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District presents NJSLA results: math improved, ELA and science show mixed outcomes
Summary
District administrators reported 2024–25 New Jersey Student Learning Assessment results: about 50% of students met expectations in ELA (down from 56%), math rose to about 34% (from 29%), and 14.5% met expectations in science. Administrators outlined interventions and assessment changes.
The Roselle Park district reported 2024–25 New Jersey Student Learning Assessment (NJSLA) results on Tuesday, showing mixed outcomes across subjects and grades.
Key findings presented by district staff: about 50% of tested students met expectations in English language arts (ELA), down from 56% the prior year; approximately 34% met expectations in math, an increase from about 29% the previous year; and 14.5% met expectations in science, a slight decline from 2024. The presenter noted state averages were not available in the presentation and recommended comparing state data when released.
Subgroup and grade-level detail: district presenters said math gains were broadly distributed across tested grades except fifth and eighth where gains were not reported. The district reported improvement in math and science for some special education students and identified achievement gaps by race and program (multilingual learners and students with disabilities were noted as groups needing additional focus).
Interventions and next steps: administrators listed steps intended to close gaps and build on gains, including departmentalization of grades 4–5, continued use of ELA and math coaches, increased data analysis, skills-based instruction aligned to standards, MTSS interventions, and ongoing LinkIt assessments. The district also said it will transition test delivery to the Cambium platform (an adaptive field test later this year) after the state moved away from Pearson.
Questions and context: Board members asked why ELA and science results had declined; presenters recommended reviewing state averages and cohort-level trends before drawing conclusions and offered to publish more detailed comparative tables online. The district said family ISR reports and a results portal are available and invited parents to contact the district for missing reports.
Ending: Administrators framed the results as baseline data to guide interventions and said they will continue to report progress to the board and post full data on the district website when state comparisons are available.
