At a glance
These measures follow the same rule on every school page, not a ranking of this school’s biggest changes. Each row names its evidence dates; trend rows do not describe every year in between.
Fall enrollment was 246 students in 2024-25 and 270 students in 2025-26 — 24 more students.
See enrollment evidence →The four-year graduation rate was 100.0% in 2022-23 and 100.0% in 2024-25 — the same rate in both years. This profile does not include the cohort count; percentage-point movement can be volatile for smaller graduating cohorts.
See graduation evidence →The chronic-absence rate was 0.0% in 2021-22 and 19.9% in 2024-25 — 19.9 percentage points higher.
See attendance evidence →These are descriptive measures from statewide NJDOE datasets, not a quality rating or an explanation of cause. Proficiency, attendance, and graduation figures use All Students; subgroup patterns may differ.
In 2025-26 it enrolled 270 students across grades 9–12. That is 169 more than in 2012-13 (101) — the school has grown. Its biggest cohort is grade 10.
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.
The largest group in both 2012-13 and 2025-26 was Hispanic students — 54% then, 64% 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.
Between 2021-22 and 2025-26 the makeup of this school 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 →
In 2025-26, 36.7% 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 lines show the district overall and the district high schools, for comparison. Years the state did not report are shaded. 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.
On the NJSLA — New Jersey’s state test — here is how students have scored over recent years and by grade. (New Jersey reports student-growth scores only through grade 8, so they are not available for high schools.)
English language arts: 61.4% met or exceeded expectations in 2024-25 (state 53%), down from 66% in 2021-22.
| School year | Met or exceeded | Valid scores | Test participation | NJ statewide |
|---|---|---|---|---|
| 2021-22 | 66.0% | 47 | 100.0% | 49.0% |
| 2022-23 | 64.4% | 59 | 98.3% | 51.3% |
| 2023-24 | 74.2% | 62 | 100.0% | 52.2% |
| 2024-25 | 61.4% | 88 | 100.0% | 53.0% |
Source: NJDOE 2024-25 school-detail workbook (330 MB). How this data works →
By grade, year to year
Each panel is one grade — watch its mix of levels shift across 2021–2024.
Math: 45% met or exceeded expectations in 2024-25 (state 42%), up from 12.8% in 2021-22.
| School year | Met or exceeded | Valid scores | Test participation | NJ statewide |
|---|---|---|---|---|
| 2021-22 | 12.8% | 47 | 100.0% | 36.0% |
| 2022-23 | 21.7% | 60 | 100.0% | 38.2% |
| 2023-24 | 34.4% | 61 | 98.4% | 40.2% |
| 2024-25 | 45.0% | 80 | 100.0% | 42.0% |
Source: NJDOE 2024-25 school-detail workbook (330 MB). How this data works →
By grade, year to year
Each panel is one grade — watch its mix of levels shift across 2021–2024.
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.
In 2024-25, 100% of students graduated within four years — about the same as in 2022-23.
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 lines show the district overall and New Jersey, for comparison. New Jersey also reports a federal four-year rate (100% for 2024-25); the two use slightly different cohort rules. The statewide line starts in 2020-21, because that is the first edition in which NJDOE printed a statewide rate beside each school’s own. Source: NJ School Performance Reports, 2015-16 through 2024-25.
In 2024-25, 19.9% of students were chronically absent — missing at least 10% of school days — up from 0% in 2021-22.
† New Jersey says these years are not comparable with the ones beside them
The requirement to report status in meeting annual ESSA targets for 2020-2021 was waived. As a result, NJDOE will not report state averages and whether state averages were met for 2020-2021. Additionally, because the number of days students spent in in-person and remote learning environments during the school year differed, the NJDOE recommends caution in comparing 2020-2021 attendance data between schools and districts and to prior or future school years.NJDOE 2020-21 workbook notes sheet.
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 lines show the district overall and New Jersey, for comparison. Source: NJ School Performance Reports, 2015-16 through 2024-25.
2021-22 – 2024-25 · the ESSA record
New Jersey has published a summative rating for Academy Of Career And Technical Education in two school years under ESSA. The rating is a percentile inside a group of schools NJDOE considers comparable — where the school placed among them, not a score and not a grade.
This school’s record does not read as one series. New Jersey changed how the rating is built partway through, so it divides into two stretches — 2021-22 to 2023-24 and 2024-25. Years inside one stretch may be compared with each other; across a break there is no fair comparison, and this page draws none. What changed at each break is printed at the break.
| School year | Percentile in group | Summative score | NJDOE’s group | Identification |
|---|---|---|---|---|
| 2024-25 | 85.91 | 79.37 | High | Not an identification year |
| The calculation changes here. NJDOE reweighted the high-school composite for 2024-25: proficiency fell from 17.5% to 15% in each subject, the five-year graduation rate from 25% to 10%, a six-year rate entered at 10%, and chronic absenteeism fell from 15% to 10%. Nothing above this line can be compared with anything below it. | ||||
| 2023-24 | 83.66 | 76.59 | High | Not an identification year |
| 2022-23 | Not ranked this year | — | High | No comprehensive or targeted status published for this school |
| 2021-22 | Not ranked this year | — | High | No comprehensive or targeted status published for this school |
Inside 2024-25 · what produced the most recent rating
For 2024-25 New Jersey weighted five indicators to add to 100 and gave this school 79.37 of those 100 points. It then ranked that total against the 363 New Jersey schools it grouped as High for the year, which puts this school above 85.91% of them. That ranking is a place in a line-up of similar schools, not a grade and not a status.
