The most newsworthy discussion centered around the Rutgers Future Scholars program, which aims to support first-generation, low-income students through mentorship and academic support, promising free tuition to Rutgers University for those admitted. Kim Williams, the director of the program, provided an in-depth update on its impact on Piscataway students. Williams, a Piscataway resident and parent of a high school graduate, emphasized the program’s role in fostering college readiness and its collaborative nature with the school district.

Since its inception in 2008, the program has supported over 3,500 students across New Jersey, with a significant presence in Piscataway and surrounding communities. The program operates in over 110 schools, requiring student participation in summer programs and mentoring during the academic year. This initiative allows students to earn early college credits, particularly at Rutgers University. Williams noted that 90% of graduating students from the program pursue higher education, with 54% gaining admission to Rutgers. The six-year graduation rate for the program’s first-generation, low-income students stands at 70%, well above the national average of approximately 42%.

The program’s effectiveness is further underscored by the success stories of its graduates, who have gone on to prestigious positions in law enforcement, nursing, engineering, and companies like Google and Bloomberg. The program has also inspired similar initiatives at James Madison University and the University of Toronto. The board expressed gratitude for the contributions of the Rutgers Future Scholars Program and its positive impact on the community.

Following the presentation on the Rutgers Future Scholars Program, the meeting addressed the New Jersey Graduation Proficiency Assessment (GPA), a requirement for high school graduation. The GPA, aligned with educational standards for English Language Arts (ELA) and math, now has a cut score of 725 for both subjects. Students must pass this assessment or pursue alternative pathways, such as standardized tests like the ACT and SAT, if they have attempted the GPA first.

The current status of graduation readiness was reported, with 83% of students deemed ready according to the GPA, compared to 82% statewide. In math, 59% of students are ready, slightly higher than the state average of 55%. The district’s performance in ELA and math showed stability, with improvements noted in both subjects. The speaker acknowledged the controversy surrounding the lowering of cut scores for the GPA but did not elaborate on the board’s stance.

Disparities in student performance among demographic groups were discussed, with notable improvements in the Asian, African-American, and Hispanic student populations. Graduation readiness for Asian students increased from 91% to 94%, African-American students from 71% to 75%, and overall readiness for all students rose from 74% to 81%. The increase in the number of students taking the test—up from 980 last year to 1,078 this year—was attributed to a larger cohort progressing from 10th to 11th grade.

The meeting also covered updates from the curriculum committee, which proposed changes to align with New Jersey standards. These included utilizing the CogAT screener for identifying gifted and talented students and introducing dual credit opportunities for engineering students. Updates to the health education curriculum were also noted, shifting from traditional textbooks to digital resources.

A proposed policy change to meet state mandates for personal finance classes was discussed, with a shift from district-created resources to Junior Achievement materials. Additionally, a presentation from the Malcolm Jenkins Foundation introduced a financial literacy program aimed at high school students and their families, addressing financial literacy and the wealth gap.

In science education, the board reviewed the use of synthetic frog dissections in seventh-grade life science classes, responding to ethical concerns about traditional dissection methods. The policy legislative committee approved updates to various policies, including curriculum content, service animals, student suicide prevention, emergency and crisis situations, and firearms and weapons regulations.

Public comments included gratitude for the improvements to the gifted and talented program and concerns about screen time during ELA classes. The administration assured that direct instruction and cooperative learning would remain prioritized over device use.