[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6482889,"mediaKeyId","5561792-fd07d96bfeadb468699cfbd76343abdb","parentId",5561792,"title","Board advances first reading of new graduation policy requiring FAFSA completion and 2.5 credits of service learning or cultural‑competency coursework","audioSeconds",126,"startMs",5760000,"endMs",5886000,"viewUrl","/Search/View?dp=1&key=5561792-fd07d96bfeadb468699cfbd76343abdb&start=5760&end=5886","thumbnailUrl","https://assets.pipeline.soar.com/5561792-fd07d96bfeadb468699cfbd76343abdb/thumbnail_5760000.jpg","articleUrl","/articles/6482889/New-Jersey/Board-advances-first-reading-of-new-graduation-policy-requiring-FAFSA-completion-and-25-credits-of-service-learning-or-culturalcompetency-coursework","mediaUrl","https://secure.pipeline.soar.com/6482889-d4c06c782bddbf0e15e2c1eeb095c888/orig.mp4?Expires=1771172482&Signature=ZxkViJmVBBQj8cIOPYm5IylMqUCMvzwfeaS0IUZuzvKGlifweHjjq64MAL0gdQizQf05IPA0LgCHEd4xJ6Jr2lTaOiLf4FXbvc4KqEIMc~ULQ7toAPkNXaXEt9oyfjMd-mOQZx4zxogon7-9cztRMstamzuuBz-tuDkGcRlcAyjNDdfVTja5fSa8JBbB8lw2UYLVFG1MXShPDMf~moCFEOuE95~CmxDaIT5MjucoMzKOg9K3zdQBBylV9MIP~5ruAx8SRfK19oITH7W~A0jdaTCRvyK6xJEUqUAa8bWvAx7YtzHlff7IefxG2DuYOjbXqzFhrJAxdLhEH3YKPEn8UA__&Key-Pair-Id=KUT5TJCACFTXG","author","Hopewell Valley Regional School District, NJ","date","2025-08-12T00:57:16Z","article","The Board’s policy committee presented changes to policy 5460 (high school graduation) and advanced the revisions for first reading. The changes include two notable items: a state‑required confirmation that students and, when applicable, parents complete the federal financial aid application (FAFSA) as a prerequisite for a diploma, and a new district requirement of 2.5 credits of coursework that promotes service learning or cultural competency.

Committee members said the FAFSA expectation stems from a recently enacted state requirement; the district implemented the practice last year and reported no major implementation problems. Principal Riley told the committee she made herself available to assist families who needed help completing the FAFSA, and committee materials said a waiver process exists for families who decline to submit the form.

The proposed 2.5‑credit requirement will use existing course options, committee members said, not a new standalone class. Examples provided include AP Spanish (service component), environmental science, community‑based creative design, global public service, anthropology, comparative world religions, race/class/gender, African American studies, sociology and others. The committee said roughly 60–70% of students already earn equivalent credits and that summer electives could be used to meet the requirement when scheduling is tight.

Policy committee members and several board colleagues voiced support for exposing students to perspectives and civic skills. One board member linked the change to earlier 2020 calls for anti‑racist and culturally responsive measures and said the requirement would expand access to courses that have historically run with low enrollment.

At the same time, at least one board member urged clearer policy language on “cultural competency” to avoid imposing particular social theories; that member said they would abstain on the policy vote today and asked the policy committee to refine the definition and list of qualifying courses before final adoption. The committee said it would revisit language and implementation after the first cycle of data and that the requirement would take effect for the graduating cohort targeted in 2029.

