Miss Louise Kenny: district posts gains in ELA and math but flags gap for economically disadvantaged students

Miss Louise Kenny presented the Bordentown Regional School District’s 2025 SLA state-assessment results to the board, saying the district showed measurable growth in several grades while important subgroup gaps remain.

Kenny told the board overall English language arts proficiency for the district was 56%, a year-over-year increase she described as about 6 percentage points. "We had a 6% growth last year in ELA," she said. Math proficiency across the district was reported at 52%, a roughly 3% increase from the prior year. Kenny highlighted particularly strong middle-school math growth, noting a jump from about 43% to roughly 62% proficiency in one grade cohort.

The presentation compared each school’s scores with the 2025 state averages and showed several schools at or above the state in science testing. "We are above everybody statewide for science testing, even with this awkward science test," Kenny said, pointing to gains in grades five, eight and 11.

Kenny also reviewed graduation pathways and counts: the district reported 170 students graduated last year; 41 graduates used substitute competency testing routes and 33 graduated through portfolio appeals designed for students with disabilities. She cautioned that subgroup disparities remain a primary concern: economically disadvantaged students were reported as 64.9% graduation-ready, leaving roughly 35% who were not meeting the district’s graduation-readiness criteria.

Kenny described district strategies behind the scores, including targeted MTSS interventions in math and ELA, summer and before/after-school programs for at-risk students, and targeted tutoring for seniors on the edge of graduation. She said the district prioritized growth metrics in state accountability (CUSAC) applications and used practice tests and technology familiarization to reduce testing-technology barriers.

Board members asked clarifying questions about field tests and which scores count for accountability. Kenny said field-test scores are not counted for readiness, graduation rates or CUSAC scoring and that individual score reports had only recently been distributed to parents because of a staffing change in district testing coordination.

The board did not take formal action on the results during the meeting; the presentation concluded with a request that administration focus resources on closing the gap for economically disadvantaged students and further explain subgroup differences at a future meeting.