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NJGPA Information

The New Jersey Graduation Proficiency Assessment Adaptive (NJGPA-A) consists of an ELA and a Mathematics component to be administered to students in grade 11 for the purpose of meeting the state graduation assessment requirement. It is used as a prerequisite for graduation for students expected to graduate in the class of 2027.
Graduation readiness is reported separately for each content component.
The ELA component is aligned to the grade 10 standards.
The Mathematics component is aligned to Algebra I and Geometry standards.
Students who take but do not meet the minimum required score (>450) on each component of the assessment will have the opportunity to receive additional supports and may take the following steps:

Retake the ELA and/or Mathematics components of the New Jersey Graduation Proficiency Assessment in the following summer or fall;
Meet a designated cut score from the menu of substitute competency tests (e.g,. Accuplacer, SAT, ACT)
Complete a portfolio appeal.

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Number of Students Tested

“Participation Rate” represents Valid Test Scores divided by Number of Eligible Test Takers

ELA
Valid Test Scores	Participation Rate
118	100%
MATH
Valid Test Scores	Participation Rate
118	100%

Participation Rate

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Cresskill Comparison to State

ELA - 2026

Math - 2026

92% of our students (compared to 76% of students state-wide) are deemed “graduation ready”

79% of our students (compared to 61% of students state-wide) are deemed “graduation ready”

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4 Year Trends

ELA - Trend Analysis

Math - Trend Analysis

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SUBGROUP	ELA Graduation Ready	Math Graduation Ready
District	92%	79%
Female	96%	78%
Male	89%	79%
Asian	93%	93%
White	93%	77%
IEP	68%	26%
504	94%	63%

NJGPA Spring 2026 Administrations

Subgroup Comparisons

*Data is suppressed in cohorts with fewer than 10 students to protect student confidentiality.

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Notable

Achievements

Outperformed state benchmarks with adaptive aspect of the test
Multiple pathways for students to achieve “graduation ready” status

PSAT, SAT, Accuplacer, ACT

Advanced Math Applications course
Data shared with teachers to guide instruction - early intervention!

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Instructional Planning

Evaluate subgroup performance - IEP, 504
Closing the gaps - beginning with middle school instruction
ELA Focus Areas

Informational text
Small group instruction
Cross curricular opportunities for writing

Math Focus Areas

Spiral reviews
Multi-step problems
Small group instruction

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ACCESS

Information

New Jersey, as a member of the WIDA Consortium, uses the ACCESS for ELLs suite of assessments as a tool to measure English Language Learners (ELLs) proficiency in the English language.

Students are assessed in four domains: Speaking, Listening, Reading, and Writing.

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ACCESS for ELLs provides score information for four domains and four composite areas: Oral Language, Literacy, Comprehension, Overall. Composite scores are created from two or more domain scores. Receiving a 4.5 or higher on the overall score can exit a student out of the ML program.

Understanding the ACCESS Scores

Tier A - Multilingual Learners who arrived in the US or entered school in the US within this academic school year

Tier B/C - MLs who have social language proficiency and are approaching grade level literacy in English

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Total Number of Students who took the ACCESS

2024-2026

185

168

162

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ACCESS

Home Languages

Spoken at Cresskill

Out of the 185 students, we have a variety of languages spoken at home.

HOME LANGUAGE	# OF STUDENTS
Hebrew	113
Korean	39
Georgian	1
Iranian	1
Japanese	7
Spanish	3
Turkish	1
Chinese	1
Ukrainian	1
English	8

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Levels of Language Proficiency	Percentage of Students
1 - Entering	9.2%
2 - Emerging	8.1%
3 - Developing	30.8%
4 - Expanding	36.2%
5 - Bridging	13.5%
6 - Reaching	2.2%

ACCESS

WIDA ACCESS for ELLs

K-12 Spring 2026 Data

In 2026, 185 total ML students took the ACCESS for ELLs K-12

62 or 33% of those students achieved a 4.5 score or higher
60 or 32% of ML students (K-12) exited the program

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ACCESS

ACCESS Trend Analysis

2024-2026

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ACCESS

ACCESS Trend Analysis

2024-2026

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SUBGROUP	% of students who took the ACCESS	Average Overall Score
District	100%	3.9
Female	40%	4.0
Male	60%	3.8
Asian	42%	3.7
White	31%	3.8

Subgroup

ACCESS Spring 2026 Administrations

*Data is suppressed in cohorts with fewer than 10 students to protect student confidentiality.

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Notable Achievements

Future Implications

Extend school day for Multilingual Learners to provide additional language support & academic practice.
Implement Sheltered English Instruction (SEI) to make academic content understandable for English learners

while they build their English skills.

Create support groups in for immigrant students to facilitate community integration/language acquisition.
Revise the curriculum to include differentiated instruction strategies tailored to diverse learning needs.