BEYOND THE FUNDING FORMULA: THE FOUNDATIONS OF EDUCATIONAL EXCELLENCE IN NEW JERSEY
A Public Response to the Conversation About the Future of New Jersey Schools
September 12, 2026
The article prompted me to reflect on a question that extends beyond funding alone.
Adequate and equitable funding matters enormously. Schools cannot educate children effectively without the resources necessary to support teachers, transportation, special education, facilities, technology, student services, and the countless practical requirements of operating a modern educational system. New Jersey’s educational landscape is extraordinarily complex, encompassing hundreds of school districts and nearly 1.4 million students.
But after more than 25 years of working with educators, students, school districts, law enforcement professionals, security leaders, and communities, I believe the conversation must ultimately go deeper.
The question cannot simply be: How do we fund our schools?
It must also be:
What constitutes a great educational environment for the student, the community, and ultimately what is most beneficial for our country?
That question brings us beyond budgets and formulas and into the very purpose of education.
Education Is More Than an Institution
A school is not simply a building in which instruction occurs. It is a living community.
It is where young people spend an extraordinary portion of their formative years. It is where they encounter authority, friendship, competition, disappointment, success, conflict, responsibility, discipline, encouragement, technology, and increasingly complicated social pressures. It is where they learn not only mathematics, science, history, language, and the other academic disciplines, but also—whether intentionally or unintentionally—how to relate to other human beings.
For that reason, educational excellence cannot be measured exclusively by test scores, graduation rates, facilities, technology, or the amount of money invested.
Those things matter. But education ultimately asks a much larger question:
Who are we helping this young person become?
That question has always been at the heart of my work.
Since Columbine in 1999, I have worked with educators, students, school districts, law enforcement professionals, security personnel, and communities throughout the nation and here in New Jersey on school safety, violence prevention, character education, crisis preparedness, security, and educational leadership. My work in American school violence received national recognition more than two decades ago, and that work has continued and evolved throughout the years.
Here in New Jersey, that work has taken many forms. I have presented to educators and students and worked with school districts and educational organizations in communities including Hackensack, North Bergen, Union City, Cinnaminson, Teaneck, West Milford, Fort Lee, Tenafly, North Arlington, Bergenfield, West New York, New Milford, Wood-Ridge, Carlstadt, and others. I have addressed educational and law enforcement conferences and organizations, conducted school security vulnerability assessments, and worked directly with professionals responsible for protecting children and educational communities.
For more than 20 years, I also served the Bergen County Police Chiefs Association as a liaison and chairperson for school safety, working at the intersection of law enforcement and education.
That experience has taught me something that I believe deserves renewed attention as New Jersey considers the future of its schools:
Security, character education, and academic excellence cannot be treated as competing priorities. They must develop together.
The Three Foundations
Academic excellence gives students knowledge, intellectual discipline, and the ability to reason and contribute to society.
Security provides the environment in which students and educators can learn without being consumed by fear, disorder, or preventable threats.
Character gives students the internal compass necessary to use knowledge and freedom responsibly.
Remove any one of these dimensions and the educational mission becomes incomplete.
A beautifully equipped school can still fail a child if that child feels unseen, unsafe, isolated, bullied, or disconnected from the adults entrusted with his or her development. A highly secure school can still fail educationally if it produces compliance without character, curiosity, intellectual growth, or a sense of responsibility. And a school committed to academic achievement can still fall short if it neglects the physical and emotional security necessary for students and educators to thrive.
This is why I have long advocated an approach to education that does not separate security from character or character from academic excellence. They are part of the same ecosystem.
The quality of that ecosystem depends upon leadership, culture, prevention, vigilance, responsible adult presence, and human connection.
Prevention Begins Before the Crisis
One of the most important lessons I have learned through decades of school violence prevention work is that prevention cannot begin at the moment a crisis occurs.
By then, we are often already too late.
Prevention begins with the culture that exists before the warning sign appears.
It begins when an educator knows a student’s name and notices when something has changed. It begins when a student believes there is an adult who will listen. It begins when bullying is taken seriously rather than dismissed as a normal part of growing up. It begins when concerning behavior is recognized and responsibly addressed rather than ignored. It begins when families, educators, administrators, security professionals, students, and law enforcement understand that they are participants in a shared community rather than isolated components of a system.