The policy is at first reading; no final adoption was recorded at this meeting.","mediaType","Video","parentTitle","HVRSD Board of Education General Meeting August 11th, 2025","oneSentenceSummary","The Board advanced a first reading of revisions to policy 5460 that would require students and, where applicable, parents to complete the FAFSA and would add a district graduation requirement of 2.5 credits of service learning or cultural‑competency coursework.","taxTitle","Hopewell Valley Regional School District, School Districts, New Jersey","taxId",56701,"location","New Jersey","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6482894,"Hopewell Valley board approves placing two‑question bond referendum on November ballot; projects total about $84 million",1274,1499000,2773000,"/Search/View?dp=1&key=5561792-fd07d96bfeadb468699cfbd76343abdb&start=1499&end=2773","https://assets.pipeline.soar.com/5561792-fd07d96bfeadb468699cfbd76343abdb/thumbnail_1499000.jpg","/articles/6482894/New-Jersey/Hopewell-Valley-board-approves-placing-twoquestion-bond-referendum-on-November-ballot-projects-total-about-84-million","https://secure.pipeline.soar.com/6482894-b99cce2affee302d737a255f1e6f9330/orig.mp4?Expires=1771172482&Signature=nlIHfqvbASjCVUIuooIarmJFxLCcrURIlX1yqEhQtoEITv-b19TJV8BcRZc8P-rsv9E~L5Au0OewTI7uHpVI1gp1vUlRSnXozekcf7qBhxRKXmlC0Wslvg-s4YaeJOgHN-LMpYGnUKCihIi-XVHsa~I~cOSBNQRxt1i7~BzZ8A5G5zRozK1Vi9HuzAVKABoLh5yJzku0Au4g0w1Y5ZlzoPy8KSbsRdBy0FD8HEEAy2rZU08qoSspuDlcvFrbaRStn-tNWeVNKW2QWrhe5miiWbYCaxmxZJUMttl4si4E0f2CVkETCCUvXWNR3S0FIV1-WRkyMGgZoLI-4uLpPM3WSw__&Key-Pair-Id=KUT5TJCACFTXG","The Hopewell Valley Regional Board of Education voted to place a two‑question bond referendum on the November ballot after a roll‑call motion passed unanimously.

Question 1 bundles critical building‑integrity projects — roofing, primary HVAC replacements, interior door and toilet renovations, paving and drainage fixes, and other urgent safety and security work — with an estimated cost of about $58 million. The district said the state will cover roughly 34% of that package, leaving a local share of about 66%.

Question 2 would fund building expansions intended to address growing enrollment and to bring preschool and special‑needs classrooms into school buildings (not trailers). Proposed expansions include a 10‑classroom wing at Bear Tavern and a six‑classroom addition and other improvements at Tollgate. The district estimated that combined costs for both questions total about $84 million; state funds would cover a smaller share of new construction, leaving roughly three‑quarters of the combined cost to local taxpayers.

Business administrator Bob (staff) presented estimated local tax impacts under a 20‑year bond at a 4.25% interest rate: if Question 1 alone passed, the average household tax impact would be about $284 in Hopewell Township, $248 in Hopewell Borough and $294 in Pennington Borough. If both questions passed, the district estimated impacts of $471, $411 and $489 respectively. The district said those figures would decline if a $16.1 million payment the Township has pledged through a pilot program becomes available; the district estimated the pilot money would reduce average impacts by roughly $103–$124 depending on municipality.

Board members stressed tradeoffs and contingencies. The board clarified that Question 1 must pass for Question 2 to proceed on the ballot; Question 2 cannot be implemented without the passage of the critical‑infrastructure package. Board member Mark Peters (finance committee chair) provided a written statement read at the meeting, saying the referendum language aims for transparency and urging continued community dialogue.

Several speakers from the public asked for more detail. A resident suggested adding “incidental” to site‑work wording in Question 1 and recommended showing counts (n=) for charts in the district’s NJGPA presentation; other commenters questioned whether the district could pay for projects without a referendum and how pledged township funds would be delivered and applied. The district said state aid for approved projects arrives as debt‑service aid over time rather than as a lump sum, and that the township payment — if it materializes via the pilot agreement — would be applied to reduce debt service on the Bear Tavern addition portion of the project.

Board action: by unanimous roll call (Capadia, Lilliston, Resnick, Stiliano, Wilson, Williams Galliano — all voting yes), the board approved moving the two questions forward so the district can notify the clerk of elections and finalize ballot language for a November 4 vote. The board also scheduled public outreach and site tours as part of ongoing community education about the proposal.

