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Millburn officials link grading and assessment changes to sharp rise in AP enrollment, say scores held steady
Summary
Administrators told the board that expanded AP access and revised grading/assessment practices produced a dramatic rise in AP exam participation (projected ~2,539 exams in 2025–26) while median course grades remained stable; board members asked for peer comparisons and cautioned about baseline choices.
Administrators presented a multi‑year plan and data showing rapid growth in access to advanced coursework and careful assessment redesign at the Feb. 25 Millburn Board of Education meeting.
Dr. Diskin and John Conley described the district’s goal of expanding access to higher‑level courses while maintaining academic rigor. "We are very proud that Millburn High School has become the AP Honor Roll platinum — only about 9% of qualifying schools in New Jersey achieve platinum status," one presenter said. The administration cited a projected increase in AP exam administrations from about 1,521 in 2022–23 to an anticipated 2,539 in 2025–26 and said the percentage of exams scoring a 3 or better has remained largely stable.
Presenters attributed the gains to several coordinated changes: removal of prior qualifiers to improve access, new grading and assessment guidelines (re‑teaching, test corrections, extensions), pathway expansions, professional development and alignment of assessments with standards. They highlighted especially large percentage increases in enrollment for specific AP courses: AP Biology (an increase described in the presentation as rising from 39 students to 106) and AP History (from 57 to 145 students), among others.
Board members broadly praised the work, saying the data show the district has increased access without sacrificing outcomes. At the same time, several board members asked for more context. "I'd like to see a supplemental presentation comparing us to peer districts," one member said, noting that cohort differences and grading changes complicate direct year‑to‑year comparison. Administrators said they intentionally compared to a pre‑implementation baseline and offered to try to provide peer comparisons where possible.
The administration also previewed next steps, including continuing assessment redesign, intentional professional development, pilot dual‑enrollment offerings and exploring AI as a classroom support tool. No formal action was taken; the presentation concluded with board discussion and thanks to staff and teachers.
