A significant portion of the meeting was devoted to discussing academic performance, with a detailed examination of standardized test scores such as the NJSLA, AP exams, SATs, and ACTs. The board noted inconsistencies in test scores across different grade levels and demographic subgroups, including economically disadvantaged students and those with individualized education plans. Concerns were raised about the declining participation rates in standardized tests like the ACT and PSAT and how test-optional college admissions might affect students’ testing choices and performance.

The board also compared Ridgewood’s academic metrics with neighboring districts, observing a slight dip in math performance and a flat reading trend. Notably, graduation rates were scrutinized, revealing a discrepancy for economically disadvantaged students and those with disabilities. The low graduation rate for students with disabilities was attributed to students in 18 to 21-year-old programs, which affected the overall statistic.

The decline in high school science performance prompted a discussion about students’ attitudes toward assessments, with the superintendent sharing insights from the science faculty. It became apparent that students did not take the science assessment seriously, leading to a significant drop in performance. The board stressed the need for better communication with students about the importance of these assessments for the school’s rankings and reputation.

College acceptance rates were another focal point, with the board acknowledging the increasing selectivity of top-tier schools and the challenges of interpreting acceptance rate data in a test-optional environment. The impact of a recent legal decision on race-conscious admissions processes was also discussed as a factor that could potentially affect future acceptance rates for the district’s students.

The superintendent emphasized the significance of cultural competencies and inclusivity in the school environment, particularly given the diverse cultural backgrounds and identities of the students. The performance of economically disadvantaged and minority students was a point of concern, with the lack of a cohesive Ridgewood identity being discussed as a potential impact on these student groups’ school experiences.

Further discussions addressed the rankings and ratings of Ridgewood Public Schools across different platforms. The board debated the impact of math sequencing on the school’s performance, specifically regarding geometry testing and growth scores. The validity of ratings provided by GreatSchools.org was questioned, especially given their use of outdated data, and the limitations of survey responses as metrics for school rankings on niche.com were highlighted.

The board also considered the necessity of expanding data collection systems and creating structured support programs for students. They discussed the potential for creating a cell phone-free school environment and considered alternative career pathways for students beyond traditional four-year colleges. The transparency of the presented data was a topic of debate, with a focus on addressing the needs of special education and higher-achieving students.

Special education classification rates and the diversity and inclusion of teachers were also important discussion points. Community members expressed concerns about the lack of diversity among staff and the treatment of black and brown populations in the district. The board assured the community that efforts were being made to track diversity metrics and ensure equitable practices.

Finally, the board considered the possibility of contracting with a specialized entity to improve their inclusion practices, with the director of Human Resources and chair of the inclusion committee indicating the intention to present options to the board for approval. Community engagement was encouraged throughout the meeting, with residents raising concerns about staffing changes, the need for diversity among staff, and the prevalence of private tutoring and its potential influence on test scores.