense.

Chapter 226: Nursing Services for Nonpublic School Pupils

Target group: • All students enrolled in participating nonpublic schools.

Allowable Services: • Under this program, the school nurse is responsible for all required records,

physicals and testing. In certain circumstances and with the written permission of both the parent and the physician, the nurse may administer medication or supervise the self-administration of medication by the student. In an emergency, the nurse may also provide first aid and/or call for appropriate assistance.

Transportation:

Target group: • Nonpublic school students who

o Are residents of a school district in New Jersey which transports its public school pupils, and

o Live 2 to 20* miles (K-B) or 2 1/2 to 20* miles (9-12) from school. The distance is determined by measuring the shortest route by public roadways or public walkways from the student's residence to the nearest public entrance of the nonpublic school. In Cumberland, Gloucester, Hunterdon, Salem, Sussex and Warren Counties, the maximum distance is 30 miles. Allowable services:

• Eligible pupils may be transported, usually by bus, to the nonpublic school. • If suitable transportation cannot be arranged, then eligible pupils may apply

for aid in lieu (reimbursement) for transportation expenses. N.B. Courtesy Busing/Safety Busing (hazardous routes): If pupils live under the minimum mileage limit but would be subjected to hazardous walking/biking conditions between home and school, the local Board of Education may choose to provide courtesy busing for the affected pupils. The service can be offered only if the district also buses pupil school children who live under the minimum mileage limit. Distance Learning Network

Target group: All pupils and teachers in participating nonpublic schools

Allowable goods/services:

• Computers • video cameras • projection devices • satellite dishes • data communications systems • distance learning interactive video classroom • audio conferencing equipment • professional development for teachers.

NO CHILD LEFT BEHIND ACT NCLBA Programs Services Provided

TITLE I: Improving the Academic Achievement of the Disadvantaged

Part A: Improving Basic Programs Operated by Local Educational Agencies Provides supplemental educational services to educationally disadvantaged students to support the students' instructional program in the regular classroom.

Part B: Student Reading Skills Improvement Grants

Subpart 1: Reading First Supports activities for K-12 students such as reading and literacy programs, program and instructional assessments; professional development; and data collection and reporting.

Subpart 3: William F. Goodling Even Start Family Literacy Program Provides grants to a variety of entities that support family literacy programs to assist parents of children ages birth through 7 to help their children reach their full potential as learners. Grants are targeted to high-need areas, such as areas with high levels of poverty, illiteracy, limited English proficiency, or unemployment.

Part C: Education of Migratory Children

Supports educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves.

TITLE II: Preparing, Training and Recruiting High Quality Teachers and Principals

Part A: Teacher and Principal Training and Recruitment Fund Supports professional development and teacher recruiting efforts. Private school teachers may participate only in professional development activities, which may include training in innovative teaching strategies, integrating technology into the curriculum and teaching students with different learning styles and special needs.

Part B: Math and Science Partnerships Provides grants to partnerships to support such activities as summer institutes for mathematics and science teachers, training in curriculum development and increased subject matter knowledge; and stipends or scholarships to obtain alternative certification or advanced course work.

Part D: Enhancing Education through Technology

Supports activities such as professional development in the use of educational technology, and the acquisition of educational hardware, software, and technology.

TITLE III: Language Instruction for Limited English Proficient and Immigrant Students

Part A: Language Acquisition, Language Enhancement and Academic Achievement Act

Supports activities for the provision of language instruction programs, professional development, and the creation of community and family participation programs to assist students with limited English proficiency.

TITLE IV: 21st Century Schools Part A: Safe and Drug-Free Schools and Communities*

Supports drug, violence and suicide prevention programs; mentoring programs, professional counseling; security services; and parental involvement programs.

Part B: 21" Century Community Learning Centers

Supports the creation of after-school or summer programs providing academic enrichment and a wide variety of other programs for students and families in high-poverty areas.

TITLE V: Promoting Informed Parental Choice and Innovative Programs*

Part A: Innovative Programs

Supports a wide variety of activities, including professional development, technology activities, purchase of instructional and educational materials such as library materials or computer hardware or software, programs for educationally disadvantaged students or for gifted students, literacy programs for adults, parental and community involvement activities, community service and service learning programs, programs to hire and support school nurses, mental health and counseling programs, consumer education, pre-kindergarten programs, CPR training, alternative education programs for students suspended or expelled, and school safety programs.

Part D: Subpart 6: Gifted and Talented Students

Provides grants to a variety of entities to support activities designed to meet the educational needs of gifted and talented students.

TITLE VI: Flexibility and Accountability (New Program)

Title V1 provides several programs that make it possible for state and local educational agencies to transfer federal education program funds allocated for one purpose to other purposes authorized by NCLBA. Importantly, whether the state or local district takes advantage of the ability to transfer funds or receives a special authorization for additional flexibility, the obligation to provide equitable services to private and religious school students and teachers remains. State and local school districts must consult with private school officials prior to making any decisions that could impact the ability of private school students and teachers to benefit from programs under NCLBA in which they would otherwise be eligible to participate. *Not funded in 2010-2011

SHARING OUR CATHOLIC FAITH IN THE PUBLIC SQUARE

NEW JERSEY CATHOLIC CONFERENCE

Introduces

An Electronic Network that will provide you with the latest communications from our

Bishops on Catholic teaching and also allow you to:

• Receive information on issues that impact the Church and society

• Receive Action Alerts including messages that can be sent to

public leaders

Join Catholics throughout New Jersey in bringing the richness of our Church’s social teaching to elected officials.

It’s easy to join:

1. Go to our website www.njcathconf.com

2. click on the “FAITH IN ACTION” button

3. Click on “Join our Action Network” 4. Fill in the requested information and submit

If you have any questions regarding the Opportunity Scholarship Act, need assistance in contacting your legislator, or have any other questions, please

contact me:

[NETWORK DIRECTOR CONTACT INFORMATION]

For more information on the bill:

http://www.njcathconf.com/content/catholid_education_school_choice.php

http://www.wecandobetter-nj.org/ This website is constantly updated and contains all the information you need to voice your support for the bill including legislator contact information, a sample

letter and a link to electronically contact your legislators.