Each bar’s light track is the points that indicator was worth at this school; the filled part is the points it earned. NJDOE converts each result into a 0–100 indicator score — built from the standardised results of each student group large enough to report, not from the school-wide number alone — then multiplies that score by the weight. The tracks add to 100 and the filled bars add to the summative score, within the publisher’s own rounding.
| Indicator | Result | Indicator score | Weight | Points |
|---|---|---|---|---|
| ELA proficiencystudents who met or exceeded expectations on the state ELA test | 61.4% | 76.65 | 20.52% | 15.73 |
| Math proficiencystudents who met or exceeded expectations on the state math test | 45% | 75.41 | 20.52% | 15.47 |
| Four-year graduation ratestudents graduating within four years of entering ninth grade | 100% | 99.29 | 29.31% | 29.10 |
| Five-year graduation ratestudents graduating within five years | 100% | 98.8 | 14.66% | 14.48 |
| Six-year graduation ratestudents graduating within six years | Not published | — | — | — |
| High school persistenceNJDOE’s published high school persistence rate | Not published | — | — | — |
| Progress toward English proficiencyNJDOE’s published Progress Toward ELP rate, for English learners | Not published | — | — | — |
| Students not chronically absentstudents who were not chronically absent — 100 minus the chronic-absenteeism rate, so a higher number is better | 80.1% | 30.56 | 15% | 4.58 |
NJDOE published no result for Six-year graduation rate, High school persistence, Progress toward English proficiency. Below the state’s minimum group size nothing is reported at all, and an indicator with no result carries no weight — the remaining indicators were rescaled to add to 100 without it. ELA growth, Math growth are not part of the calculation for a school NJDOE groups as High.
NJDOE’s Targeted Summary published no student-group flag for this school for 2026-27.
These are policy-defined values: which indicators count, and how much each counts, is set by New Jersey’s ESSA plan, not by any measure of school quality. The weights are specific to this school — an indicator that drops out shifts weight onto the rest, so the same indicator is worth different points at different schools. The workbooks measure 2024-25 and were published on April 2, 2026; 2024-25 was not a year New Jersey identified schools for comprehensive or targeted support, so these files carry no CSI or ATSI status. These weights are 2024-25’s: the indicator set and the weighting have both moved across the eight editions above, and for some school types they moved in this one. Row 2024_25_Accountability_Workbook_File_Comprehensive_Support_and_Improvement.xlsx#Summative!914:AU of the workbook, and the method in NJDOE’s accountability technical guide.
Everything below this line is a different instrument. Above, one weighted number and a rank inside a group of similar schools, under ESSA. Below, a pass-or-fail determination the state made about each student group, on tests that no longer exist, under a federal waiver that has since ended. The two regimes meet without a gap — 2015-16 is the last waiver year and 2016-17 the first ESSA one — and there is still no fair comparison between them, so this page does not draw one.
The waiver record. Annual editions between 2012 and 2016, most recent first. Read each band against itself and not against the others — the state changed what it measured, and how, twice inside those five years.
New Jersey’s ESEA Flexibility waiver ended after the 2016 edition, and the archive bundles for 2017 and 2018 return 404 on every build of the source release. That bounds the waiver record; it says nothing about the ESSA record above, which runs from 2016-17 without a break the state did not itself declare.
2012 – 2014 · progress targets, on NJASK and HSPA
Each group large enough to score was measured against a progress target set for it individually, on NJASK and HSPA. These three years are comparable with each other. Most cells are empty by design — a group below the state’s minimum size got no determination at all. YES* never means the target was met. In these editions it marks a group that missed the printed target and was credited inside a 95% confidence interval, and it appears in the performance column.
| Student group | English Language Arts | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Too few students - | 90.9%11 scored | Too few students to determine - | Too few students - | 81.8%11 scored | Too few students to determine - |
| American Indian | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| Asian | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| Black | Too few students - | 100%3 scored | Too few students to determine - | Too few students - | 66.6%3 scored | Too few students to determine - |
| Economically Disadvantaged | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| Hispanic | Too few students - | 83.4%6 scored | Too few students to determine - | Too few students - | 83.4%6 scored | Too few students to determine - |
| Limited English Proficiency | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| Students with Disabilities | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| Two or More Races | Too few students - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 scored | Too few students to determine - |
| White | Too few students - | 100%2 scored | Too few students to determine - | Too few students - | 100%2 scored | Too few students to determine - |
The waiver determinations are what New Jersey printed on this school’s annual ESEA accountability profile, kept exactly as printed and corrected from nothing. Each edition’s glyphs are read against that edition’s own legend, because the same asterisk means different things in different years. Editions this school does not appear in are simply absent here; no year is inferred from its neighbours. Source: NJDOE’s Title I accountability archive, 2012–2016.
How the ESSA record works → · How the 2012–2016 waiver record works →
Profile built from New Jersey Department of Education Fall Enrollment data, 1998-99 through 2025-26. How this data works →
