Cinnaminson presents 2025 NJSLA results; district outperforms state in several grades but gaps remain for multilingual learners and students with IEPs

CINNAMINSON, N.J. — School district leaders presented results from the 2025 New Jersey Student Learning Assessment (NJSLA) and Advanced Placement (AP) exams at the board of education meeting on Sept. 23, reporting that several Cinnaminson grade cohorts outperformed state passing rates while noting persistent gaps for certain student subgroups.

The presentation was led by Nicole Arbolez (math leader), Kristen Melcher (ELA director), Matthew Prokopka (science director) and members of the district administration. Administrators said the district had posted higher passing rates in multiple grade levels compared with statewide averages, and outlined next steps for curriculum adjustments and professional development.

Why it matters: The NJSLA is the state’s standardized assessment for grades 3–8 and once in high school in English language arts and math, and in grades 5, 8 and 11 for science. Results are used for instructional planning and federal reporting under the Every Student Succeeds Act.

Key results and takeaways - ELA: Third graders in Cinnaminson passed at 53% versus a 45% statewide rate; fourth grade passed at 58% (state 54%), and fifth grade at 64% (state 53%). Middle-school rates included sixth grade 63% (state 56%), seventh 58% (state 57%) and eighth 67% (state 57%). Ninth grade passing was 61% (state 50%). District leaders said the elementary-to-high-school trajectory shows growth in foundational skills. - Math: Third grade math passing was 67% (state 50%), fourth grade 61% (state 47%) and fifth grade 66% (state 44%). District leaders explained that some middle-school students take Algebra I early; when accounting for those students, adjusted grade-level rates improved (e.g., eighth-grade equivalent would be reported as 48% passing in a like-for-like comparison). - Science: Passing rates (tested in grades 5, 8 and 11) showed increases at fifth and eighth grades relative to prior years; the district’s rates exceeded the state in some cohorts but administrators described the science test as cumulative and “very rigorous.” - Student subgroup performance: Administrators highlighted disparities by subgroup. For ELA, approximate passing percentages reported were 76% for Asian students, 64% for white students, 60% multiracial, 42% Hispanic and 41% Black students. Students eligible for free/reduced lunch, students with IEPs and multilingual learners (ML/ELL) showed lower passing rates; the presenters said ML students had particularly low passing rates in multiple subjects (reported as near or at 0% in one slide for ELA) and must be a focus of intervention. - AP results: Cinnaminson administered 212 AP exams in May 2025. Eighty-two percent of AP test-takers earned a 3 or higher; the average AP score and examples of high-performing courses (English Language & Composition, Calculus AB) were shared. The district added AP U.S. Government for 2025–26.

District response and next steps Administrators proposed targeted professional development for October and November, pacing guide adjustments, creation of paired texts for interdisciplinary reading tasks, increased use of manipulatives and spiral review in mathematics, and science-literacy integration to align classroom activities with the state’s science and engineering practices. They said the district will analyze results by standard where possible and develop action steps to support multilingual learners and students with IEPs.

Officials emphasized the difficulty of year-to-year comparisons for small subgroups because relatively small changes in counts can produce large percentage swings. They also reminded the public that participation rates exceeded state expectations in most buildings (Rush school 99%, middle school 97%, high school 98.5%).

Board discussion and public context Board members asked clarifying questions about how early-accelerated students (those taking Algebra I in middle school) affect grade-level results and requested more detail on inclusion and supports for multilingual learners. A board member asked how New Jersey tests compare with other states; administrators said testing policies differ by state and comparisons are limited.

Ending Administrators characterized the results as evidence of growth in many grades and a call for continued work: “work to be done” in professional development, curriculum pacing, and targeted interventions for specific student groups.