Trenton Stem-To-Civics Charter

Enrollment, by grade

In its last year on record, 2024-25, it enrolled 562 students across grades 6–12. That is 461 more than in 2014-15 (101) — the district had grown. It peaked at 605 in 2021-22. Its biggest cohort is grade 11.

Students enrolled in each grade each fall, stacked to the total — so the top edge is total enrollment. Bands run from the lowest grade (light) to the highest (dark); a band that appears or disappears is a grade the school added or dropped. “Other” is students with no grade level (mostly special education), so the bands always sum to total. Source: NJDOE Fall Enrollment.

What the district looks like

The largest group in both 2014-15 and 2024-25 was Black students — 70% then, 66% now.

Each group’s share of enrollment over time, or its head count — toggle above. New Jersey expanded race and ethnicity reporting from five to seven categories in 2006-07 (dashed line), so “two or more races” appears only after; Asian here includes Pacific Islander. Source: NJDOE Fall Enrollment.

How much the mix changed

Between 2020-21 and 2024-25 the makeup of this district shifted noticeably.

The index is half the sum of every group’s change in share, on a 0–100 scale (how it works). It is computed from the same counts as the makeup chart above — source: NJDOE Fall Enrollment. Compare any two years in the explorer →

Free or reduced-price lunch

In 2024-25, 24.6% of students were certified for free or reduced-price lunch.

Share of students certified for free or reduced-price meals, through a household application or an automatic match. The lighter line shows the statewide, for comparison. Some districts serve free meals to every student under the Community Eligibility Provision. Those districts often stop collecting household income forms, so their reported share can run below the number of low-income students they enroll. Source: NJDOE Fall Enrollment.

How many students have an IEP

On October 15, 2024 NJDOE recorded 562 students in this district and 62 of them — 11.03% — had an individualized education program (IEP). That count is public school students only. Across New Jersey, adding up every district in the same file gives 17.35% on the same count.

Public school students only — 2019-20 onwardPublic and non-public together — a wider count of a wider group of children, on its own basis

About the oldest years. Rows marked † were matched to this district by NJDOE's district code, but our record of which districts existed does not reach back before August 2020. A match on those years confirms the code is in use today; it is not evidence that the entity behind it is the same district, and New Jersey has merged, split and regionalised districts across this span.

About the denominator. In most of these editions NJDOE headed the enrollment column General Ed. Enrollment or a variant of it, but the query the department published alongside the file counts every student aged 3 to 21 — students with IEPs included. The published rates only reconcile against that wider reading, so that is the denominator used here. Adding the IEP count back on would deflate every rate in the affected years.

Row 2025IDEA618PublicReporting_ClassificationRates.xlsx#District Rates!616 of NJDOE’s classification-rate workbook. The newest workbook states no as-of date of its own — its embedded title reads “School Year 2023-24”, which is the previous edition’s school year. The date used here is the one NJDOE states on the page that publishes the file; both are printed because the conflict is the publisher’s and we do not resolve it. How this data works →

Test scores

Growth measures how much students progressed over the year against peers who scored the same the year before — 50 is a typical year. In 2024-25, this district’s median growth percentile was 52.5 in English and 37 in math — NJ calls this “typical” growth.

In each panel the flat line is the proficiency boundary: levels 4–5 (met or exceeded) fill the area above it, levels 1–3 below — so a smaller reported share in levels 4–5 makes the area above the line shrink (it isn’t a misleading upward slope). Light = level 1 (did not yet meet expectations), dark = level 5 (exceeded); the % marks the proficient share at the first and last points. The first set of panels follows each grade across the years; the second lines up aggregate grade results one grade higher each year. It approximates a class cohort, not linked individual students. Growth is the median Student Growth Percentile (50 = a typical year), reported only through grade 8. The NJSLA was not given in spring 2020 and was disrupted the next year. Source: NJ School Performance Reports.

Graduation rate

In 2024-25, 92% of students graduated within four years — down from 97.6% in 2017-18.