The goal is not to create a culture of suspicion. It is to create a culture of awareness.
There is an enormous difference.
A preventive culture does not look at every student as a potential threat. It looks at every student as a human being whose behavior, circumstances, relationships, struggles, talents, and needs deserve attention.
That distinction is fundamental.
Years ago, my work in New Jersey school safety led me to speak extensively about the importance of moving beyond a purely reactive approach. In a 2020 presentation at Passaic Arts and Science Center Middle School, I wrote that schools must be both safe havens and places where students develop character and academic excellence. The program deliberately went beyond physical security, personnel security, procedural security, and cybersecurity to examine the social conditions surrounding violence, including dysfunctional relationships, substance abuse, gang culture, family difficulties, and a broader crisis of character and leadership.
That remains my conviction today.
The Human Being at the Center of Education
There is another reason this conversation matters.
Education can become so consumed by systems that the individual student disappears behind the system.
We discuss formulas, enrollment, staffing, transportation, facilities, technology, artificial intelligence, testing, budgets, regulations, and accountability. All of these subjects have legitimate importance.
But behind every number is a young human being.
And that young person needs more than resources.
He or she needs competent teachers, responsible adults, intellectual challenge, encouragement, boundaries, security, friendship, belonging, accountability, and the experience of being treated with dignity.
That is why I was particularly interested in Commissioner Laux’s questions in the NJ.com article concerning “what is good instruction?” and “what does a great instructional experience look like for students?”
Those are important questions.
But I would respectfully broaden them:
What does a great educational environment look like?
Not merely what does good instruction look like, but what happens when instruction exists within a culture of safety, character, excellence, trust, vigilance, and meaningful human connection?
That is where education becomes transformational.
The Preventive Educational Pedagogy
For decades, my work has been informed by an educational pedagogy that emphasizes presence rather than distance, prevention rather than reaction, guidance rather than humiliation, and human connection rather than bureaucratic detachment.
At its center is a simple proposition:
People are more likely to respond positively to authority when authority is exercised with dignity, fairness, reason, consistency, and genuine concern for the person.
This does not mean the absence of discipline. Quite the opposite.
Real preventive leadership requires authority. It requires boundaries. It requires intervention. It requires the courage to address inappropriate conduct before it becomes something more serious.
But authority becomes more effective when it is connected to relationship.
A teacher who is respected because students know that teacher genuinely cares about them possesses a different kind of influence from someone who relies exclusively upon rules and punishment. A school administrator who walks the building, knows the students, speaks with staff, notices changes, and remains approachable is positioned differently from an administrator who appears only when something has gone wrong.
Presence creates awareness. Awareness creates opportunity. Opportunity creates prevention.
And prevention, when practiced consistently, becomes part of the culture.
My 2026 Law Officer article, “Preventive Leadership & Human Encounter Model™,” develops this concept as a contemporary framework for schools, colleges, and universities. It describes educational institutions as living communities in which safety, character, academic excellence, and security are inseparable from culture, leadership, and ethical engagement.
That philosophy is not a substitute for funding.
It is what we do with the human resources, financial resources, professional expertise, and institutional authority that funding makes possible.
Artificial Intelligence, Technology, and the Human Encounter
The discussion about educational excellence must also confront the rapidly changing technological environment.
Commissioner Laux’s comments about artificial intelligence and what she described as “dangerous cognitive offloading” deserve serious consideration.
A student can obtain an answer without learning how to arrive at the answer.
A teacher can receive assistance without necessarily understanding whether a student’s work reflects genuine comprehension.
An institution can become technologically sophisticated while simultaneously becoming relationally impoverished.
That would be a profound irony.
The more technology becomes capable of performing tasks for us, the more important authentic human encounter may become.
Students still need teachers. They need mentors. They need adults who recognize their potential.
They need people who will challenge them, encourage them, correct them, listen to them, and believe in them.
No algorithm can replace the moral significance of a trusted adult looking at a young person and saying, in effect, “I see you. You matter. I expect something from you because I believe you are capable of it.”
That is education.
