The primary focus of the meeting was the presentation of the NJGPA results, which are critical in determining students’ readiness for graduation. Heather Roco, the director of curriculum instruction, led the discussion on these standardized tests, which assess proficiency in mathematics and English Language Arts (ELA) for all 11th-grade students. A score of 725 is required for graduation readiness, with opportunities to retake the test or use alternative assessments like the SAT or ACT if the initial attempt is unsuccessful. As a last resort, students can compile a portfolio of work for state review.

Roco revealed that 93.3% of students met the ELA proficiency criteria, while 79.6% achieved the necessary scores in mathematics. These results outperform state averages, reflecting positively on the district’s educational strategies. Further analysis through PSAT scores showed that 94% of students satisfied the ELA requirements, with 86% meeting the mathematics standards via this pathway.

The discussion also detailed the subgroup performance analysis required by the state, focusing on data from 28 students. Smaller groups, particularly in ethnic categories, were not reported when involving fewer than 20 students. The report highlighted gender and ethnicity disparities, noting that male students underperformed in ELA, a trend consistent with national data.

A notable observation was that fewer students from the current cohort were graduation-ready in mathematics compared to the previous year. This was attributed to a higher representation of students from traditionally struggling subgroups. The report emphasized that several students missed the graduation readiness benchmark by only a few questions.

In response to these results, the district revised its curriculum, particularly the geometry course, which was identified as a challenging area for students. The curriculum changes included merging the Foundations of Algebra and Algebra 1 courses into a single course, ensuring that all students complete geometry by the end of 10th grade, thereby better preparing them for more advanced mathematics courses.

The meeting also addressed the academic progress of multilingual learners, focusing on the WIDA ACCESS test outcomes. This annual assessment monitors language proficiency across listening, speaking, reading, and writing domains. A score of 4.5 is necessary for students to exit the ML program, after which they continue to be monitored for two years to ensure they meet grade-level standards.

A positive development reported was that 30% of the 185 ML students successfully exited the program last year, totaling 56 students. This achievement was attributed to the dedication of educators. The board recognized the need for further exploration of data concerning economically disadvantaged students.

During the public comment segment, concerns were raised about the performance of economically disadvantaged students, particularly in mathematics. Commenters questioned the specific plans in place to support these students, citing potential barriers such as limited access to tutoring. The board emphasized that strategies are being implemented to identify support pathways starting from sixth grade, including leveling classes for enrichment or additional assistance.

Further public dialogue addressed class placement issues for students in geometry, noting that some students may not have the necessary proficiency to succeed. The discussion stressed the importance of adapting to changes in assessment methods and identifying trends in student performance over time. Proposed strategies included offering layered courses and individualized support, while maintaining high expectations for all students.

The board also acknowledged the importance of accountability and transparency in the performance of multilingual learners, emphasizing the need for comprehensive support systems. There was consensus that improving outcomes for economically disadvantaged students requires a multifaceted approach encompassing academic and community support mechanisms.