Four-year graduation rate — the share of a class that finishes within four years of entering ninth grade (New Jersey’s state calculation). The lighter line shows New Jersey, for comparison. New Jersey also reports a federal four-year rate (77% for 2024-25); the two use slightly different cohort rules. The record runs from 2017-18 to 2024-25, assembled from ten annual workbooks: the current one publishes five graduating classes, and the nine before it publish the rest. The statewide line starts in 2018-19, because that is the first edition in which NJDOE printed a statewide rate beside each district’s own. Points from 2017-18 and earlier are matched to this district by its state code; New Jersey’s organization record only reaches back to 2020-08-11, so for those years the code is verified and the identity behind it is not. Source: NJ School Performance Reports, 2015-16 through 2024-25.

Chronic absenteeism

In 2024-25, 16.4% of students were chronically absent — missing at least 10% of school days — down from 25.5% in 2016-17.

Chronic absenteeism — the share of students who missed 10% or more of the days they were enrolled (roughly 18 days across a full school year). The lighter line shows New Jersey, for comparison. The current workbook publishes four years of this measure; the years before them come from each earlier year’s own workbook, which publish the same figures wherever the two overlap. The statewide line starts in 2021-22, because that is the first edition in which NJDOE printed a statewide rate beside each district’s own. Points from 2018-19 and earlier are matched to this district by its state code; New Jersey’s organization record only reaches back to 2020-08-11, so for those years the code is verified and the identity behind it is not. Source: NJ School Performance Reports, 2015-16 through 2024-25.

Suspension here since 2017-18

New Jersey has published a district suspension figure in eight school years, 2017-18 through 2024-25. It published none before that: the 2015-16 edition has no district workbook at all and the 2016-17 one has no removals sheet in it. This district carries a figure in seven of them, and six of those sit inside the part of the record New Jersey says can be compared. The two editions New Jersey excludes from that comparable record are shown here anyway, outside the line, in its own words.

Each point is the share of this district’s own students suspended at least once that school year — one student counted once however many times they were suspended. The dashed line is New Jersey. The line stops at 2018-19 and starts again at 2021-22. The two years in between are drawn as hollow marks inside the shaded band because NJDOE printed, inside both of those workbooks, that their discipline data may not be comparable with the years either side — its words are below. Schools statewide were shut for part of spring 2020 and much of 2020-21, and the fall in those two years is very largely a fall in the number of children in a building, not in what they did. A year with no mark is a year New Jersey did not give this district a number; the table has which kind of not-giving it was.

2019-20, in New Jersey’s own words. Due to school closures in spring 2020, discipline data for the 2019-2020 school year may not be comparable to prior or future school years and NJDOE recommends caution in making comparisons.NJDOE, sheet “Important 2019-2020 Notes” inside the 2019-20 district and State data file. The sheet is not linked from the download page and nothing in the numbers hints that it exists.

2020-21, in New Jersey’s own words. Due to the COVID-19 pandemic, discipline data for the 2020-2021 school year may not be comparable to prior or future school years and NJDOE recommends caution in making comparisons.NJDOE, sheet “Important 2020-2021 Notes” inside the 2020-21 district and State data file. The sheet is not linked from the download page and nothing in the numbers hints that it exists.

New Jersey withheld this district’s figure in 2020-21, printing * where the number would be. That is the state declining to publish, not a year without suspensions. It stopped withholding this row after 2021-22: from 2022-23 onward every district that has a row has a number in it. Where the figure sits in the file changed in 2023-24. Through 2022-23 the sheet had one row per district and this was that row; from 2023-24 the sheet is one row per student group and this is the group called Districtwide, then All Students. The quantity did not change and no break is drawn there — NJDOE prints it under the same column name, AnySusp_Count, in 2017-18 and again in 2024-25, with one edition in between spelling it #StudentsAnySuspension and then changing back.

What has a record, and how long

What is not drawn here

There is no trend by student group, and this page does not draw one. New Jersey has published suspension broken out by race, sex, income and disability exactly twice — 2023-24 and 2024-25 — and it changed the categories between them. Asian and Native Hawaiian or Pacific Islander were separate groups in the first year and one merged group in the second; Hispanic became Hispanic/Latino; the district total was called Districtwide and is now All Students. Seven labels came through unchanged. Two points would not be a trend even if all fifteen had, and the two race categories cannot be added back together for the earlier year because either of them may be withheld. The section below shows the current year in full. When New Jersey publishes a third edition on the categories it uses now, this becomes a series and gets a chart; until then it is two years, and they are shown as two years.

