Board reviews SAT results for Class of 2025; district highlights grading alignment and classroom practices
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Summary
The district reported a mean SAT score of 1,207 for the Class of 2025—above New Jersey and national averages—and described new grading-protocol alignment across CP courses intended to standardize assessments and grading practices. Board members discussed whether supplemental SAT prep outside school contributes to differences with peer districts and requested distribution of additional distribution metrics (median, mode).
A high-school presenter summarized SAT performance for the Class of 2025 and described local instructional steps to support college readiness. The presenter reported a district mean SAT of 1,207 for 2025, with the district scoring substantially above New Jersey and national means in both reading and math. The presenter said that, within the district, 50% of students scored above 1,200 and emphasized that staff are aligning curriculum and grading protocols to improve consistency across Common Program (CP) course sections.
The presenter explained grading changes implemented this year: CP courses across departments now use a consistent gradebook structure and common major assessments, so students in different sections of the same course are assessed and graded according to aligned standards. Honors and AP courses retain distinct grading expectations. The presenter said departments are conducting common assessments and professional learning communities to grade and review work collaboratively.
Board members asked for additional distributional metrics (median and mode) and about the role of supplemental SAT prep and socioeconomic differences when comparing to peer districts. Student and board commenters noted that many high-performing peer districts provide or expect paid SAT-prep opportunities and that local clubs and free resources (Khan Academy) can help but may not substitute for structured prep. The presenter said the district can provide median/mode and additional breakdowns from its internal data sources.
No policy changes were proposed at this meeting; the discussion focused on transparency of metrics and instructional practice adjustments to support continued student achievement.