District staff said they will continue to refine cost estimates, seek final NJDOE approvals of project questions, and return with updated tax‑impact estimates as ratables and interest rates change.","Board voted to submit two ballot questions in November: Question 1 for critical building infrastructure (~$58M; ~34% state aid) and Question 2 for classroom expansions (combined total about $84M; district share majority). Board members and the public debated scope, tax impact and use of a promised $16.1M pilot payment from Hopewell Township.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6482899,"Hopewell Valley reports higher NJGPA pass rates but gaps persist for small subgroups",124,213000,337000,"/Search/View?dp=1&key=5561792-fd07d96bfeadb468699cfbd76343abdb&start=213&end=337","https://assets.pipeline.soar.com/5561792-fd07d96bfeadb468699cfbd76343abdb/thumbnail_213000.jpg","/articles/6482899/New-Jersey/Hopewell-Valley-reports-higher-NJGPA-pass-rates-but-gaps-persist-for-small-subgroups","https://secure.pipeline.soar.com/6482899-977e688d744ed86630463c02b19c52a3/orig.mp4?Expires=1771172482&Signature=etHYwJJY0C5HV7gM5N5uMBJOS~xBm6aNje9sQ-WEHQfSq3DTG5ofdpkSX~7taq254nwsJqVxYxiu0Zcf0tLvZ0Q0OaLpd78Yi5maDM-q6zkhtNxMHD8Gf1aRz86WtC5tmoPjYsxvGnLD~Xrixv8Cj9ECrTaCCSCFgUZyDWz3sKGdso2we7syLrvnAiA~tmUHe~LUsI9HE6a6VbGo0-IDflW0S-dGRsuPwdwXvQOENvnByUJuoUcIsq5gnfQXYo--kxt0KVxGUpjd0zXgQanDGzbVje~QKVi9H3abd39UNRo5BigaZsBhiCq-YVDUuApyzrjl7vtH3HmNMheZlY6xnA__&Key-Pair-Id=KUT5TJCACFTXG","A district presenter reported that 94% of Hopewell Valley Regional School District juniors met or exceeded the New Jersey Graduation Proficiency Assessment (NJGPA) passing threshold in English language arts and 86% met the math threshold in the spring 2025 administration.

The presenter told the Board the NJGPA has been a state graduation requirement since the New Jersey Department of Education adopted it in 2021, is administered in grade 11 and requires a passing score of 725. She said the district’s multiyear trend shows overall growth and that Hopewell Valley students continue to outperform state averages in both content areas.

Board members and staff emphasized that the headline percentages mask important caution points. Board member Dr. Resnick and others pointed out that very small subgroup sizes — particularly among Black and Hispanic cohorts — make year‑to‑year percentage swings unreliable. Dr. Resnick asked the district to “be careful” when combining subgroup reporting that could make samples appear larger than they are; the presenter acknowledged that state reporting rules limit disclosure when subgroup counts are below 10.

The presentation included program‑based data showing notable change for students in special education: district materials presented an increase from 37% to 60% meeting the NJGPA benchmark in one program group from the prior year to 2025. Principal Riley and special‑education staff described targeted supports as possible contributors: increased awareness that students who do not pass will be enrolled in a district support course, focused staff attention on cohorts using Title funds, and school‑level interventions. The district also said the state offers alternative graduation pathways, including qualifying scores on approved standardized tests and a portfolio appeal process for students who do not meet the NJGPA benchmark.

Several board members asked for further analysis rather than immediate program prescriptions. Dr. Resnick said he did not want the district to assume causes without digging into student‑level factors: “Let’s actually try and take a look at it,” he said, asking for a deeper review of whether low results for small subgroups are driven by a few students, special‑education status, newcomer status, or other factors.

Parents and community speakers echoed the board’s caution and raised additional concerns about student well‑being. Public commenter Kate Ham, a parent of a junior, said the district’s messaging that students “need to pass NJGPA to graduate” increased anxiety and recommended clearer communication about alternative pathways and about scheduling (she noted the test came right after daylight‑saving time this year).

District staff said they would bring additional breakdowns and trend visuals to help the board and community interpret the results: specifically, counts (n=) for bars and multi‑year trend charts rather than stacked tables, and a more detailed look at cohort histories (for example, how long students have been enrolled in district schools). The presenter also flagged limits of the NJGPA dataset: unlike other state assessments, NJGPA returns less granular item‑level feedback immediately, which makes identifying precise standards‑level weaknesses more difficult.

Board members asked for follow‑up that includes (1) clearer n‑counts on charts to avoid misinterpretation of small subgroups, (2) a multiyear breakdown of the special‑education gains to verify sustained improvement, and (3) an analysis of whether social‑emotional or cultural‑responsiveness interventions are correlated with gains for specific cohorts.

The board did not take action on instruction or policy at the meeting. Staff said they will return with more detailed data and recommended next steps at a later meeting.","District presentation shows 2025 NJGPA results with 94% of juniors meeting the ELA benchmark and 86% meeting math; board members urged caution interpreting subgroup percentages where sample sizes are very small and asked for deeper analysis of causes and supports.","actionData","errors"]

Article not found

Board advances first reading of new graduation policy requiring FAFSA completion and 2.5 credits of service learning or cultural‑competency coursework

Hopewell Valley board approves placing two‑question bond referendum on November ballot; projects total about $84 million

Hopewell Valley reports higher NJGPA pass rates but gaps persist for small subgroups