District reports gains in ELA, mixed results in math and science; QSAC waiver helped passability score
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Summary
District staff told the board on Oct. 27 that English language arts scores rose districtwide with decreases in low performance levels, while math and science results were more mixed. Administrators highlighted subgroup and cohort growth, described interventions (Tools of the Mind, DIBELS, common assessments and co‑teaching) and said the district’s
District staff presented three years of assessment data Oct. 27 and said the Matawan‑Aberdeen Regional School District is showing notable gains in English language arts (ELA) while math and science results are uneven.
The district reported decreases in the proportion of students scoring at NJSLA levels 1 and 2 and increases in levels 4 and 5 in ELA across multiple grades and cohorts. Presenters said the district’s cohort tracking (following the same group of students from grade to grade) shows year‑over‑year gains in grades 3–8 in ELA, and that the district outperformed state cohorts in English language arts for the years reviewed.
Math presented a mixed picture: some elementary grades did not show the same level of growth and the district plans targeted interventions. Middle school cohorts showed improvement in some grades, and grades 3 and 8 outperformed state cohorts in mathematics. Science (assessed in grades 5, 8 and 11) showed modest gains in grades 5 and 8 but greater challenges at grade 11. Presenters noted that advanced‑level students who are exempted from some assessments may affect distributional comparisons in upper grades.
Administrators reviewed alternate and supplemental assessments: 43 students participated in DLM (Dynamic Learning Maps) ELA and math assessments and 18 students took the DLM science assessment; roughly half of those students scored at or approaching target levels, according to the presentation. The district also discussed how it uses a waiver to be scored on student growth for QSAC (Quality Single Accountability Continuum); the district reported a QSAC score of 82 out of 100, noting it earned 40 out of 40 points in curriculum resources and 42 out of 60 possible points on student achievement measures under the approved waiver.
To address gaps, staff listed current and planned strategies: expansion of Tools of the Mind in preschool and kindergarten, adoption of DIBELS screening for early literacy (K–3), increased common assessments at the high school and middle school, adoption of an open science curriculum and investments in co‑teaching models. The district also reinforced efforts to improve attendance, which administrators said correlates with achievement, and said targeted midday tutorials and smaller group interventions were in place for cohorts affected by earlier disruptions in schooling.
Board members asked about the cohort effect tied to the pandemic‑era disruption, exemptions for advanced students in certain math assessments and a desire for more lab time and hands‑on science experiences. Administrators agreed to track lab investigations and return updates to the board. No formal action was taken on assessment items during the meeting.