Join us on Facebook

New Jersey Network of Catholic School Families http://www.facebook.com/#!/group.php?gid=107498455946242&ref=ts

School Choice NJ

http://www.facebook.com/#!/pages/School-Choice-NJ/101234996589608?ref=ts

INCLUDED IN THE NEXT FEW PAGES ARE SOME MATERIALS

WHICH MAY ASSIST YOU IN YOUR ADVOCACY

ADVOCACY PHONE TREE

KEY CONTACT SURVEY

Please fill in the blanks to list any politicians and/or government appointees you know and would feel comfortable writing, calling and/or opening the door to this official for me or one of my staff. Your Name: _____________________________ Your phone number:____________________ Your email address: ____________________________________________________________ NAMES OF STATE LEGISLATORS State Senators Assemblyman/woman Governor Other State Officials (e.g. Commissioners) NAMES OF FEDERAL LEGISLATORS US Senators Congressmen/women Other Federal Officials (Appointed People)

LOCAL GOVERNMENT (List town with name) Mayor City Council Members Municipal Officials COUNTY GOVERNMENT Freeholders County Officials

NJ LEGISLATOR DIALOGUE TRACKING REPORT

Bill S-1872 : OPPORTUNITY SCHOLARSHIP ACT (NJ - OSA)

Legislative District Number: _____________ Date of Visit/Phone Call: _______________________________________________

Legislator Visited/Called: _______________________________________________ _______________________________________________ Name of Attendee/Caller: _______________________________________________ Email Address: _______________________________________________

Results: _______________________________________________ _______________________________________________

Notes: _______________________________________________ _______________________________________________ Legislative District Number: _____________ Date of Visit/Phone Call: _______________________________________________

Legislator Visited/Called: _______________________________________________ _______________________________________________ Name of Attendee/Caller: _______________________________________________ Email Address: _______________________________________________

Results: _______________________________________________ _______________________________________________

Notes: _______________________________________________ _______________________________________________

STATE LEGISLATIVE DISTRICTS IN THE ARCHDIOCESE OF NEWARK

(Note: Column 1 lists Senators. Columns 2 and 3 list Assemblypersons) DISTRICT

PART OF UNION COUNTY: Elizabeth, Kenilworth, Rosell and Union Twp.

Hon. Raymond J. Lesniak (D) 985 Stuyvesant Ave. Union, NJ 07083 (908) 624-0880 FAX: (908) 624-0587 [email protected]

Hon. Annette Quijano (D) 985 Stuyvesant Ave. Union, NJ 07083 (908) 624-0880 FAX: (908) 624-0587 [email protected]

Hon. Joseph Cryan (D) 985 Stuyvesant Ave. Union, NJ 07083 (908) 624-0880 FAX: (908) 624-0587 [email protected]

PART OF ESSEX COUNTY: Millburn. PART OF MORRIS COUNTY: Chatham Twp., Harding, Long Hill, Madison

PART OF SOMERSET COUNTY: Warren and Watchung. PART OF UNION COUNTY: Berkely Hgts, Cranford, Garwood, Mountainside, New Providence, Roselle Park, Springfield, Summit and Westfield.

Hon. Thomas H. Kean, Jr. (R) 425 North Ave., East, Suite C Westfield, NJ 07090 (908) 232-3673 FAX: (908) 232-3345 [email protected]

Hon. Jon Bramnick (R) 251 North Ave. West, 2nd Floor Westfield, NJ 07090 (908) 232-2073 FAX: (908) 232-2741 [email protected]

Hon. Nancy Munoz 57 Union Place, Suite 310 Summit, NJ 07901 (908)-918-0414 FAX: (908)918-0275 [email protected]

PART OF MIDDLESEX COUNTY: Dunellen and Middlesex. PART OF SOMERSET COUNTY: Green Brook and No. Plainfield, PART OF UNION COUNTY: Clark, Fanwood, Linden, Plainfield, Rahway, Scotch Plains, and Winfield.

Hon. Nicholas P. Scutari (D) 1514 East Saint Georges Ave. 2nd Fl. Linden, NJ 07036 (908) 587-0404 FAX: (908) 587-9312 [email protected]

Hon. Linda Stender (D) 1801 E. Second St., 2nd Floor Scotch Plains, NJ 07076 (908) 668-1900 FAX: (908) 668-9962 [email protected]

Hon. Jerry Green (D) 17 Watchung Ave. Plainfield, NJ 07060 (908) 561-5757 FAX: (908) 561-5547 [email protected]

PART OF ESSEX COUNTY: Caldwell, City of Orange, Essex Fells, Fairfield, Livingston, Maplewood, part of Newark, No. Caldwell, Roseland, So. Orange Village, West Caldwell and West Orange.

Hon. Richard J. Codey (D) 449 Mount Pleasant Ave. West Orange, NJ 07052 (973) 731-6770 FAX: (973) 731-0647 [email protected]

Hon. John F. McKeon (D) 4 Sloan St., Suite D & E South Orange, NJ 07079 (973) 275-1113 FAX: (973) 275-1480 [email protected]

Hon. Mila M. Jasey (D) 15 Village Plaza, Suite 1B South Orange, NJ 07079 (973) 762-1886 FAX: (973) 762-6118 [email protected]

PART OF ESSEX COUNTY: Belleville, Bloomfield, Irvington, and part of Newark

Hon. Ronald L. Rice (D) 1044 South Orange Ave. 4th Fl. Newark, NJ 07106 (973) 371-5665 FAX: (973) 371-6738 [email protected]

Hon. Ralph R. Caputo (D) 148-152 Franklin St. Belleville, NJ 07109 (973) 450-0484 [email protected]

Hon. Cleopatra G. Tucker (D) 400 Lyons Ave. Newark, NJ 07112 (973) 926-4320 FAX: (973) 926-5736 [email protected]

ESSEX COUNTY: Part of Newark. PART OF UNION COUNTY: Hillside.

Hon. M. Teresa Ruiz (D) 166 Bloomfield Ave. Newark, NJ 07104 (973) 484-1000 FAX (973) 484-1000 [email protected]

Hon. Albert Coutinho (D) 73-75 Ferry Street Newark, NJ 07105 (973) 589-0713 FAX (973) 589-0716 [email protected]

Hon. L. Grace Spencer (D) 223 Hawthorne Ave., Newark, NJ 07112 (973) 624-1730 FAX (973) 292-2386 [email protected]

PART OF HUDSON COUNTY: Bayonne and part of Jersey City.

Hon. Sandra B. Cunningham (D) 1738 Kennedy Blvd. Jersey City, NJ 07305 (201) 451-5100 FAX: (201) 451-0867 [email protected]

Hon. Charles Mainor (D) 485-7 Martin Luther King Jr. Dr. Jersey City, NJ 07304 (201) 536-7851 FAX: (201)536-7854 [email protected]

Hon. Jason O'Donnell (D) 447 Broadway, Bayonne, NJ 07002 (201) 436-0961 [email protected]

PART OF BERGEN COUNTY: Fairview. PART OF HUDSON COUNTY: East Newark, Harrison, part of Jersey City, Kearny, North Bergen and Secaucus.

Hon. Nicholas J. Sacco (D) 9060 Palisade Ave. North Bergen, NJ 07047 (201) 295-0200 FAX: (201) 295-8294 [email protected]

Hon. Vincent Prieto (D) 1249 Paterson Plank Rd. Secaucus, NJ 07094 (201) 770-1303 FAX: (201) 770-1326 [email protected]

Hon. Joan M. Quigley (D) The Hamilton Park Foundry 235 Ninth Street Jersey City, NJ 07302 (201) 217-4614 FAX: (201) 217-4617 [email protected]

PART OF HUDSON COUNTY: Guttenberg, Hoboken, part of Jersey City, Union City, Weehawken and West New York.

