During the public comments segment, student representatives from various schools voiced their concerns about the current school year’s scheduling and facilities. Daman Irisari, a senior at Brim Medical Arts High School, addressed the issue of missing significant instructional time due to the E Period schedule. He stated, “students with the CTE programs at Brim specifically feel like missing six periods every Tuesdays, Thursdays, and Fridays is like a lot for them.” Irisari also criticized the AP course collaboration, noting that his cohort felt “the school system has failed them for that specific class,” as they received low scores on their AP exams.

Harmony Bronson from Creative Arts High School echoed these sentiments, pointing out the reduction of major periods and its impact on skill development. “The freshman, sophomore, and junior classes have their second period for majors taken out,” she said, emphasizing the need for adequate time to hone their skills.

Amaya Fussell, a sophomore from Camden Big Picture Learning Academy, highlighted the necessity of funding for the Women of the Dream program. She also criticized changes to the scheduling system, suggesting that “being in a class for an hour was better, especially for the teacher to be able to help those kids that need a little bit more one-on-one time.”

Issues of overcrowding were a concern for Romelo Mangum, a senior at East Side High School. He described the lunchroom and gym as “too close together” and expressed a desire for more space within the school. This issue was compounded by the shared lunch space between Camden High and other schools like BM and BPLA, making it difficult for all students to utilize the facilities adequately.

Board members responded positively to these student concerns, commending the representatives for their clear articulation of the issues. They noted their intention to address these concerns, particularly regarding scheduling and overcrowding. One board member acknowledged the challenges of the Career and Technical Education (CTE) program and its impact on students’ academic performance, particularly those who scored low on Advanced Placement (AP) exams.

The superintendent elaborated on the transition to a straight eight schedule for the 2024-2025 school year. This change aims to ensure that every class meets daily for 45 minutes, thereby enhancing instructional time and fostering stronger relationships between students and teachers. The superintendent cited the national teacher shortage as a critical factor influencing this decision. “We know we’re working against a national teacher shortage,” she said, while also attempting to minimize the impact of substitute teachers on student experiences.

Concerns about Advanced Placement (AP) courses were also discussed, particularly at the Big Picture Learning Academy (BPLA). While plans to offer AP pre-calculus and additional AP English courses are in place, limitations exist due to training schedules for teachers. The administration committed to exploring more opportunities for students to enroll in AP courses across the campus.

The meeting also included a presentation from the Invincible Heroes organization, which detailed the annual “It’s Okay to Be Different” car show aimed at raising funds for autism support within the Camden School District. The event, held on April 7, 2024, successfully raised $7,200 for the Martha F. Wilson Early Childhood Development Center.

In addition to these discussions, the board reviewed the district’s student safety data system (SSDS) report, which included incidents of violence, vandalism, substance offenses, weapon offenses, and confirmed incidents of harassment, intimidation, and bullying (HIB). A total of 53 incidents were recorded during the reporting period. The superintendent emphasized the importance of addressing these incidents proactively, stating, “Just as important as capturing the incidents is determining how to get in front of them to help our students.”

The New Jersey graduation proficiency assessment (NJ GPA) results from the previous spring were also shared. The number of students assessed in English Language Arts (ELA) and mathematics saw a significant increase, with a notable rise in students meeting the graduation-ready requirements. However, the report highlighted that chronic absenteeism impacts assessment participation, and district leaders committed to tracking student attendance more closely.

Public comments further emphasized various issues within the district. A parent from Forest Hill Elementary raised concerns about increased class sizes and the lack of proper communication regarding these changes. Another parent criticized the scheduling alterations at the creative arts school, particularly affecting dance majors. These logistical issues, coupled with the financial responsibility for productions, were seen as undervaluing the dance department’s importance.