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Elizabeth Public Schools reports NJSLA/NJGPA data, announces fall adaptive field test and intervention plans
Summary
District officials presented spring 2025 assessment outcomes, reported cohort/graduation statistics and perfect-score recognitions, and outlined interventions (screeners, curriculum partnerships, PD); the state-mandated adaptive NJSLA/NJGPA field test will be administered in fall 2025 (high schools Oct. 28–30; grades 4–8 Nov. 12–14).
District leaders on the school board dais presented results from spring 2025 state assessments, described next steps on new adaptive tests and laid out district interventions to support students.
Amy Gil, the district’s director of research, evaluation and assessment, explained that the New Jersey Department of Education has introduced adaptive versions of the NJSLA and NJGPA and that the state requires a fall field test. Gil said high school students will field-test Oct. 28–30 and grades four through eight will field-test Nov. 12–14; the district will follow state guidance and share schedules with families.
The board received graduation-cohort and assessment detail: the district reported 2,012 graduates across eight high schools for the 2024–25 class; cohort 25 included 2,184 students with 1,940 graduating on-time (87.9%). District goals include 90% of graduates having taken at least one AP course and a target of a 3.0 GPA; 57.7% of graduates had taken an AP course and 58.8% met the 3.0 GPA goal.
Assessment highlights and supports: board slides showed district math performance lagged statewide averages in many grades but noted faster three-year growth in multiple grades (example: grade 3 math +10.5% district vs. +8% statewide). ELA growth narrowed demographic gaps in many grades, and grade 9 ELA exceeded the state average in two of the last three years. For alternate assessments, roughly 310 students took the Dynamic Learning Maps (DLM) ELA and math exams with pass rates near 43% and about 125 students took the science alternate with pass rates near 42%.
Gil listed the district’s planned and in-place supports: universal literacy screeners (MCLASS/DIBBLES 8), partnerships (Children’s Literacy Initiative, Carnegie Learning, STMath), expanded small-group instruction, targeted professional development (including Orton–Gillingham approaches), bilingual curriculum supports, and expanded student programs (summer school, after-school and Saturday programs). The district said these materials and professional-development listings would be posted on the district website.
The board also celebrated students with perfect scores across assessments (district slides showed hundreds of perfect scores across grades and tests) and discussed plans to honor those students at a future board meeting and school assemblies.
Why it matters: The fall adaptive field test means students will test both in the fall and again in the spring this school year; districts are adapting schedules and communications. The assessment results and the district’s intervention plan provide parents and educators with both performance context and specific instructional approaches the district will use to address gaps, particularly in mathematics.
Next steps: District staff will post guidance and resources online and present follow-up briefings (including cybersecurity/insurance and funding impacts) to committees in October.