The Responsibility We Share
Schools do not exist in isolation from the communities they serve. The responsibility for creating a safe, constructive, and intellectually serious educational environment extends across the entire community surrounding the student. Teachers, principals, counselors, superintendents, parents, security professionals, school resource officers, students, and community leaders each encounter different dimensions of a young person’s life. When those encounters remain disconnected, important changes in behavior, emerging concerns, or opportunities for intervention can easily be overlooked. When those who care for and serve young people communicate with one another and operate within a culture of trust, however, the collective capacity for prevention becomes considerably stronger.
This is one of the reasons I have always viewed school safety as something broader than physical security. A locked door, surveillance system, access-control procedure, or emergency plan may be necessary, but none of these measures can substitute for an attentive and engaged educational community. Security is strongest when it is accompanied by awareness, responsible leadership, meaningful relationships, and a willingness to recognize problems before they become crises. The most sophisticated security program cannot compensate for a culture in which people are disconnected from one another.
That principle should also inform the way New Jersey evaluates educational success. As the state considers changes to school funding and educational policy, it is understandable that considerable attention will be given to resources, facilities, staffing, transportation, special education, technology, and other measurable indicators. Those measurements are important. Yet educational excellence cannot be reduced to what can be most easily placed into a spreadsheet.
The more consequential questions are often more difficult to quantify. Do students feel sufficiently safe and respected to engage fully in learning? Do educators have the support and authority necessary to teach effectively and to serve as mentors? Are schools intentionally cultivating character alongside intellectual development? Are families meaningfully connected to the educational community? Are concerning behaviors recognized early enough for responsible intervention? Are students developing the judgment, responsibility, resilience, and respect for others that will remain with them long after they leave the classroom?
These questions are not peripheral to education. They are central to it.
A school may possess excellent facilities and substantial financial resources and still struggle to create an environment in which students flourish. Conversely, even when resources are constrained, a committed educational community can accomplish extraordinary things through leadership, creativity, collaboration, personal presence, and a genuine commitment to the young people entrusted to its care. Funding provides the capacity to accomplish much; leadership and culture determine how that capacity is translated into the daily experience of students and educators.
This is why I believe the present conversation in New Jersey should extend beyond the funding formula itself. The state has an opportunity not merely to reconsider how educational resources are distributed, but to examine more fundamentally what those resources are intended to accomplish. The objective should be an educational environment in which academic excellence, security, character formation, and healthy human relationships reinforce one another rather than compete for attention.
The ultimate measure of education is therefore not simply what a school owns, how much it spends, or how efficiently it operates. Its deeper measure is what it develops in the lives of its students. Education should leave young people better prepared to think critically, act responsibly, relate respectfully to others, withstand adversity, contribute to their communities, and assume the responsibilities of citizenship. In that sense, the quality of our schools becomes inseparable from the quality of the society we will inherit from the generation now being educated.
Beyond the Funding Formula
None of this diminishes the legitimate importance of funding. On the contrary, adequate and equitable resources are essential to the educational mission. Schools require qualified teachers, appropriate facilities, transportation, special education services, counselors, security measures, technology, and countless other resources to function effectively. The question is not whether funding matters. It unquestionably does.
The question is whether funding, by itself, can produce educational excellence.
It cannot.
Financial resources can provide the conditions in which excellence becomes possible, but they cannot by themselves create the culture that makes those resources meaningful. They cannot manufacture trust between a teacher and a student, instill character, create moral courage, or guarantee that an adult will recognize when a young person is struggling. They cannot replace the human encounter through which a student discovers that someone believes in his or her potential and is willing to provide both encouragement and accountability.
Those dimensions of education require something more fundamental: leadership and human commitment.
That is why the funding discussion should become part of a larger examination of the educational environment New Jersey wants to create for its children. The objective should not simply be to determine what schools need to purchase, but to consider what schools must ultimately inspire, develop, protect, and form.
A truly excellent school should be a place where academic achievement is taken seriously because knowledge matters; where security is taken seriously because students and educators cannot learn effectively without a sense of safety; where character is cultivated because intellectual ability without responsibility is insufficient; and where human relationships are valued because prevention, mentorship, trust, and belonging are indispensable elements of a healthy educational community.
These dimensions are not competing philosophies. They are mutually reinforcing.