Hon. Brian P. Stack (D) 5801isade Ave. West New York, NJ 07093 (201) 861-5091 FAX: (201) 330-0513 [email protected]

Hon. Ruben J. Ramos, Jr. (D) 70 Hudson St., 7th flr. Hoboken, NJ 07030 (201) 714-4960 FAX: (201) 714-4963 [email protected]

Hon. Caridad Rodriguez (D) 303 58th St., West New York, NJ 07093 (201) 854-0900 FAX: (201) 854-4818 [email protected]

PART OF ESSEX COUNTY: East Orange, Glen Ridge and Montclair. PART OF PASSAIC COUNTY: Clifton and West Paterson.

Hon Nia H. Gill (D) 425 Bloomfield Ave., 2nd floor Montclair, NJ 07042 (973) 509-0388 FAX: (973) 509-9241 [email protected]

Hon. Thomas P. Giblin (D) 1333 Broad Street Clifton, NJ 07013 (973) 779-3125 FAX: (973) 779-3156 [email protected]

Hon. Sheila Y. Oliver (D) 15-33 Halstead Street East Orange, NJ 07018 (973) 395-1166 FAX: (973) 395-1724 [email protected]

PART OF BERGEN COUNTY: Glen Rock. PART OF PASSAIC COUNTY: Haledon, Hawthorne, N. Haledon, Paterson, Prospect Park and Totowa.

Hon. John A. Girgenti (D) 507 Lafayette Ave. Hawthorne, NJ 07506 (973) 427-1229 FAX: (973) 423-5895 [email protected]

Hon. Nellie Pou (D) 100 Hamilton Plaza, Suite 1403-05 Paterson, NJ 07505 (973) 247-1555 FAX: (973) 247-1550 [email protected]

Hon. Elease Evans (D) 100 Hamilton Plaza, Suite 1403-05 Paterson, NJ 07505 (973) 247-1521 FAX: (973) 247-1550 [email protected]

PART OF BERGEN COUNTY: Carlstadt, East Rutherford, Garfield, Lyndhurst, Moonachie, North Arlington, Rutherford, Wallington and Wood Ridge. PART OF ESSEX COUNTY: Nutley. PART OF PASSAIC COUNTY: Passaic City.

Hon. Paul Sarlo (D) Bank of America Bldg., 2nd Floor 207 Hackensack St. Wood-Ridge, NJ 07075 (201) 804-8118 FAX: (201) 804-8644 [email protected]

Hon. Gary S. Schaer (D) 1 Howe Avenue, Suite 302 Passaic, NJ 07055 (973)249-3665 FAX: (973) 249-6281 [email protected]

Hon. Fred Scalera (D) 800 Bloomfield Ave., Lower Level Nutley, NJ 07110 (973) 667-4431 FAX: (973) 667-9478 [email protected]

PART OF BERGEN COUNTY: Bergenfield, Bogota, Englewood, Englewood Cliffs, Hackensack, Leonia, Maywood, Palisades Park, Ridgefield Park, Rochelle Park, Teaneck and

Tenafly. Hon. Loretta Weinberg (D) 545 Cedar Lane Teaneck, NJ 07666 (201) 928-0100 FAX: (201) 928-0406 [email protected]

Hon. Gordon M. Johnson (D) 545 Cedar Lane Teaneck, NJ 07666 (201) 836-4924 FAX: (201) 928-0406 [email protected]

Hon. Valerie Vainieri Huttle (D) 1 Engle St., Suite 108 Englewood, NJ 07631 (201) 541-1118 FAX: (201) 541-1071 [email protected]

PART OF BERGEN COUNTY: Cliffside Park, Edgewater, Elmwood Park, Fair Lawn, Fort Lee, Hasbrouck Heights, Little Ferry, Lodi, Paramus, Ridgefield, Saddle Brook, So. Hackensack and Teterboro.

Hon. Robert M. Gordon (D) Radburn-Plaza Building 14-25 Plaza Rd., P.O. Box 398 Fair Lawn, NJ 07410 (201) 703-9779 FAX: (201) 703-8127 [email protected]

Hon. Joan M. Voss (D) 520 Main Street Fort Lee, NJ 07024 (201) 346-6400 FAX: (201) 346-5385 [email protected]

Hon. Connie Wagner (D) 205 Robin Road, Ste. 216 Paramus, NJ 07652 (201) 576-9199 FAX: (201) 5769432 [email protected]

PART OF BERGEN COUNTY: Allendale, Alpine, Closter, Cresskill, Demarest, Dumont, Emerson, Harrington Park, Haworth, Hillsdale, Ho-Ho-Kus, Montvale, New Milford, Northvale, Norwood, Old Tappan, Oradel, Park Ridge, Ramsey, River Edge, River Vale, Rockleigh, Saddle River, Upper Saddle River, Waldwick, Washington Twp., Westwood and Woodcliff Lake.

Hon. Gerald Cardinale (R) 350 Madison Avenue Cresskill, NJ 07626 (201) 567-2324 FAX: (201) 567-8514 [email protected]

Robert Schroeder (R) 123 Broadway 2nd Floor Woodcliff Lake, NJ 07677 (201) 391-3672 [email protected]

Hon. Charlotte Vandervalk (R) 220 Kinderkamack Rd., Suite E Westwood, NJ 07675 (201) 666-0881 FAX: (201) 666-5255 [email protected]

PART OF BERGEN COUNTY: Franklin Lakes, Mahwah, Midland Park, Oakland, Ridgewood, and Wyckoff. PART OF ESSEX COUNTY: Cedar Grove, Verona PART OF PASSAIC COUNTY: Little Falls, Ringwood, Wanaque and Wayne.

Hon. Kevin J. O’Toole (R) Wayne Plaza II 155 Route 46 West, Suite 108 Wayne, NJ 07470 (973) 237-1362 FAX: (973) 237-1367 [email protected]

Hon. David C. Russo (R) 22 Paterson Ave. Midland Park, NJ 07432 (201) 444-9719 FAX: (973) 444-9732 [email protected]

Hon. Scott T. Rumana (R) Wayne Plaza II 155 Route 46 West, Suite 108 Wayne, NJ 07470 (973) 237-1362 FAX: (973) 237-1367 [email protected]

STATE LEGISLATIVE DISTRICTS IN THE DIOCESE OF TRENTON (Note: Column 1 lists Senators. Columns 2 and 3 list Assemblypersons)

PART OF BURLINGTON COUNTY: Beverly, Burlington City, Burlington Twp.,

Cinnaminson, Delanco, Delran, Edgewater Park, Florence, Maple Shade, Mt. Holly, Palmyra, Riverside, Riverton, Westampton and Willingboro. PART OF CAMDEN COUNTY: Merchantville, Pennsauken.

Hon. Diane B. Allen (R) 11 West Broad Street, Suite B Burlington City, NJ 08016 (609) 239-2800 FAX: (609) 239-2673 [email protected]

Hon. Herbert C. Conaway, Jr., (D) Delran Professional Ctr., Suite 125 8008 Route 130 North Delran, NJ 08075 (856) 461-3997 FAX: (856) 461-3823 [email protected]

Hon. Jack Conners (D) Delran Professional Ctr., Suite 125 8008 Route 130 North Delran, NJ 08075 (856) 461-3997 FAX: (856) 461-3823 [email protected]

PART OF BURLINGTON COUNTY: Easthampton, Evesham, Hainesport, Lumberton, Mansfield, Medford, Medford Lakes, Moorestown, Mt. Laurel, Pemberton Borough, Pemberton Twp., Shamong, Southampton, Springfield, Tabernacle, Woodland, Wrightstown.

