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Long Branch High School's Academic Performance Below State, Peer Averages

The New Jersey Department of Education recently released school performance reports.

Long Branch High School received low marks on academic achievement compared to its peers and state averages according to data released by the New Jersey Department of Education (NJDOE) last week.

The state's new performance reports, which replace the school report cards issued in past years, rates schools on standardized test results, college and career readiness and student growth at the middle school level. 

The performance report looks at a school's ranking compared to the rest of the state and to a peer group with a similar demographic. Long Branch High School's peers included Weehawken High School, Pinelands Regional, South Amboy High School Trenton Central High School West among others.

Long Branch High School was outperformed by 83 percent of the state and 82 percent of its peer group on academic achievement, which takes into account New Jersey Assessment of Skills and Knowledge (NJ ASK) results.

On the college and career readiness metric, which considers chronic absence results and the number of high schoolers taking college readiness test and AP courses, Long Branch High School ranked in the 52nd percentile in the state and 63rd percentile in its peer group.

Long Branch outperformed 26 percent of the state and 47 percent of peers on the report's graduation and post-secondary metric, which measures the rate at which students who begin high school four years earlier graduate within four years.

Schools scoring above the 80th percentile are considered very high performing; the 60th to 79.9th percentile is high performing; the 40th to 59.9th percentile is average performing; the 20th to 39.9th percentile is lagging; and scores below the 19.9th percentile are considered significantly lagging, according the state's scoring metric.

To see how other schools in the area fared, click the link here: http://education.state.nj.us/pr/nav.php?c=25

