Abstract
The Promising Practices Project, funded by the New Jersey Department of Education (NJDOE) and conducted by the New Jersey State Policy Lab in partnership with the Joseph C. Cornwall Center for Metropolitan Studies, investigated innovative and promising practices at 52 New Jersey public schools. The sample included K-12 schools demonstrating better-than-expected performance on the New Jersey Student Learning Assessments (NJSLA) in English Language Arts (ELA) and/or mathematics during the pandemic years (2018-2019 and 2021-2022), particularly among historically underserved student groups. The study identified innovative, impactful, and replicable practices across several domains through qualitative focus groups. Key themes include the importance of school culture, social-emotional learning (SEL), tiered instructional supports, data-driven decision-making, and equity-centered approaches. Schools implemented a wide range of strategies, including bilingual education models, peer-led support for students with disabilities, and family engagement initiatives. Statewide quantitative analyses on grades 3-8 highlight the role of experienced educators, supportive staffing configurations, and positive school climate in driving academic achievement. The report concludes that while there is no single formula for success, the collective insights from these schools offer valuable guidance for statewide efforts to promote learning.