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Bill

Bill

S 239

Eliminates use of standardized assessments as measure of student growth or progress in evaluations of teachers, principals, assistant principals, and vice-principals.

2026-2027 Regular Session Introduced by Linda Greenstein and 1 co-sponsor

New Jersey bill removes standardized test scores from teacher and principal performance evaluations, replacing a long-used accountability metric without specifying alternatives.

Introduced in the Senate, Referred to Senate Education Committee
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Bill Summary · S 239

Legislative bill overview

S 239 would prohibit New Jersey from using standardized test scores as a metric in evaluating the performance of teachers, principals, assistant principals, and vice-principals. The bill removes standardized assessments as a tool for measuring student growth or progress specifically within educator evaluation systems, though it does not necessarily eliminate standardized testing itself.

Why is this important

Teacher and administrator evaluations directly affect employment decisions, compensation, professional development requirements, and career advancement. Many states have tied these evaluations to standardized test performance, making this policy shift potentially significant for how educator effectiveness is measured and what instructional practices are incentivized in schools.

Potential points of contention

  • Alternative measurement methods unclear: The bill removes one metric but does not specify what should replace standardized assessments in evaluating educator performance, raising questions about what evidence would be used instead (classroom observations, student portfolios, parent feedback, etc.).
  • Standardized testing debate: Supporters argue tests narrow curriculum and create unfair pressure; opponents contend they provide objective, comparable data on student learning across districts and demographics.
  • Equity considerations: Some argue standardized tests mask socioeconomic disparities in education, while others worry that removing this metric could obscure achievement gaps that need addressing and reduce accountability for serving disadvantaged students equitably.

Compiled from official sources — confirm details with the bill’s official record.

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