New Jersey Senate Bill S2349

New Jersey 2022-2023 Regular Session

• Introduced: 3/21/22
• Refer: 3/21/22
• Report Pass: 6/20/22

Caption

Requires State Board of Education to administer New Jersey Graduation Proficiency Assessment as field test for class of 2023.

Impact

The COVID-19 pandemic has resulted in significant educational disruptions, with many students struggling to maintain grade-level performance. Disturbingly, approximately 400,000 students in New Jersey are currently estimated to be underperforming in key subjects, particularly those from disadvantaged backgrounds. This bill thus aims to provide insights into the extent of learning losses occurring during this crisis. Additionally, there is a growing mental health crisis among students, with an increase in anxiety and depression reported. By administering this assessment, the State hopes to gain a clearer understanding of these issues as they develop suitable graduation criteria for future students.

Summary

Senate Bill S2349 mandates the State Board of Education to administer the New Jersey Graduation Proficiency Assessment as a field test specifically for the class of 2023. This bill is designed to evaluate the proficiency levels of 11th-grade students and addresses the academic challenges exacerbated by the COVID-19 pandemic. Importantly, the results of this field test will not serve as a graduation requirement for students in this class, allowing them to graduate despite any potential shortcomings highlighted by the test results. The State Board and the Commissioner of Education will utilize the gathered data to improve future graduation assessments.

Contention

While the bill is positioned as a pragmatic response to the unique challenges posed by the pandemic, there could be areas of contention regarding its implementation. For instance, there may be concerns among educators and parents about potential stigmas attached to the testing process, especially for students who may not perform well initially. Moreover, critics may argue whether the provision of using field test results solely for planning future assessments is adequate, or if more immediate corrective measures are necessary to help students who are currently at risk of failing to graduate. Balancing the need for effective assessments with compassionate responses to student needs remains a critical dialogue.