Hon. Philip E. Haines (R) 32 A N. Main Street Medford, NJ l 08054 (856) 654-1498 FAX: (609) 654-4518 [email protected]

Hon. Dawn Marie Addiego (R) 32 A N. Main Street Medford, NJ l 08054 (856) 654-1498 FAX: (609) 654-4518 [email protected]

Hon. Scott Rudder (R) 32 A N. Main Street Medford, NJ l 08054 (856) 654-1498 FAX: (609) 654-4518 [email protected]

PART OF ATLANTIC COUNTY: Folsom, Hammonton.

PART OF BURLINGTON COUNTY: Bass River, Washington. PART OF OCEAN COUNTY: Barnegat, Barnegat Light, Beach Haven, Beachwood, Berkeley, Eagleswood, Harvey Cedars, Surf City and Tuckerton.

Hon. Christopher J. Connors (R) 620 W. Lacey Road Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

Hon. Brian E. Rumpf (R) 620 W. Lacey Rd. Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

Hon. Daniel M. Van Pelt (R) 620 W. Lacey Rd. Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

PART OF MONMOUTH COUNTY: Manasquan. PART OF OCEAN COUNTY: Bay Head, Brick, Dover, Island Heights, Lavallette, Mantoloking, Pt. Pleasant, Pt. Pleasant Beach, Seaside Heights, Seaside Park, So. Toms River.

Hon. Andrew R. Ciesla (R) 852 Highway 70 Brick, NJ 08724 (732) 840-9028 FAX: (732) 840-9757 [email protected]

Hon. David W. Wolfe (R) 852 Highway 70 Brick, NJ 08724 (732) 840-9028 FAX: (732) 840-9757 [email protected]

Hon. James W. Holzapfel (R) 852 Highway 70 Brick, NJ 08724 (732) 840-9028 FAX: (732) 840-9757 [email protected]

PART OF MONMOUTH COUNTY: Allenhurst, Asbury Park, Atlantic Highlands, Avon-by-the-Sea, Belmar, Bradley Beach, Brielle, Deal, Eatontown, Highlands, Interlaken, Loch Arbour, Long Branch, Monmouth Beach, Neptune, Neptune City, Ocean, Rumson, Sea Bright, Sea Girt, So. Belmar, Spring Lake, Spring Lake Heights, Wall Twp., and West Long Branch.

Hon. Sean T. Kean (R) 1955 Highway 34, Bldg. 2A Wall Township, NJ 07719 (732) 974-0400 FAX: (732) 974-2564 [email protected]

Hon. David P. Rible (R) 1955 Highway 34, Bldg. 2A Wall Township, NJ 07719 (732) 974-0400 FAX: (732) 974-2564 [email protected]

Hon. Mary Pat Angelini (R) 1955 Highway 34, Bldg. 2A Wall Township, NJ 07719 (732) 974-0400 FAX: (732) 974-2564 [email protected]

PART OF MERCER COUNTY: East Windsor, Hightstown. PART OF MONMOUTH COUNTY: Colts Neck, Englishtown, Fair Haven, Freehold Borough, Freehold Twp., Little Silver, Manalapan, Marlboro, Millstone Twp., Oceanport, Red Bank, Shrewsbury, Shrewsbury Twp., Tinton Falls.

Hon. Jennifer Beck (R) 32 Monmouth Street, 3

rd flr

Red Bank, NJ 07701 (732) 933-1591 FAX: (732) 933-1598 [email protected]

Hon. Caroline Casagrande (R) 71 West Main Street, Suite 101 Freehold, NJ 07728 (732) 866-1695 FAX: (732) 933-1598 [email protected]

Hon. Declan Joseph O’Scanlon, Jr. (R) 32 Monmouth Street, 3

rd flr.

Red Bank, NJ 07701 (732) 933-1591 FAX: (732) 933-1598 [email protected]

PART OF MIDDLESEX COUNTY: Old Bridge. PART OF MONMOUTH COUNTY: Aberdeen, Hazlet, Holmdel, Keansburg, Keyport, Matawan, Middletown and Union Beach.

Hon. Joseph M. Kyrillos, Jr., (R) One Arin Park Bldg., Suite 303 1715 Rt. 35 Middletown, NJ 07748 (732) 671-3206 FAX: (732) 706-9140 [email protected]

Hon. Samuel D. Thompson (R) 725 Highway 34 Matawan, NJ 07747 (732) 583-5558 FAX: (732) 583-4039 [email protected]

Hon. Amy H. Handlin (R) 890 Main Street Belford, NJ 07718 (732) 787-1170 FAX: (732) 787-0356 [email protected]

PART OF MERCER COUNTY: Hamilton and West Windsor PART OF MIDDLESEX COUNTY: Cranbury, Jamesburg, Monroe, Plainsboro, and So. Brunswick.

Hon. Bill Baroni (R) 3691A Nottingham Way Hamilton Square, NJ 08690 (609) 631-9988 FAX: (609) 631-0324 [email protected]

Hon. Wayne P. Deangelo (D) 2239 Whitehorse-Mercerville Rd., Suite E Hamilton, NJ 08619 (609) 631-7501 FAX: (609) 631-7531 [email protected]

Hon. Linda R. Greenstein (D) 7 Centre Dr., Suite 2 Monroe, NJ 08831-1565 (609) 395-9911 FAX: (609) 395-9032 [email protected]

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PART OF MERCER COUNTY: Ewing, Hopewell Borough, Hopewell Twp., Lawrence, Pennington, Princeton Borough, Princeton Twp. and Trenton.

Hon. Shirley K. Turner (D) 1440 Pennington Rd., 1

st floor

Ewing, NJ 08618 (609) 530-3277 FAX: (609) 530-3292 [email protected]

Hon. Bonnie Watson Coleman (D) 226 West State Street Trenton, NJ 08608 (609) 292-0500 FAX: (609) 633-2179 [email protected]

Hon. Reed Gusciora (D) 226 West State St. Trenton, NJ 08608 (609) 292-0500 FAX: (609) 633-2179 [email protected]

PART OF BURLINGTON COUNTY: Bordentown City, Bordentown Twp., Chesterfield, Fieldsboro, New Hanover, No. Hanover PART OF MERCER COUNTY: Washington PART OF MONMOUTH COUNTY: Allentown, Farmingdale, Howell, Roosevelt and Upper Freehold. PART OF OCEAN COUNTY: Jackson, Lakewood and Plumstead.

