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District presents 2024–25 state assessment results; officials highlight pockets of growth and gaps
Summary
Wall Township administrators presented 2024–25 New Jersey state assessment results (NJSLA and DLM), showing mixed performance across grades and subgroups, notable gains in some math cohorts (grade 8, Algebra II) and ongoing subgroup growth concerns. The district outlined next steps including data dives and targeted instruction.
The Wall Township administration presented the district’s 2024–25 state assessment results — the New Jersey Student Learning Assessments (NJSLA) and the Dynamic Learning Maps (DLM) alternate assessment — during the Oct. 14 meeting.
Jennifer McCann, assistant superintendent for curriculum and instruction, summarized district performance in English language arts, mathematics and science. McCann said the district’s overall percentages meeting or exceeding expectations have been close to pre-pandemic levels but that “our overall data does not show or demonstrate significant growth.” She highlighted areas of growth and decline by grade cohort.
McCann pointed to notable improvements in some mathematics courses: “Grade 8 math has gone from 6% meeting or exceeding expectations to 53% this past year, and Algebra 2 has increased from 57 percent to 91 percent.” She also identified populations needing additional support, singling out English learners and students with significant disabilities for targeted interventions. For the DLM (the alternate assessment), McCann said 22% of students were at target in ELA and math, while DLM science results indicated most students were at the emerging level.
The district said it will continue “data dives” at the classroom and individual levels, review scope and sequence alignment to standards, and implement targeted, data-informed instruction. Title I schools (Central, West Belmar, the intermediate school and the high school) will continue morning and after-school support programs.
The presentation did not prompt a board vote. Administrators said the results will guide targeted instructional strategies and supports.
