New Jersey Administrative Code
Title 6A - EDUCATION
Chapter 7 - MANAGING FOR EQUALITY AND EQUITY IN EDUCATION
Subchapter 1 - GENERAL PROVISIONS
Section 6A:7-1.3 - Definitions

The following words and terms shall have the following meanings when used in this chapter, unless the context clearly indicates otherwise.

"Achievement gap" means the difference in academic performance among student groups as a result of membership in one or more of the protected categories listed at N.J.A.C. 6A:7-1.1(a).

"Affectional or sexual orientation" means male or female heterosexuality, homosexuality, or bisexuality by inclination, practice, identity, or expression, having a history thereof, or being perceived, presumed, or identified by others as having such an orientation.

"Amistad Commission curriculum" means instructional content, materials, and methods that were developed in consultation with the Amistad Commission and infused into the New Jersey Student Learning Standards (NJSLS) in accordance with N.J.S.A. 18A:35-4.42 and 4.43. The Amistad Commission curriculum, as infused into the NJSLS, is designed to enable students to learn and develop an understanding of the persecution, emancipation, discrimination, achievements, and contributions by people of African descent and how the experiences helped to transform America and continue to contribute toward the emergence of a global society.

"Chief school administrator" means the superintendent, the administrative principal if there is no superintendent, or charter school lead person and renaissance school project administrator.

"Commission on Holocaust Education curriculum" means instructional content, materials, and methods that were developed in consultation with the New Jersey Commission on Holocaust Education and infused into the New Jersey Student Learning Standards (NJSLS) and that meet the Holocaust/genocide mandate set forth at N.J.S.A. 18A:35-28. Materials and curricula are designed to enable students to understand that: genocide is a consequence of prejudice, bias, intolerance, and discrimination; issues of moral dilemma and conscience have a profound effect upon a society; and all citizens share a responsibility to oppose prejudice and discrimination in all facets of their lives.

"Comprehensive equity plan" means a plan designed specifically to ensure an equitable educational opportunity is available to all students through the identification and correction of discriminatory and inequitable practices prohibited by State and Federal law.

"Discriminatory practices" means a policy, action, or failure to act that limits or denies equal access to, or benefits from, the educational activities and programs of a school, or that generates or permits injustice or unfair or otherwise inequitable treatment of students or staff on the basis of the protected categories listed at N.J.A.C. 6A:7-1.1(a).

"Educational activities and programs" means all activities and programs conducted, sponsored, or permitted by the school during the school day, after regular school hours, on weekends, or during the summer months.

"Educational equity" means a cohesive set of policies, programs, and practices that emphasizes high expectations and achievement patterns, and ensures equitable access to educational opportunity for all learners, including students and teachers.

"Equitable educational opportunity" means the creation of environments that enable the provision of a thorough and efficient education as defined by the NJSLS, differentiated instruction, formative assessments aligned to the NJSLS, and high expectations for teaching and learning in a school district; when the curriculum is designed to enable students to learn and develop an understanding of the events and major contributions by people and groups of people that have shaped and continue to shape the United States of America and the global society; when prejudice and other forms of discrimination have been eliminated in the school district's policies, practices, and curricula, as evidenced through the narrowing of the opportunity gap; and when all students and staff enjoy equitable access to all programs and benefits provided by, or offered within, the school district.

"Equity" means all students have the opportunity to master the goals of the curriculum in an educational environment that is fair, just, and impartial to all individuals. Equity focuses on consistent and systematic access for all students to curriculum, resources, instruction, and environments that sustain opportunities for excellent outcomes.

"Formative assessments" means classroom assessments aligned to the NJSLS administered on an ongoing basis to inform instruction and monitor student progress.

"Gender identity or expression" means having or being perceived as having a gender-related identity or expression whether or not stereotypically associated with a person's assigned sex at birth.

"Multicultural curriculum" means to incorporate throughout the curriculum the experiences, perspectives, and accomplishments of persons of diverse racial and cultural backgrounds, ethnicities, and national origins that comprise the American society. It also means to develop among students a respect for self and others, an appreciation of diversity, and the acquisition of attitudes, skills, and knowledge needed to function effectively with persons of diverse cultures.

"Opportunity gap" means the difference in access to educational activities and programs as a result of membership in one or more of the protected categories listed at N.J.A.C. 6A:7-1.1(a).

"Prejudice" means feelings, opinions, attitudes, or perceptions that produce disparate educational or hiring treatment of, or have adverse educational or hiring impact upon, any person or group of persons on the basis of the protected categories listed at N.J.A.C. 6A:7-1.1(a).