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Fort Lee superintendent reports spring 2025 test gains; district outperforms state averages
Summary
The Fort Lee superintendent presented spring 2025 assessment results showing year-over-year gains in ELA, math and science, stronger performance for students continuously enrolled in the district, and planned instructional interventions such as HMH reading materials and expanded tutoring.
The Fort Lee superintendent presented the district's spring 2025 assessment results at a board meeting, reporting increases across several measures and saying the findings will guide instruction.
"These results reflect both our students' strong academic ability and the collective effort of our teachers, administrators, and families," the superintendent said, introducing data on Advanced Placement, International Baccalaureate, SAT, ACT, Dynamic Learning Maps (DLM) and the New Jersey Student Learning Assessments (NJSLA).
The district reported that 73.3% of students met or exceeded expectations on the spring 2025 NJSLA English language arts assessment, an increase from 72.2% in 2024 and 71.7% in 2023. Presenters said Fort Lee students outperformed state averages by roughly 17 to 24 percentage points at many grade levels. In mathematics, the district noted sustained growth: overall proficiency climbed from 60.4% in 2023 to 65.9% in 2025, with notable gains in Algebra 1 and Geometry at the high school level.
Presenters also highlighted Advanced Placement and IB results, including multiple courses where students outperformed state averages and 15 IB diplomas earned by the 2025 graduating class. The district described strong participation rates on alternate DLM assessments (exceeding 90% in ELA and math, 100% in science) but noted it could not publicly report DLM science results for one tested group because that subgroup contained fewer than 10 students and would risk identifying individuals.
District officials pointed to cohort data showing that students who have attended Fort Lee since kindergarten outperform overall grade-level averages by roughly six percentage points, and they identified continued needs: figurative language and author'purpose in ELA and mathematical reasoning and multi-step problem solving in math, particularly for students with IEPs and multilingual learners.
To address gaps, the district described specific interventions: ongoing progress monitoring with STAR 360, curriculum-based measures (CBM) for early grades, adoption of HMH materials grounded in the science of reading for K'5, expansion of the Win initiative and supplemental literacy tools (including Orton-Gillingham training, Newsela and Lexia), and additional after-school tutoring for eligible students. The superintendent said the district will continue professional development and family engagement activities such as family math nights.
The presentation concluded with board thanks to staff and recognition of the students who appear in the data. The superintendent and administrators left the dais after the report so board members could vote on the posted agenda items.