The better question, therefore, may not be whether New Jersey should invest more in one particular component of education, but whether it can develop an educational vision sufficiently comprehensive to recognize how these components depend upon one another.
That is the perspective I hoped to offer in writing to NJ.com.
After more than two decades working directly with schools, educators, students, law enforcement professionals, and communities, I have come to believe that prevention is most effective when it becomes part of the culture rather than something introduced after a problem occurs. Character is most powerful when it is practiced rather than merely taught. Security is most effective when it is integrated into the life of the institution rather than treated as a separate function. Academic excellence becomes more meaningful when students are given not only knowledge but also the character and judgment necessary to use that knowledge wisely.
Ultimately, the future of New Jersey’s schools will not be determined by a funding formula alone. It will be shaped by the collective vision of what education is supposed to accomplish and by the willingness of adults throughout the educational community to accept responsibility for that mission.
We are not simply funding schools. We are forming the generation that will inherit our communities, our institutions, and our nation.
That is why the conversation matters.
And that is why it deserves to be larger than the funding formula.
A LETTER TO NJ.COM — PUBLIC RECORD
September 13, 2026
Because the NJ.com article prompted these reflections, I sent the following letter on September 13, 2026, directly to Liz Rosenberg, Senior Education Reporter for NJ.com, The Star-Ledger, and affiliated New Jersey newspapers.
I am preserving the correspondence here as part of the public record—not as a demand for a response, but because public conversations about education benefit from hearing multiple perspectives, particularly from those who have spent decades working directly with schools, educators, students, and public safety professionals.
Subject: Beyond the Funding Formula: The Foundations of Educational Excellence in New Jersey
Dear Ms. Rosenberg,
Thank you for today’s thoughtful NJ.com article, “There’s One Huge Thing That Needs to Change in NJ Schools, New Education Chief Says.”
For more than 25 years, since Columbine, I have worked with educators, students, school districts, law enforcement professionals, and communities throughout the nation and right here in New Jersey on school safety, violence prevention, character education, crisis preparedness, security, and educational leadership. My work in this field was recognized by the United States Senate more than 20 years ago as a nationally acclaimed expertise in American school violence, and that work has continued throughout the years.
Here in New Jersey, I have had the privilege of presenting to educators and students in school districts including Hackensack, North Bergen, Union City, Cinnaminson, Teaneck, and West Milford, as well as before educational and law enforcement organizations and regional conferences. For more than 20 years, I served the Bergen County Police Chiefs Association as a liaison and chairperson for six schools, continuing to work directly at the intersection of law enforcement and education. My work has also included conducting school security vulnerability assessments.
I mention this background simply to provide context for the perspective I would like to offer.
Adequate and equitable funding is certainly important and practical. But I believe several other elements are equally critical and, alongside necessary funding, are vital to educational excellence.
In my experience, three essential elements must develop together: security, character education, and academic excellence. These should not be viewed as separate initiatives. They are interconnected through prevention, positive human connections, responsible adult presence, and the partnership among educators, students, families, and the broader school community.
This raises a question that I believe deserves consideration as New Jersey examines the future of its schools:
What constitutes a great educational environment for the student, the community, and ultimately what is most beneficial for our country?
Even when resources are constrained, schools can still cultivate character, pursue academic excellence, strengthen security, and create positive human connections. Funding provides essential resources, but leadership, prevention, character formation, collaboration, and the daily commitment of educators to the young people entrusted to their care are also fundamental.
I was particularly interested in Commissioner Laux’s comments about defining “what is good instruction?” and “what does a great instructional experience look like for students?” I would respectfully broaden that question:
What does a great educational environment look like—not simply for academic achievement, but for forming the whole student and strengthening the community around that student?
For more than 25 years, my experience has convinced me that prevention must begin long before a crisis. It begins with education, character, security, positive human connections, vigilance, and a culture in which educators, students, and families recognize their shared responsibility for one another.
Ultimately, I believe the quality of a school is measured not only by what it is able to purchase, but by what it is able to inspire, develop, protect, and form in the lives of its students.
Thank you again for bringing this important discussion to the public. I simply wanted to offer another perspective from more than two decades of working directly with educators, students, school districts, and law enforcement in the field.