The same boundary is why only suspension has a line above it. Students referred to police and students involved in an incident leading to arrest are published by student and by grade only from 2023-24, on sheets that did not exist before — and the arrest sheet names its own columns ArrestedCount in one edition and PoliceCount in the next. An arrest figure does appear on the removals sheet from 2017-18 to 2022-23, but joining it to the later sheet would be this site deciding that two differently-named columns on two different sheets are one measure, which is exactly the decision the publisher declined to make.

On reading one district back to 2017-18. The evidence that a district code names this district begins 2020-08-11. For the editions before that, a code that resolves is a verified code rather than a verified district: it says the number is a current NJDOE organization and says nothing about what that code named in that school year. New Jersey merges and regionalizes districts, so read the early end of this line as the record filed under this code, not as a promise that the same schools were inside it.

These are reported removals — a record of decisions adults made, one row per school year in eight separate publications. A district that suspends less may be behaving differently, recording differently, or reporting differently, and this file cannot tell a reader which. Nothing here is a safety measure or a measure of school quality, and no figure on this page is compared with a figure from any other dataset on it. Assembled from the eight district workbooks, most recently the 2024-25 School Performance Report data file. How this data works →

Which students are disciplined here

New Jersey publishes, for each student group and each grade, the share of that group’s own students who were suspended at least once, referred to police, or involved in an incident that led to an arrest. These are three separate administrative acts, kept apart here and never added together: a police notification is not an arrest, and none of the three is a measure of safety. Of the 33 group figures on this page, 13 carry a rate, 8 are a published zero — the state saying nobody, not the state saying nothing — and 12 were withheld.

Each dot is one student group’s own suspension rate — the share of that group’s students, not its share of the district’s suspensions. Groups New Jersey did not publish keep their row and carry no dot, with the reason written in place. That matters here more than in most charts: withholding runs inversely to group size, so a chart of only the published groups would redraw discipline as something that happens to the largest groups. A smaller dot is a rate the state published on one to four students: it is a real published figure and it is drawn in place, but a rate built on that few students moves a great deal with one student more or less — read it with the headcount printed beside it, not on its own. The hollow ring is the district as a whole.

1.6% a rate the state calculatedNone a printed zero — nobodyFewer than 5 a masked headcount of 0–4 — often a zeroWithheld below the state’s reporting thresholda smaller dot a published rate resting on 1–4 students — thin, not withheld

By grade

New Jersey published nothing at all for American Indian or Alaska Native, Asian / Native Hawaiian / Pacific Islander, Non-binary or undesignated and White in this district. That is a statement about how few students are in the group, not about how they behave. Where a rate appears with no headcount beside it, New Jersey published the percentage and withheld the number. It does this for male and female students almost everywhere — statewide it withholds 12,467 of 12,654 district headcounts for each while withholding only 2,040 of the matching percentages. Some rates here rest on one to four students. They are the state’s own published figures and they are shown in full — in the table with their headcount, and on the chart as a smaller dot — because leaving them out would hide a number New Jersey did publish behind the same blank the state uses for the ones it did not. Read them with the headcount: one student in a group of ten prints as 10%, and the next student would move it to 20%. The groups overlap — a student can be counted as Hispanic, economically disadvantaged and classified as having a disability at once — so these rows never add up to the district row, and no ratio between two of them is computed here. Two groups withheld at different rates cannot be compared by division.

On the arrest column. NJDOE names the underlying fields PoliceCount and PolicePercent while its own layout defines them as all incidents leading to arrest — the defect it records is Source field says Police; layout defines all incidents leading to arrest. It is shown as published and not reconciled against the separate police-notification column above it.

These are reported incidents and the responses adults chose, and they measure how a district records and refers at least as much as how its students behave: a district that documents diligently and calls police readily will look worse here than a district that handles the same behaviour informally. Nothing on this page is a safety score, a crime rate, or a measure of school quality, and none of the three measures may be added to the others. One school year, 2024-25, so there is no trend. Row Database_DistrictStateDetail.xlsx#RemovalsStudentGroupGrade!14070:AnySusp_Pct of the 2024-25 School Performance Report data file. How this data works →

How the state has judged this district

How the ESSA record works →

Schools in this district

The district’s 1 schools on record. Open any for its full profile.

Every school the district has reported, with its grade span and its most recent fall head count; a school with no current-year count is shown as closed after its last one. Source: NJDOE Fall Enrollment.