Hon. Robert W. Singer (R) 2110 West County Line Road Jackson, NJ 08527 (732) 901-0702 FAX: (732) 901-0587 [email protected]

Hon. Ronald S. Dancer (R) 2110 West County Line Road Jackson, NJ 08527 (732) 901-0702 FAX: (732) 901-0587 [email protected]

Hon. Joseph R. Malone III (R) 311 Farnsworth Avenue Bordentown, NJ 08505 (609) 298-6250 FAX: (609) 298-6359 [email protected]

132

STATE LEGISLATIVE DISTRICTS IN THE DIOCESE OF PATERSON (Note: Column 1 lists Senators. Columns 2 and 3 list Assemblypersons)

PART OF MORRIS COUNTY: Mendham Borough ALL OF SOMERSET COUNTY EXCEPT: Franklin Twp., Green Brook, N. Plainfield, Warren and Watchung.

Hon. Christopher “Kip” Bateman (R) 36 East Main St. Somerville, NJ 08876 (908) 526-3600 FAX: (908) 707-4578 [email protected]

Hon. Peter J. Biondi (R) 1 East High St. Somerville, NJ 08876 (908) 252-0800 FAX: (908)252-0568 [email protected]

Hon. Denise M. Coyle (R) 100 Market Place 25 Mountainview Blvd., Suite 208, Somerville, NJ 08876 (908) 604-2372 [email protected]





Hon. Nancy Munoz (R) 57 Union Place, Suite 310 Summit, NJ 07901 (908)-918-0414 FAX: (908)918-0275 [email protected]

PART OF HUNTERDON COUNTY: Califon and Tewksbury. PART OF MORRIS COUNTY: Chester Borough, Chester Twp., Mt. Olive, Netcong and Washington. ALL OF SUSSEX COUNTY

Hon. Steven V. Oroho (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

Hon. Gary R. Chiusano (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

Hon. Alison Littell McHose (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

PART OF MORRIS COUNTY: Boonton, Boonton Twp., Denville, Dover, Jefferson, Mendham Twp., Mine Hill, Morris Twp., Morristown, Mt. Arlington, Mountain Lakes, Randolph, Rockaway, Rockaway Twp., Roxbury, Victory Gardens and Wharton.

Hon. Anthony R. Bucco (R) 75 Bloomfield Ave., Suite 302 Denville, NJ 07834 (973) 627-9700 FAX: (973) 627-0131 [email protected]

Hon. Michael Patrick Carroll (R) 20 South St., Ste. 2B Morristown, NJ 07960 (973) 539-8113 FAX: (973) 539-8752 [email protected]

Hon. Anthony M. Bucco (R) 1040 Route 10 West, 1st Floor Randolph, NJ 07869 (973) 927-2526 FAX: (973) 927-2529 [email protected]

133

PART OF MORRIS COUNTY: Butler, Chatham, East Hanover, Florham Park, Hanover, Kinnelon, Lincoln Park, Montville, Morris Plains, Parsippany-Troy Hills, Pequannock and Riverdale. PART OF PASSAIC COUNTY: Bloomingdale, Pompton Lakes and West Milford.

Hon. Joseph Pennacchio (R) 330 Changebridge Rd., Suite 102 Pine Brook, NJ 07058 (973) 227-4012 FAX: (973) 227-4925 [email protected]

Hon. Alex DeCroce (R) 760 Route 10 West, Suite 101 Whippany, NJ 07981 (973) 884-6190 FAX: (973) 884-6197 [email protected]

Hon. Jay Webber (R) 760 Route 10 West, Suite 101 Whippany, NJ 07981 (973) 884-6190 FAX: (973) 884-6197 [email protected]

PART OF ESSEX COUNTY: East Orange, Glen Ridge and Montclair. PART OF PASSAIC COUNTY: Clifton and West Paterson.

Hon Nia H. Gill (D) 425 Bloomfield Ave., 2nd floor Montclair, NJ 07042 (973) 509-0388 FAX: (973) 509-9241 [email protected]

Hon. Thomas P. Giblin (D) 1333 Broad Street Clifton, NJ 07013 (973) 779-3125 FAX: (973) 779-3156 [email protected]

Hon. Sheila Y. Oliver (D) 15-33 Halstead Street East Orange, NJ 07018 (973) 395-1166 FAX: (973) 395-1724 [email protected]

PART OF BERGEN COUNTY: Glen Rock. PART OF PASSAIC COUNTY: Haledon, Hawthorne, N. Haledon, Paterson, Prospect Park and Totowa.

Hon. John A. Girgenti (D) 507 Lafayette Ave. Hawthorne, NJ 07506 (973) 427-1229 FAX: (973) 423-5895 [email protected]

Hon. Nellie Pou (D) 100 Hamilton Plaza Suite 1403-05 Paterson, NJ 07505 (973) 247-1555 FAX: (973) 247-1550 [email protected]

Hon. Elease Evans (D) 100 Hamilton Plaza, Suite 1403-05 Paterson, NJ 07505 (973) 247-1521 FAX: (973) 247-1550 [email protected]

PART OF BERGEN COUNTY: Carlstadt, East Rutherford, Garfield, Lyndhurst, Moonachie, North Arlington, Rutherford, Wallington and Wood Ridge. PART OF ESSEX COUNTY: Nutley. PART OF PASSAIC COUNTY: Passaic City.

Hon. Paul Sarlo (D) Bank of America Bldg., 2nd Floor 207 Hackensack St. Wood-Ridge, NJ 07075 (201) 804-8118 FAX: (201) 804-8644 [email protected]

Hon. Gary S. Schaer (D) 1 Howe Avenue, Suite 302 Passaic, NJ 07055 (973)249-3665 FAX: (973) 249-6281 [email protected]

Hon. Fred Scalera (D) 800 Bloomfield Ave., Lower Level Nutley, NJ 07110 (973) 667-4431 FAX: (973) 667-9478 [email protected]

134

PART OF BERGEN COUNTY: Franklin Lakes, Mahwah, Midland Park, Oakland, Ridgewood, and Wyckoff. PART OF ESSEX COUNTY: Cedar Grove, Verona PART OF PASSAIC COUNTY: Little Falls, Ringwood, Wanaque and Wayne.

Hon. Kevin J. O’Toole (R) Wayne Plaza II 155 Route 46 West, Suite 108 Wayne, NJ 07470 (973) 237-1360 FAX: (973) 237-1364 [email protected]

Hon. David C. Russo (R) 22 Paterson Ave. Midland Park, NJ 07432 (201) 444-9719 FAX: (973) 444-9732 [email protected]

Hon. Scott T. Rumana (R) Wayne Plaza II 155 Route 46 West, Suite 108 Wayne, NJ 07470 (973) 237-1362 FAX: (973) 237-1367 [email protected]

STATE LEGISLATIVE DISTRICTS IN THE DIOCESE OF CAMDEN (Note: Column 1 lists Senators. Columns 2 and 3 list Assemblypersons)

District

CAPE MAY COUNTY: All PART OF CUMBERLAND COUNTY: Maurice River, Millville and Vineland. PART OF ATLANTIC COUNTY: Buena and Buena Vista and Somers Point.

