Rutherford superintendent highlights strong ELA and AP results but flags weak science scores

Superintendent Jack Curley told the Rutherford Board of Education on Oct. 21 that while the district generally outperformed state averages in English language arts and most math standards, science scores are a persistent concern that the district is addressing through curriculum changes and targeted interventions.

Curley opened his report by noting limits in the state's publicly posted template and emphasizing that some public charts compare different cohorts rather than showing individual student growth. "We get statistics on every student," he said, but the published reports omit some student-level details to avoid identification. He said district staff use embargoed data and internal analyses to plan interventions.

Why it matters: The superintendent said that ELA and most math indicators show Rutherford above the state, and that the district is expanding supports to maintain those gains. But science performance, which Curley described bluntly as "abysmal," could affect curriculum priorities and future state accountability adjustments.

Key facts and numbers: Curley reported a five-year graduation rate of 97 percent; the district administered 388 AP exams this year, with 79 percent scoring a 3 or higher (173 students with 3+ out of 219 students tested was noted in the packet); 16 students took the ACT. He said the district has moved Algebra I into grade eight for many students and has adopted the Envision math program in grades K–8 to strengthen foundational skills.

District response: For science, Curley said the district restored a science specialist to early grades, restarted a science fair, and is revising middle-school course sequence and staffing. He also said administrators are questioning whether the state science assessment mirrors the mandated curriculum and noted work with middle-school leaders to better align instruction.

Interventions and teacher ownership: Curley described a teacher-centered approach to interventions: supervisors and principals lead "data dives" beginning in August, then teachers design and own classroom-level strategies (including IXL software and teacher-created units) rather than passively implementing off-the-shelf tools.

Next steps: The superintendent and supervisors will continue data-driven planning, monitor the first year of Envision math implementation, and report back to the board as results become available. Curley also said the district will submit documentation for the district performance review (DPR) and continue work on curriculum maps and lesson-level assessment alignment.

Board reaction: Board members asked about pandemic-era learning loss, whether interventions reached students at the individual level, and how the state might respond to questions about the science assessment. Curley said the district's multi-year studies show some dips but not a systemwide collapse and affirmed the district's commitment to targeted interventions.

The superintendent concluded: "So that's my report," signaling the end of the achievement presentation and the transition to personnel and other business on the agenda.