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High school test scores: Garfield reports small ELA gains, larger gaps in math; ELL enrollment jumps to 540
Summary
Presenters reported Garfield's 2025 NJGPA results showing a modest ELA increase for grade 11 and a lower math proficiency; district staff also told the board ELL enrollment rose to 540 students and described supports including an upcoming welcome center and language supports funded in part with Title funds.
District staff presented results from the 2025 New Jersey Graduation Proficiency Assessment (NJGPA) and gave updated English-language learner (ELL) access data during the meeting.
Dora D'Amico (high school principal), Dr. Anna D'Agostino and Elizabeth Mirzajewski (6-12 supervisors) summarized the NJGPA: the assessment includes ELA and mathematics components administered across two days for ELA and two mornings for math. The presenters said 328 students took the ELA assessment and 329 took the math assessment this spring.
Key results presented for Grade 11 (district): ELA graduation-ready rate 71.5%; mathematics graduation-ready rate 37.2%. Presenters gave comparative figures: district combined graduation-ready (including a few 12th graders) was reported as 71.4% for ELA in 2025 versus a state figure of about 80.7%; math district rate reported at about 37.1% versus a state figure of about 58.0. Presenters said subgroup results largely held steady or improved from 2024 to 2025 in ELA and math.
On English-language learners, the district reported an increase in ELL enrollment to 540 students from about 322 two years earlier. The top six home languages were shown (15 languages total in the district). Presenters said 11% of ELL students exited the program this year (compared with 9% the prior year). Staff described challenges: many newcomers have interrupted formal education, which affects acquisition of English; teachers and staff are providing diagnostic testing, sample-problem interventions, one-to-one supports and professional development. The district said it purchased an audio-enhancement system with Title funds to help multilingual students follow classroom instruction.
The board thanked presenters and noted the district will continue intervention strategies and diagnostic testing across grade levels.
Ending: District leaders said they will continue analyzing multiple measures, offer professional development and bring further data to the board as the year progresses.