Hon. Jeff Van Drew (D) 21 N. Main St. Cape May Court House, NJ 08210 (609) 465-0700 FAX: (609) 465-4578 [email protected]

Hon. Matthew W. Milam (D) 21 N. Main St Cape May Court House, NJ 08210 (609) 465-0700 FAX: (609) 465-4578 [email protected]

Hon. Nelson Albano (D) 21 N. Main Street Cape May Court House, NJ 08210 (609) 465-0700 FAX: (609) 465-4578 [email protected]

PART OF ATLANTIC COUNTY: Absecon, Atlantic City, Brigantine, Corbin, Egg Harbor, Egg Harbor City, Estell Manor, Galloway, Hamilton, Linwood, Longport Margate City, Mullica, Northfield, Pleasantville, Port Republic, Ventnor City, Weymouth.

Hon. Jim Whelan (D) 511 Tilton Road Northfield, NJ 08225 (609) 383-1388 FAX (609) 383-1497 [email protected]

Hon. John F. Amodeo (R) 1801 Zion Rd., Suite 1 Northfield, NJ 08225 (609) 677-8266 FAX: (609) 677-8853 [email protected]

Hon. Vincent J. Polistina (R) 1801 Zion Rd., Suite 1 Northfield, NJ 08225 (609) 677-8266 FAX (609) 677-8853 [email protected]

SALEM COUNTY: All ALL OF CUMBERLAND COUNTY except Maurice River, Millville and Vineland

PART OF GLOUCESTER COUNTY: Clayton, East Greenwich, Elk, Greenwich, Harrison, Logan, Mantua, National Park, Paulsboro, South Harrison, Swedesboro, Wenonah, West Deptford and Woolwich.

Hon. Stephen M. Sweeney (D) Kingsway Commons, Suite 400 935 Kings Highway Thorofare, NJ 08086

(856) 251-9801 FAX: (856) 251-9752 [email protected]

Hon. John J. Burzichelli (D) 14 East Commerce St., 3rd Floor Bridgeton, NJ 08302 (856) 455-1011

FAX: (856) 455-2853 [email protected]

Hon. Celeste C. Riley (D) Kingsway Commons 935 Kings Highway, Suite 400 Thorofare, NJ 08086 (856) 251-9801 FAX: (856) 251-9752 [email protected]

PART OF CAMDEN COUNTY: Clementon, Gloucester, Laurel Springs and Lindenwold. PART OF GLOUCESTER COUNTY: Franklin, Glassboro, Monroe Twp., Newfield, Pitman, and Washington.

Hon. Fred H. Madden, Jr. (D) 129 Johnson Road, Suite 1 Turnersville, NJ 08012 (856) 232-6700 FAX: (856) 232-6844 [email protected]

Hon. Domenick DiCicco, Jr. (D) 137 Egg Harbor Road, Unit B Sewell, NJ 08080 (856) 228-0923 FAX: (609) 633-9806 [email protected]

Hon.Paul Moriarty (D) 129 Johnson Road, Suite 1 Turnersville, NJ 08012 (856) 232-6700 FAX: (856) 232-6844 [email protected]

PART OF CAMDEN COUNTY: Audubon, Barrington, Bellmawr, Brooklawn, Camden, Gloucester City, Haddon Heights, Hi-Nella, Lawnside, Magnolia, Mount Ephraim, Runnemede, Somerdale, Stratford and Woodlynne PART OF GLOUCESTER COUNTY: Deptford, Westville Woodbury and Woodbury Heights

Hon. Donald Norcross (D) 114 North Broad St. Woodbury, NJ 08096 (856) 853-2960 [email protected]

Hon. Angel Fuentes (D) 114 North Broad St. Woodbury, NJ 08096 (856) 853-2960 [email protected]

Hon. Gilbert L. Wilson (D) 114 North Broad St. Woodbury, NJ 08096 (856) 853-2960 [email protected]

PART OF CAMDEN COUNTY: Audubon Park, Berlin, Berlin Twp., Cherry Hill, Chesilhurst, Collingswood, Gibbsboro, Haddon Twp., Haddonfield Borough, Oaklyn, Pine Hill, Pine Valley, Tavistock, Voorhees, Waterford Twp., Winslow.

Hon. James Beach (D) 1916 Route 70 East, Suite 3 Cherry Hill, NJ 08003 (856) 429-1572 FAX: (856) 429-1575 [email protected]

Hon. Louis D. Greenwald (D) 1103 Laurel Oak Avenue, Suite 142 Vorhees, NJ 08043 (856) 435-1247 FAX: (856) 435-3849 [email protected]

Hon. Pamela Lampitt (D) 1103 Laurel Oak Avenue, Suite 142 Vorhees, NJ 08043 (856) 435-1247 FAX: (856) 435-3849 [email protected]

PART OF BURLINGTON COUNTY: Beverly, Burlington City, Burlington Twp., Cinnaminson, Delanco, Delran, Edgewater Park, Florence, Maple Shade, Mt. Holly, Palmyra, Riverside, Riverton, Westampton and Willingboro. PART OF CAMDEN COUNTY: Merchantville, Pennsauken.

Hon. Diane B. Allen (R) 11 West Broad Street, Suite B Burlington City, NJ 08016

(609) 239-2800 FAX: (609) 239-2673 [email protected]

Hon. Herbert C. Conaway, Jr., (D) Delran Professional Ctr., Suite 125

8008 Route 130 North Delran, NJ 08075 (856) 461-3997 FAX: (856) 461-3823 [email protected]

Hon. Jack Conners (D) Delran Professional Ctr., Suite 125 8008 Route 130 North Delran, NJ 08075 (856) 461-3997 FAX: (856) 461-3823 [email protected]

PART OF ATLANTIC COUNTY: Folsom, Hammonton.

PART OF BURLINGTON COUNTY: Bass River, Washington. PART OF OCEAN COUNTY: Barnegat, Barnegat Light, Beach Haven, Beachwood, Berkeley, Eagleswood, Harvey Cedars, Surf City and Tuckerton.

Hon. Christopher J. Connors (R) 620 W. Lacey Road Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

Hon. Brian E. Rumpf (R) 620 W. Lacey Rd. Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

Hon. Dianne C. Gove (R) 620 W. Lacey Rd. Forked River, NJ 08731 (609) 693-6700 FAX: (609) 693-2469 [email protected]

STATE LEGISLATIVE DISTRICTS IN THE DIOCESE OF METUCHEN (Note: Column 1 lists Senators. Columns 2 and 3 list Assemblypersons)

District PART OF MIDDLESEX COUNTY: Old Bridge. PART OF MONMOUTH COUNTY: Aberdeen, Hazlet, Holmdel, Keansburg, Keyport, Matawan, Middletown and Union Beach.

Hon. Joseph M. Kyrillos, Jr., (R) One Arin Park Bldg., Suite 303 1715 Rt. 35 Middletown, NJ 07748 (732) 671-3206 FAX: (732) 706-9140 [email protected]

Hon. Samuel D. Thompson (R) 725 Highway 34 Matawan, NJ 07747 (732) 583-5558 FAX: (732) 583-4039 [email protected]

Hon. Amy H. Handlin (R) 890 Main Street Belford, NJ 07718 (732) 787-1170 FAX: (732) 787-0356 [email protected]

PART OF MERCER COUNTY: Hamilton and West Windsor PART OF MIDDLESEX COUNTY: Cranbury, Jamesburg, Monroe, Plainsboro, and So. Brunswick.

