Schools
How Do Fort Lee's Elementary Schools Compare?
Data from the state's annual school performance report compares Fort Lee's four elementary schools in academic performance and college and career readiness.
According to performance reports released last week, Fort Lee's elementary schools all meet state targets for academic performance, with the exception of School 2.
Using data from the NJASK standardized tests administered last school year in language arts and math, the performance reports compare student academic performance to schools around the state as well as schools sharing similar demographics.
Schools 1 and 3 each ranked in the high 80th percentiles statewide for academic performance, according to the reports, and School 4 performed in the 90th percentile. But School 2 lagged behind in the 42nd percentile when compared to 'peer' schools - meaning that 58 percent of schools statewide with similar socioeconomic conditions, percentage of students with learning disabilities, and rates of English language proficiency performed better on the tests.
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"The information in the performance reports is data based on last year's test scores," acting superintendent Sharon Amato said when asked about the reports. "We presented the test data already, and we've been using that data to drive instruction."
The state sets test score targets for students of different demographics, such as ethnicity, students with disabilities, and economically disadvantaged students, which it defines as those qualifying for a free or reduced lunch.
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School 2, according to the state's records, failed to meet state language arts and math test targets for students with disabilities and math targets for economically disadvantaged students.
Both Schools 1 and 2 also failed to meet state targets for college and career readiness - measured at the high school level by advanced placement tests and SAT scores, but judged in elementary schools only by the rate of absenteeism.
Amato said the data on absenteeism for the district is skewed by a handful of isolated cases of long-term absences, in which the students are properly documented and continuing their education with tutors, and that the reports are not indicative of a widespread issue.
