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 546 students in 2021-22 and 317 students in 2022-23 — 229 fewer students.
See enrollment evidence →The chronic-absence rate was 13.5% in 2016-17 and 33.3% in 2022-23 — 19.8 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 its last year on record, 2022-23, it enrolled 317 students across grades K–6. That is 180 fewer than in 1998-99 (497) — the school had shrunk. It peaked at 655 in 2019-20. Its biggest cohort is kindergarten.
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 1998-99 and 2022-23 was Hispanic students — 85% then, 93% 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 2018-19 and 2022-23 the makeup of this school barely moved.
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 2022-23, 99.7% 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 elementary 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.
In 2022-23, 33.3% of students were chronically absent — missing at least 10% of school days — up from 13.5% in 2016-17.
† 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.
2019-20 is blank because New Jersey collected no attendance data that year, not because nobody was absent. The requirement to report on chronic absenteeism and related accountability measures for the 2019-2020 school year was waived. As a result, NJDOE will not report on chronic absenteeism and other attendance data for 2019-2020. Tables showing attendance data will be hidden in the 2019-2020 reports.
NJDOE 2019-20 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 line shows the district overall, 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. Points from 2018-19 and earlier are matched to this school 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.
2018-19 – 2022-23 · the ESSA record
New Jersey has published a summative rating for Casimir Pulaski School No. 8 in three 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.
NJDOE weighted the indicators the same way for elementary and middle schools in every one of these editions, 2018-19 to 2022-23, so these three ratings may be read as one line.
Higher is further up: the line is the share of similar New Jersey schools this school placed above, in each year NJDOE ranked it. The axis runs the full 0 to 100 because a percentile’s whole range is real. This is a position, not a level. Every number NJDOE puts into the rating is itself a ranking against that year’s other schools — each indicator score is a percentile before it is weighted — so a year in which every school in the state improved would look exactly like a year in which none did. What the line can show is where this school sat among its contemporaries; what it cannot show is whether the contemporaries moved. The summative score behind each point is in the table below. Where the line stops and starts again, the state changed the calculation and the two stretches are not comparable; where the panel is shaded, nothing was calculated at all.
The long numbers are NJDOE’s own. It rounded the summative score in the 2016-17 preliminary edition, stopped rounding for the 2016-17 final through 2018-19, and rounded again from 2021-22 on. This page prints what each edition printed and shortens nothing.
| School year | Percentile in group | Summative score | NJDOE’s group | Identification |
|---|---|---|---|---|
| 2022-23 | 13.14 | 23.97 | Elementary | No comprehensive or targeted status published for this school |
| 2021-22 | 0.52 | 7.22 | Elementary | Comprehensive |
| 2020-21 | No summative rating was calculated for any school in New Jersey. | |||
| 2019-20 | No summative rating was calculated for any school in New Jersey. | |||
| 2018-19 | 3.8072575847709698 | 12.884090174566015 | ES/MS | Not an identification year |
2019-20 and 2020-21 · nothing was calculated
These are not years missing from this record. The federal government waived New Jersey’s ESSA accountability requirements for both of them, and no summative rating exists for any school in the state. In NJDOE’s own words:
due to the COVID-19 pandemic, New Jersey was approved for both a March 2020 waiver and a March 2021 waiver that removed accountability-related requirements under ESSA for the 2019-2020 and 2020-2021 school years, respectively. The waived requirements included the: Calculation of indicator scores and summative scores; Measurement of progress toward long-term goals and measures of interim progress for accountability indicators; and Identification of schools for comprehensive and targeted support and improvement based on data from these two school years.
2021-2022 Technical Guide to ESSA Summative Ratings and the Identification of Schools in Need of Support and Improvement, NJDOE April 2023, page 3
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 | Met YES | 25.3%91 scored | Missed its target NOtarget 54.6 | Met YES | 57.2%91 scored | Missed its target NOtarget 82.4 |
| 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 - | 25%4 scored | Too few students to determine - | Too few students - | 25%4 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 25.6%90 scored | Missed its target NOtarget 55.2 | Met YES | 56.6%90 scored | Missed its target NOtarget 81.9 |
| Hispanic | Met YES | 24.4%86 scored | Missed its target NOtarget 55.7 | Met YES | 58.1%86 scored | Missed its target NOtarget 83.7 |
| Limited English Proficiency | Too few students - | 34.4%32 scored | Large enough to score, but no target was ever set -- | Too few students - | 81.2%32 scored | Large enough to score, but no target was ever set -- |
| Students with Disabilities | Too few students - | 6.3%16 scored | Too few students to determine - | Too few students - | 37.6%16 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%1 scored | Too few students to determine - | Too few students - | 100%1 scored | Too few students to determine - |
Attendance, grades 3 through 8. New Jersey asked whether this school’s 2013 attendance rate reached 90%, once for the whole school and not by student group. It met it — the page prints YES, Met.
On this page NJDOE printed a determination token that appears in no legend it published in two places. Those cells are shown exactly as published and are corrected from nothing.
| Student group | English Language Arts | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Met YES | 54.5%79 scored | Met its target YEStarget 49.5 | Met YES | 65.8%79 scored | Missed its target NOtarget 80.4 |
| 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 - | 20%5 scored | Too few students to determine - | Too few students - | 20%5 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 56.2%73 scored | Met its target YEStarget 50.2 | Met YES | 67.1%73 scored | Missed its target NOtarget 79.9 |
| Hispanic | Met YES | 57%72 scored | Met its target YEStarget 50.8 | Met YES | 69.4%72 scored | Missed its target NOtarget 81.9 |
| Limited English Proficiency | Too few students - | 84.6%26 scored | Too few students to determine - | Too few students - | 96.2%26 scored | Too few students to determine - |
| Students with Disabilities | Too few students - | 25%12 scored | Too few students to determine - | Too few students - | 50%12 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 - | 50%2 scored | Too few students to determine - | Too few students - | 50%2 scored | Too few students to determine - |
Attendance, grades 3 through 8. New Jersey asked whether this school’s 2012 attendance rate reached 90%, once for the whole school and not by student group. It met it — the page prints YES, Met.
| Student group | Language Arts Literacy | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Met YES | 50.7%71 scored | Met its target YEStarget 44.4 | Met YES | 57.8%71 scored | Missed its target NOtarget 78.4 |
| 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 - | 66.7%6 scored | Too few students to determine - | Too few students - | 66.7%6 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 50.7%71 scored | Met its target YEStarget 45.2 | Met YES | 57.8%71 scored | Missed its target NOtarget 77.9 |
| Hispanic | Met YES | 49.2%65 scored | Met its target YEStarget 45.9 | Met YES | 57%65 scored | Missed its target NOtarget 80.1 |
| Limited English Proficiency | Too few students - | 40.9%22 scored | Too few students to determine - | Too few students - | 54.5%22 scored | Too few students to determine - |
| Students with Disabilities | Too few students - | 45.5%11 scored | Too few students to determine - | Too few students - | 45.5%11 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 - | 0%0 scored | Too few students to determine - | Too few students - | 0%0 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 →