Hon. Thomas Goodwin (R) 3691A Nottingham Way Hamilton Square, NJ 08690 (609) 631-9988 [email protected]

Hon. Wayne P. Deangelo (D) 2239 Whitehorse-Mercerville Rd., Suite E Hamilton, NJ 08619 (609) 631-7501 FAX: (609) 631-7531 [email protected]

Hon. Linda R. Greenstein (D) 7 Centre Dr., Suite 2 Monroe, NJ 08831-1565 (609) 395-9911 FAX: (609) 395-9032 [email protected]

PART OF MORRIS COUNTY: Mendham Borough ALL OF SOMERSET COUNTY EXCEPT: Franklin Twp., Green Brook, N. Plainfield, Warren and Watchung.

Hon. Christopher “Kip” Bateman (R) 36 East Main St. Somerville, NJ 08876 (908) 526-3600 FAX: (908) 707-4578 [email protected]

Hon. Peter J. Biondi (R) 1 East High St. Somerville, NJ 08876 (908) 252-0800 FAX: (908)252-0568 [email protected]

Hon. Denise M. Coyle (R) 100 Market Place 25 Mountainview Blvd., Suite 208, Somerville, NJ 08876 (908) 604-2372 [email protected]

PART OF MIDDLESEX COUNTY: Highland Park, Milltown, New Brunswick, North Brunswick, Piscataway. PART OF SOMERSET COUNTY: Franklin Twp.

Hon Bob Smith (D) 216 Stelton Rd., Suite E-5 Piscataway, NJ 08854 (732) 752-0770 FAX: (732) 752-1590 [email protected]

Hon. Joseph V. Egan (D) 100 Bayard St. New Brunswick, NJ 08901 (732) 249-4550 FAX: (732) 249-6426 [email protected]

Hon. Upendra J. Chivukula (D) 888 Easton Ave. Somerset, NJ 08873 (732) 247-3999 FAX: (732) 247-4383 [email protected]

PART OF MIDDLESEX COUNTY: East Brunswick, Edison, Helmetta, Metuchen, and So. Plainfield, So. River and Spottswood.

Hon. Barbara Buono (D) Two Lincoln Highway, Ste 401 Edison, NJ 08820 (732) 205-1372 FAX: (732) 205-1375 [email protected]

Peter J. Barnes, III (D) 3 Stephenville Parkway, Suite 2E Edison, NJ 08820 (732) 548-1406 FAX: (732) 548-1623 [email protected]

Hon. Patrick Diegnan, Jr. (D) 908 Oak Tree Ave., Unit P South Plainfield, NJ 07080 (908) 757-1677 FAX: (908) 757-6841 [email protected]

PART OF MIDDLESEX COUNTY: Carteret, Perth Amboy, Sayreville, So. Amboy, and Woodbridge.

Hon. Joseph Vitale (D) 569 Rahway Ave. Woodbridge, NJ 07095 (732) 855-7441 FAX (732) 855-7558 [email protected]

Hon. John S. Wisniewski (D) 132 Main Street, Suite A (732) 432-8460 FAX: (732) 316-1890 [email protected]

Hon. Craig Coughlin 569 Rahway Ave Woodbridge, New Jersey 07095 (732) 855-7441 FAX: (732) 324-1879 [email protected]





Hon. Nancy Munoz (R) 57 Union Place, Suite 310 Summit, NJ 07901 (908)-918-0414 FAX: (908)918-0275 [email protected]

PART OF MIDDLESEX COUNTY: Dunellen and Middlesex. PART OF SOMERSET COUNTY: Green Brook and No. Plainfield, PART OF UNION COUNTY: Clark, Fanwood, Linden, Plainfield, Rahway, Scotch Plains, and Winfield.

Hon. Nicholas P. Scutari (D) 1514 East Saint Georges Ave. 2nd Fl. Linden, NJ 07036 (908) 587-0404 FAX: (908) 587-9312 [email protected]

Hon. Linda Stender (D) 1801 E. Second St., 2nd Floor Scotch Plains, NJ 07076 (908) 668-1900 FAX: (908) 668-9962 [email protected]

Hon. Jerry Green (D) 17 Watchung Ave. Plainfield, NJ 07060 (908) 561-5757 FAX: (908) 561-5547 [email protected]

ALL OF HUNTERDON COUNTY EXCEPT: Califon and Tewksbury. WARREN COUNTY: All

Hon. Michael J. Doherty (R) 127 Belvidere Ave., 2nd Floor Washington, NJ 07882 (908) 835-0552 FAX: (908) 835-8570 [email protected]

John DiMaio (R) 1001 County Route 517, Suite 3 Hackettstown, NJ 07840 (908) 684-9550 [email protected]

Erik Peterson 23 Royal Road, Suite 201 Flemington, NJ 08822 (908) 237-4694 FAX: (908) 835-8570 [email protected]

PART OF HUNTERDON COUNTY: Califon and Tewksbury. PART OF MORRIS COUNTY: Chester Borough, Chester Twp., Mt. Olive, Netcong and Washington. ALL OF SUSSEX COUNTY

Hon. Steven V. Oroho (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

Hon. Gary R. Chiusano (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

Hon. Alison Littell McHose (R) 115 Demarest Rd., Suite 2B Sparta, NJ 07871 (973) 300-0200 FAX: (973) 300-1744 [email protected]

TELEPHONE DIRECTORY State

Honorable Chris Christie Phone: (609) 292-6000 Office of the Governor Fax: (609) 292-3454 P.O. Box 001 www.state.nj.us/governor/govmail.html The State House Trenton, NJ 08625 Senate Majority Office Phone: (609) 292-5215 South Addition - State House Fax: (609) 633-7254 P.O. Box 099 Trenton, NJ 08625 Senate Minority Office Phone: (609) 292-5199 South Addition - State House Fax: (609) 984-8148 P.O. Box 099 Trenton, NJ 08625 Senate Secretary Phone: (609) 292-6828 Kent M. Hicks Secretary of the NJ Senate The State House P.O. Box 099 Trenton, NJ 08625-0099 Assembly Majority Office Phone: (609) 292-7065 South Addition - State House Fax: (609) 292-2386 P.O. Box 098 Trenton, NJ 08625 Assembly Minority Office Phone: (609) 292-5339 South Addition - State House Fax: (609) 633-9806 P.O. Box 098 Trenton, NJ 08625 Assembly Clerk Phone: (609) 292-5135 Ms. Dana M. Burley Fax: (609) 984-3627 Clerk of the NJ General Assembly The State House P.O. Box 098 Trenton, NJ 08625-0098

OFFICE OF LEGISLATIVE SERVICES (OLS)

A. Executive Director Phone: (609) 292-4625 B. Legislative Budget and Finance Office Phone: (609) 292-8030 Fax (609) 777-2442 C. Legislative Counsel Phone: (609) 292-4625 D. State Auditor Phone: (609) 292-3700

