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District data show high proficiency while gaps persist, presentation says
Summary
Dr. Sherman told the board that Jericho students posted high proficiency rates on 2024'5 New York State ELA and math exams but that subgroup gaps (students with disabilities, English learners, economically disadvantaged students) require monitoring; he also noted some projection errors when comparing NWEA predictions to state results.
Dr. Sherman presented the district's analysis of New York State Grades 3'8 ELA and math results and internal NWEA/MAP projections, highlighting both overall strength and subgroup variation. "85 percent of our students met proficiency standards in 2025," he said, and the district has "majority of students perform at advanced levels," especially in math where he reported district proficiency rates in the low 90s. He also noted a high share of Level 4 scores in several grades.
Sherman walked the board through projection accuracy calculations that compare NWEA predictions to actual state results, pointing to modest overestimates in some ELA and math projections. He told members that some aggregate predictions (for example, a projected 90% versus an observed 87% in combined math grades) showed small but meaningful projection errors and that those errors matter more in a high-performing district because small predictive changes can shift percentages noticeably. "So we noticed that that projection slightly overestimated the LA and that proficiency," he said. The presentation called out areas for monitoring: students with disabilities, economically disadvantaged students, and English language learners, where proficiency lags behind district averages.
Board members asked whether the mid'grade dips are consistent statewide; Sherman said the pattern of a middle-school dip is "fairly consistent with the rest of Long Island" and attributed some differences to vocabulary increases and mandated testing for recent arrivals after one year in the country. He recommended continued use of formative assessments and data-driven instructional supports, adding that the district's NWEA data and curriculum alignment work help teachers tailor instruction.
The presentation concluded with a brief discussion of next steps for curriculum maps and district uses of NWEA to forecast state results and to refine interventions.
