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Berkeley Heights reports strong cohort gains on 2024 NJ graduation proficiency assessments, math lagging state ELA
Summary
Acting superintendent and staff told the board that the district's juniors (class of 2025) posted 88.5% ELA proficiency and 73.4% math proficiency on the 2024 New Jersey Graduation Proficiency Assessment; administrators highlighted cohort growth and targeted supports such as the senior MSTA program.
The Berkeley Heights Board of Education received a presentation on the 2024 New Jersey Graduation Proficiency Assessment (NJ GPA) results for the district’s Class of 2025, with administrators highlighting cohort growth and targeted supports for students who did not demonstrate proficiency.
Acting Superintendent Bradford and district staff reported that 218 juniors participated in the spring 2024 assessment; 88.5% demonstrated proficiency in English language arts while 73.4% demonstrated proficiency in mathematics. By comparison, the presenters said statewide proficiency rates for the same cohort were about 81.6% in ELA and 54.7% in math.
"Students in our district 11th graders in our district were proficient demonstrating graduation Readiness in language arts at 95% rate as compared to 81% at the state level and in math we were proficient at an 82% rate as compared to 55% on the state level" was noted in the district's prior-year comparison, and for the current cohort administrators presented the 88.5% ELA / 73.4% math figures for spring 2024. Administrators emphasized cohort growth from freshman-year NJSLA baselines when recalculated to a consistent cut score.
District staff described interventions for students who did not demonstrate proficiency. The senior MSTA (English and Math Strategies Applications) program will enroll students who remain non-proficient to prepare them for additional assessments or portfolio pathways for graduation. Administrators said 46 seniors engaged in the MSTA ELA supports and 76 received targeted math support in the most recent cycle.
Board members asked whether changes in the test, cohort composition, or hybrid instruction during earlier grades could explain shifts in proficiency. The administration said some year-to-year changes reflect cohort differences in small districts and reiterated the importance of monitoring cohorts over time rather than comparing single-year snapshots.
Subgroup breakout: presenters said subgroup passing rates included 98% for Asian students, 69% for Hispanic students, 81% for White students, 60% for students eligible for free and reduced-price lunch, 79% for students with 504 plans, and 48% for students in special education programs; the district noted the small size of some groups can distort percentage comparisons.
Next steps: administrators will continue targeted supports, track cohort progress, provide periodic updates to the board and seek continuing professional development for math instruction to address lower math pass rates relative to ELA.
