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District reports test gains across grades but board presses on persistent subgroup gaps
Summary
Administrators reported year-over-year gains on NJSLA and AP results (elementary grades and several AP courses up); board members pressed for cohort tracking and deeper analysis after seeing continuing double-digit gaps for students of color and economically disadvantaged students.
The Morris School District presented its required annual assessment report to the board, highlighting gains on state tests and AP participation while drawing sharp questions from board members about persistent racial and socioeconomic performance gaps.
Director Matthew Kryley opened the presentation by noting increases in students meeting or exceeding expectations in grades 3–5 versus 2024. He cited a 9.1 percentage-point increase in grade 3 math and gains in grades three through five for written expression. Brian Young and Alex Gentle summarized gains in science and math across key grade bands; administrators said the district’s mean performance sits above the state average in multiple grade bands.
The district emphasized how it will use results: an evidence-statement analysis by standard, targeted PD, K–5 curriculum rollout aligned to the 2023 New Jersey Student Learning Standards, instructional coaching at K–5, and interventions (pull-out and push-in supports). Officials explained that NJSLA cohort comparisons are grade-to-grade, not identical students, and highlighted alternate pathways for graduation proficiency (NJGPA, SAT/ACT or portfolio options).
Sophia Kenny presented AP outcomes for 2024–25: participation rose from 450 to 536 students and the number of exams from 888 to 1,028; students earning scores of 3 or higher rose from 371 to 479 (a 21.9% increase). Kenny highlighted growing enrollment in AP English, world languages and new capstone offerings (AP Seminar/Research).
Despite the gains, multiple board members urged deeper review of subgroup trends. One board member said students of color were “trailing by double digits” compared with peers after years on the board and asked for cohort-to-cohort tracking. Administrators agreed to provide additional cohort analyses and said the district is using midyear assessments to target supports earlier in the school year.
During public comment, a parent asked the board to provide clearer, active guidance to families on how to interpret individual score reports and what concrete interventions will follow when a student is below grade level; administrators said hard copies of individual reports are available and agreed to consider greater outreach to help families interpret results.
The board did not take new policy action during the presentation; it requested follow-up materials showing cohort tracking and subgroup trends.