Respectfully,
Vincent J. Bove, CPP
Author of Four Books and More than 400 Published Works
National Speaker on Leadership, Ethics & Public Safety
FBI Director’s Community Leadership Award Recipient
NYPD Honorary Law Enforcement Motivational Speaker
Founder, Reawakening America LLC
vincentbove.com/aboutvincent.php
Law Officer Articles: https://www.lawofficer.com/author/vbove/
RELATED RESOURCES AND FURTHER READING
The perspective presented here is part of a body of work developed over more than two decades addressing school violence prevention, character education, security, leadership, and the importance of preventive human engagement.
American School Violence Demands Moral Courage
February 14, 2020 / The Sentinel
An examination of school safety, character education, academic excellence, preparedness, community responsibility, and the preventive educational approach, including extensive documentation of work with New Jersey schools, educators, and law enforcement organizations.
Violence Prevention: Securing Our Public Spaces and Schools
October 2019 / The Sentinel
An examination of violence prevention, school security, threat awareness, the role of educators and law enforcement, and the responsibility of institutions and communities to recognize and address threats before they become crises.
Preventive Leadership & Human Encounter Model™
February 14, 2026 / Law Officer
A contemporary framework extending these principles into 21st-century schools, colleges, and universities, emphasizing preventive leadership, human encounter, vigilance, dignity, trust, character, and early intervention.
A CONTINUING COMMITMENT
The conversation about New Jersey education will continue long after this particular article disappears from the news cycle.
So will the responsibility to protect and educate the next generation.
My hope is simply that this conversation will remain broad enough to include not only how we fund education, but how we form human beings.
Because ultimately, the strength of our schools will become the strength of our communities—and the character of those communities will help determine the future of our nation.
Photo: 1. Bergenfield High School Evacuation drill for security vulnerability assessment as conducted by Vincent J. Bove, November 9, 2009. (Vincent J. Bove for Reawakening America LLC)
2. School Violence Issues and Concerns Collage. (Vincent J. Bove for RALLC)
3. Bergen County Police Chiefs Association president's testimonial for Vincent J. Bove - 20 years of service as Chairperson and Liasson for school violence prevention, March 5, 2024.
About the Author
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Vincent J. Bove is a nationally recognized authority on ethical leadership, violence prevention, and law enforcement resiliency.
A sought-after speaker and prolific author, his work has influenced agencies and institutions across the United States for more than 25 years.
Bove has authored more than 400 published articles and four books addressing critical issues in public safety, leadership, and moral courage.
His book Reawakening America© was named a finalist for ASIS International’s Book of the Year. Listen to Their Cries© was selected and sponsored for distribution to all attendees—students representing institutions from across the United States—at the National Conference on Ethics in America by the Simon Center for the Professional Military Ethic at the United States Military Academy, at the request of a coalition of West Point graduates involved in the conference.
He was appointed the first-ever Honorary Law Enforcement Motivational Speaker by the New York City Police Department, conducting leadership and resiliency initiatives across all five boroughs of New York City.
Bove is also the author of more than seventy articles published in Law Officer, a national publication serving law enforcement professionals across the United States. His work emphasizes ethical leadership, preventive strategies, officer resilience, and the preservation of public trust in modern policing—drawing on American history and enduring leadership traditions to reinforce the importance of character, accountability, and moral courage.
He is a trusted voice at Federal Bureau of Investigation venues, United States Military Academy, and numerous U.S. military facilities. A longtime author for the National Association of Chiefs of Police, he has written 18 cover stories and contributed to shaping national law enforcement dialogue through feature articles and reports.
“Vincent J. Bove is considered one of the foremost national experts on school and workplace violence prevention, specializing in facility protection, evacuations, terrorism prevention, and leadership training.” — U.S. Senate
PHOTO: Vincent J. Bove conducting an ethical leadership, morale, and resiliency initiative at the NYPD 75th Precinct, Brooklyn, August 13, 2026. (Photo by NYPD Officer Justin Constantino for RALLC)
Labels: Campus Security, Character Education, Character Training/Development for Students, Education, Leadership, School Resource Officer, School Violence, Youth
posted by Vincent J. Bove, CPP at 10:35 AM
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