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Cinnaminson presents NJGPA gains and ACCESS results, but leaders flag subgroup gaps
Summary
Superintendent and assessment staff told the board that most juniors passed the state graduation-proficiency assessment in 2024 and that 18 multilingual learners met exit criteria on the ACCESS test, while officials said several student subgroups remain below state averages.
Superintendent Mr. Capello and district assessment staff presented results of the New Jersey Graduation Proficiency Assessment (NJGPA) and the ACCESS English‑language proficiency exam at the board meeting. The district reported that 94.4% of juniors passed the NJGPA last spring, above a cited statewide passing rate of about 82%, and that overall district math pass rates were roughly 76%.
"We received the score reports back in June," Dr. Goor told the board, explaining that the state lowered the NJGPA passing cut score in 2023 and that earlier year‑to‑year jumps reflect that policy change. He emphasized the test is one of several pathways to meet New Jersey's assessment graduation requirement.
The presentation broke results down by subgroup. Dr. Goor said white students passed at roughly 75–76%, Black/African‑American students near 60%, and Hispanic students at slightly more than 50%; students with individualized education programs (IEPs) trailed district averages. The presenter identified three specific standards where the district scored slightly below the state average: calculating the volume of a spherical object, graphing square and cube roots (an Algebra I standard), and identifying the main idea of a primary source document.
Suzanne Fischer, director of world languages, ESL and music, reviewed ACCESS test outcomes for multilingual learners. "This year 128 multilingual learners took the exam," she said, and "18 students scored 4.5 or higher and we're able to exit ESL." Fischer outlined how the test is administered by grade cluster and noted that earning a 4.5 typically requires multiple years of instruction.
District officials said teachers will use item‑level reports from the New Jersey Department of Education to identify standards where students need targeted instruction, and that juniors who do not meet a pathway can pursue alternate tests or a portfolio appeal. The administration plans to review the data with teachers before the next testing cycle and to present NJSLA results for grades 3–9 at a future meeting.
The board took no formal vote on the presentations; members asked clarifying questions about subgroup performance and supports for students who may need additional instruction leading into the next testing window.
