Pascack Valley Regional High School District officials reported modest gains across several standardized assessments for the 2024–25 school year at the board meeting, saying the district improved on measures in English language arts, math and science and continued to post strong AP and SAT results.

District presenters said the year’s results will inform classroom instruction and targeted interventions. They also noted the district follows state reporting guidance that withholds subgroup results when fewer than 10 students are in a category.

At a high level, the district reported 401 students tested in English language arts assessments and a 1 percentage‑point increase in the share scoring at the state’s top levels (levels 4 and 5) compared with 2023–24, a presenter said. Valerie Mesic, supervisor of English language arts, told the board the district will use benchmark data and a network of supports — for example a writing center and targeted grade‑level interventions — to address gaps such as the persistent difference between male and female achievement in ELA.

Math results reflected a year of transition to a “geometry first” sequence, presenters said. Jessica Nitsio (district math supervisor) reported 410 students tested in math overall, with geometry proficiency at about 92 percent for students who took that test and an overall algebra I proficiency of roughly 55 percent. Presenters cautioned that comparison with prior years must account for the sequence change, which left only a small number of students reporting algebra II results (fewer than 10) and therefore withheld under privacy rules.

Megan Rosian, supervisor of science, said the NJSLA science scores rose districtwide by about 3.1 percentage points in the share of students scoring at levels 3 and 4, in line with the state’s 3.2 point increase. Rosian reported 42.8 percent of Pascack Hills students and 54.5 percent of Pascack Valley students scored proficient or above on the science assessment. Special education students’ performance increased from roughly 16 percent proficient or advanced in 2024 to about 29 percent in 2025, Rosian added, noting the district is in a curriculum revision year that will emphasize three‑dimensional, phenomenon‑based instruction and better integration of Earth and space science standards across courses. "This year is also a curriculum revision year for science, giving us the opportunity to refine our programs and ensure that phenomenon‑based students are embedded across all science courses," Rosian said.

On college readiness metrics, the district reported continued growth in average SAT scores at both schools and a higher rate of AP participation. Presenters said more than 90 percent of students who sat for an AP exam at each school scored a 3 or higher; Pascack Hills had 41 AP Scholars and Pascack Valley had 44. Districtwide, 25.8 percent of students took an AP exam in 2024–25, up from 23 percent the prior year, presenters said. The board was also told the most recent comparators available showed national SAT averages near 505 in 2024 and New Jersey averages near 519.

District staff described expanded dual‑enrollment and internship opportunities. Presenters listed 28 courses eligible for dual enrollment through partner institutions (Kean University; Ramapo College of New Jersey; Syracuse University; William Paterson University; Seton Hall University; and the University of Texas) and said those courses created 1,282 opportunities for students to earn college credit; presenters did not have a confirmed count of how many students actually earned credits and said they would follow up with exact figures. The presenters also summarized post‑graduation plans for the Class of 2025: 193 graduates at Pascack Hills and 257 at Pascack Valley; 11 graduates planned to enter the workforce, and 19 planned a trade program, gap year, military service, mission trip or the district’s 18–21 milestones program.

Presenters repeatedly emphasized that benchmark and assessment data will be used to target instruction at the grade level and to allocate supports such as writing, math and science centers. Board members asked for follow‑up on alumni tracking and dual‑enrollment take‑up; staff said they would return with more precise counts and additional data on outcomes.

The board did not take a formal action based on the presentation; presenters invited trustees to submit further questions and offered to provide additional analysis on request.