Crazymad April 22, 2013 at 06:57 PM
....and this is a big surprise???
Praxis April 22, 2013 at 08:40 PM
the value of education must be preached in the home. schools are just one small place in a young person's huge world. if all learning and education starts and stops at school, we can expect more and more numbers like we see above.
Peter Koenig April 22, 2013 at 10:15 PM
Two brief observations on a complex and contentious subject:: 1. At LBHS, even potentially good students are ill-served. Of students taking AP classes, only 23% score "3 or better" (3 = "C") vs. a Statewide target of 75% and a peer-adjusted average of 55%. Put plainly, over three-quarters of these bright and motivated students fail their AP tests. I'd add that competitive colleges require a "5" for college credit - but DoE and LB stopped publishing those statistics years ago. The 75th percentile of LB students (the top quarter) averaged 460 Critical Reading / 480 Math / 450 Writing on the SATs. One cannot blame this on "the home" - these young people are potentially the best and brightest. 2. It'd be nice if an administrator from LB actually discussed this report in public. Read the "school narrative" for LBHS, then read the State report. Do these even sound like the same place?
Praxis April 22, 2013 at 11:34 PM
i agree LB admins should come out and speak to the public on these issues, however i will stick to my guns on "the home". all the work, progress, and motivation cultivated in the classroom can be whitewashed in a few moments if the home is not supportive of a young person taking time to study rather than say... go work to help support the family or sit siblings and cousins because there is no one else around to do so. also, i would hesitate to call students "bright and motivated" for the simple act of taking an AP class. once a student registers for an AP, LB pays their exam fee, so even if that student were to have frequent / chronic absences (a major problem at LB) that student is still required by policy to take the AP exam.
Linda Goode April 23, 2013 at 02:12 AM
I have had the chance to see the way this particular system works from the inside. I don't pretend to understand the plight of an administrator; I understand that there is much that I must not see or much that I am not privy to about the way educational politics works. That being said, there are so many things that I see on a daily basis that baffle me to no end. @Peter Koenig: I quite agree about our "potentially good students". I have seen many good students that come from good homes, who are blessed to have parents that care about their education, who have strong support at home become underachievers compared to their peers in neighboring districts. I have a theory of my own about this which I will elaborate on in a moment. @Praxis: You make quite a valid point as well. I believe the majority of our students come from homes where education is not a priority whether because of culture or socio-economic related factors. The climate around education in the home is undoubtedly, a major contributing factor to our "report card". ...
Linda Goode April 23, 2013 at 02:14 AM
In my humble opinion, here is what I believe (in a nutshell), what we are doing wrong. We do not consistently discipline children. Basically, we do not let our children suffer the consequences of their actions. We do not follow through. We do not, in essence, hold our children to a higher standard. Children who do not meet the standard in elementary grades are pushed through the system until they get to middle and high school, where the achievement gap is then too extensive to bridge in a regular classroom setting. This epidemic begins in the early grades. I don't understand why everyone looks the other way as children fall through the cracks. And not just a few children, but many...
Linda Goode April 23, 2013 at 02:30 AM
The problem begins as many children who come from problematic environments begin to act out at school. I disagree with the way we handle this problematic behavior. I do not suggest that we be callous to the difficult home lives that many of our students face. I realize there needs to be a certain sensitivity to the way we handle the delicate nature of these children's situations. But I have found that we make excuses for certain children. Particularly those children whose parents are loud, or insistent that they have more authority than a principal to decide whether or not their child will face a consequence. Once you allow that to happen, you strip an administrator and all who fall beneath them of their authority. Once they have lost their authority, you have lost control in the classroom. Once you have lost control in the classroom, one or two students can dictate the entire climate of that classroom. Teachers become solely disciplinarians, no longer teachers. Instructional time becomes one power struggle after another. Soon, even the motivated students lose interest, or find that the children who act out are appeased with rewards to try and curb their behaviors, but I get nothing for being attentive, studious and cooperative. Can you blame them?
Linda Goode April 23, 2013 at 02:45 AM
The motivated students lose quality instructional time because teachers are constantly working to curb difficult behaviors and it is difficult for those motivated students to stay intrinsically motivated just knowing that the big pay off for all their hard work is a solid future, a great career, the potential to be a fulfilled, successful adult. That reward is too far off. Especially when I see little Johnny, who is disrespectful, doesn't complete work, and makes his own rules and gets away with it on a daily basis is rewarded just for staying in the classroom or not talking back. Suddenly, being the "good" student just isn't as enticing as it used to be.
Praxis April 23, 2013 at 02:54 AM
i agree linda (do i hear the voice of classroom experience?)
Linda Goode April 23, 2013 at 03:01 AM
@ Praxis: Yes! Over ten years.
Lou April 23, 2013 at 10:57 AM
Big Nutshell, but its been like that for all school districts.
John Kerwin April 23, 2013 at 02:51 PM
How the LB schools have fallen academically over the years has been amazing and somewhat predictable. I've heard that they have built all shinny new schools but the teachers do not have books or supplies to give to their students. New buildings do not make good students. The fault for this starts at the top with the Superintendent. Also the teachers need the backing of the administration and if they don't get it that causes huge problems in many areas. Teachers cannot do it all. They need help from the administrators and staying in their offices during the day is not a way to make the schools better.
Peter Koenig April 23, 2013 at 05:07 PM
Thanks to you and all for contributing to this discussion. (Now, will the admin ever speak?) IMHO, the problems faced by students at LBHS with advanced intellectual potential isn't just, or even chiefly, the misbehavior of other students. The main problem is the intellectual poverty of the curriculum in so-called advanced and AP classes, combined with over-enrollment in those classes to artificially inflate certain statistics. A class moves at the pace of its least-able student. That's not the teacher's fault: it's the system. The AP failure rate is proof of this. If 75%+ of students in a given class fail the AP test (and thus the course - regardless of the grades on their report cards) then there's a systemic problem. Since the reporting of AP stats was gutted a few years ago, we don't even know the percentage or number of LBHS students scoring the "5" they need for credit at a top college. We (OK, I) do know that despite some truly superb teachers, many AP courses don't even finish the syllabus. This characterizes other classes and other grade-levels as well. The politically-correct approach is to force every child into remedial-level classes because some children need it. Minds are terrible things to waste. The years wasted in the morass of "Success For All" and similar pedagogical absurdities are lost forever.
Murray April 23, 2013 at 11:51 PM
I completely agree! I know many LB teachers and I know for a fact they are awesome teachers dealing with a bunch of parents who do not care. If the kids are raised with no value for education and the parents simply use the school system as a babysitter then of course there will be low marks no matter how hard teachers try.
anonymous April 27, 2013 at 06:53 PM
But yet no one here blames the students? I am a student at LBHS who has pushed myself to my limit, and achieved success. I consistently get Advanced Proficient or even perfect scores on the NJ PASS, and this year the HSPA, and am in the top 4% of my class. Now, I sorta kinda crumble under pressure, so I didn't do too well on my SAT's the first time (1710). However, it is in my humble opinion that LBHS kids have potential, but weed, alcohol, molly and sex is more important to them than their future.

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