OFFICE OF PUBLIC INFORMATION (OPI) A. Information and Bill Room, Room B2, Phone: (609) 292-4840

Basement, State House Annex Toll free in NJ: (800) 792-8630 Bill Status, legislative Calendar and Digest, Rosters and Public Information, Copies of Bills, Resolutions and Advance laws, legislative and Executive Documents Legislative

For Bills and documents Phone: (609) 292-6395 Hearing Impaired (TOO) Phone: (609) 777-2744

Toll free in NJ: (800) 257-7490

B. Director's Office, Room B50, Basement, Phone: (609) 292-7735 State House Annex Fax: (609) 292-1498 Ceremonial Resolution Requests,

Commendations, Citations, Memorials C. Administrative Unit Phone: (609) 292-1338

Fax (609) 292-0594

D. Library, Room B63, Basement, Phone: (609) 984-4321 State House Annex

OSL Reference Library

E. Hearing Reporter Unit, Room 219, 2nd floor, Phone: (609) 292-7925 State House Annex Public Hearing Recording & Transcription

F. Director's Office, Room B50, Basement, Phone: (609) 633-2709

State House Annex Publications and Graphics Services

G. Tour Office, Room 664, Basement, Phone: (609) 292-4661

State House Annex Tours of the State House and Annex

Charter School: A public school that meets specific standards set by the public school system and is allowed to operate provided these schools fully comply with public school regulations regarding health, safety and civil rights and ensure accountability for the achievement of their students. Either parents of the students, groups of teachers or invested businesses sponsoring the school create and develop the curriculum and practices of this type of school. Child-centered Funding: A manner of financing a school whereby a specific dollar amount is set for both operations and capital funding costs that will follow the student to the school of their choice. Controlled Choice: School choice that is limited to certain schools that will not upset the racial balance of a particular school. Education Savings Account: Savings accounts that, like IRAs, enable an individual to save a certain amount of dollars (after taxes) to be used at will, tax free, to pay student related expenses at the school of their choice. Full Choice: Choice of any school, be it parochial, private, public or religious. Inter-District Choice: School choice that allows a student to cross into another district to attend the school of their choice. Intra-District Choice: School choice that is open only within one particular school district; also known as transfers.· Magnet schools: Public schools located within a specific school district that offer unique programs to certain schools there. These schools are an option to parents who prefer their children to attend another public school other than their location-based school assignment. Mandatory statewide Choice: See - Open Enrollment Open Enrollment There are two types of open enrollment: voluntary and mandatory. With voluntary enrollment, the district is not required to offer a choice but may allow parents to choose another school for their children. With mandatory enrollment, the school system must allow parents this courtesy of choice. Post-Secondary Enrollment: A choice of enrollment for secondary school students that permits them to attend community colleges and state universities at the government's expense to take and receive credit for college courses. Private Voucher Programs: Vouchers or a method of payment supported by individuals, groups, or businesses and given directly to low-income families to enable the children of those families to attend a private school of their choice. Public School Choice: Choice limited only to public schools. Site-Based Management: The management and control of decisions and policies of a given school is taken away from a school board or school administration and placed in the hands of a committee made up of parents, principal, faculty, etc. Tax Credits/Deductions: A method of funding for school choice that permits parents/guardians the right to take a credit or deduction against their income or property taxes for money that may be used for private school tuition, books or other expenses.

APOSTOLIC JOURNEY TO THE UNITED STATES OF AMERICA AND VISIT TO THE UNITED NATIONS

ORGANIZATION HEADQUARTERS

MEETING WITH CATHOLIC EDUCATORS

*ADDRESS OFHIS HOLINESS BENEDICT XVI

Conference Hall of the Catholic University of America in Washington, D.C. Thursday, 17 April 2008

Your Eminences, Dear Brother Bishops, Distinguished Professors, Teachers and Educators, "How beautiful are the footsteps of those who bring good news" (Rom 10: 15-17). With these words of Isaiah quoted by Saint Paul, I warmly greet each of you - bearers of wisdom - and through you the staff, students and families of the many and varied institutions of learning that you represent. It is my great pleasure to meet you and to share with you some thoughts regarding the nature and identity of Catholic education today. I especially wish to thank Father David O'Connell, President and Rector of the Catholic University of America. Education is integral to the mission of the Church to proclaim the Good News. First and foremost every Catholic educational institution is a place to encounter the living God who in Jesus Christ reveals his transforming love and truth (cf. Spe Salvi, 4). This relationship elicits a desire to grow in the knowledge and understanding of Christ and his teaching. In this way those who meet him are drawn by the very power of the Gospel to lead a new life characterized by all that is beautiful, good, and true; a life of Christian witness nurtured and strengthened within the community of our Lord's disciples, the Church. How might Christian educators respond? These harmful developments point to the particular urgency of what we might call "intellectual charity". This aspect of charity calls the educator to recognize that the profound responsibility to lead the young to truth is nothing less than an act of love. Indeed, the dignity of education lies in fostering the true perfection and happiness of those to be educated. In practice "intellectual charity" upholds the essential unity of knowledge against the fragmentation which ensues when reason is detached from the pursuit of truth. It guides the young towards the deep satisfaction of exercising freedom in relation to truth, and it strives to articulate the relationship between faith and all aspects of family and civic life. Once their passion for the fullness and unity of truth has been awakened, young people will surely relish the discovery that the question of what they can know opens up the vast adventure of what they ought to do. Here they will experience "in what" and "in whom" it is possible to hope, and be inspired to contribute to society in a way that engenders hope in others.

Teachers and administrators, whether in universities or schools, have the duty and privilege to ensure that students receive instruction in Catholic doctrine and practice. This requires that public witness to the way of Christ, as found in the Gospel and upheld by the Church's Magisterium, shapes all aspects of an institution's life, both inside and outside the classroom. Divergence from this vision weakens Catholic identity and, far from advancing freedom, inevitably leads to confusion, whether moral, intellectual or spiritual. Here I wish to make a special appeal to Religious Brothers, Sisters and Priests: do not abandon the school apostolate; indeed, renew your commitment to schools especially those in poorer areas. To all of you I say: bear witness to hope. Nourish your witness with prayer. Account for the hope that characterizes your lives (cf. I Pet 3: 15) by living the truth which you propose to your students. Help them to know and love the One you have encountered, whose truth and goodness you have experienced with joy. With Saint Augustine, let us say: "we who speak and you who listen acknowledge ourselves as fellow disciples of a single teacher" (Sermons, 23 :2). With these sentiments of communion, I gladly impart to you, your colleagues and students, and to your families, my Apostolic Blessing.

© Copyright 2008 - Libreria Editrice Vaticana

Above are excerpts from Pope Benedict's address to Catholic educators at Catholic University of America in 2008. To read the complete address and to read other material on education issued by the USCCB please visit

http://www.usccb.org/education/catholicschools.shtml

Here - Diocese of Camden

Documents

Transcript of Here - Diocese of Camden