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 284 students in 2018-19 and 273 students in 2019-20 — 11 fewer students.
See enrollment evidence →The chronic-absence rate was 14.6% in 2016-17 and 12.4% in 2018-19 — 2.2 percentage points lower.
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, 2019-20, it enrolled 273 students across grades K–2. That is 61 fewer than in 1998-99 (334) — the school had shrunk. It peaked at 353 in 2001-02. Its biggest cohort is grade 2.
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 2019-20 was White students — 65% then, 53% 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 2015-16 and 2019-20 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 2019-20, 61.2% 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. 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 2018-19, 12.4% of students were chronically absent — missing at least 10% of school days — down from 14.6% 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 the district overall, for comparison. 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.
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 | 40.4%131 scored | Missed its target NOtarget 55.4 | Met YES | 57.3%131 scored | Missed its target NOtarget 74.8 |
| 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 - | 75%4 scored | Too few students to determine - | Too few students - | 75%4 scored | Too few students to determine - |
| Black | Too few students - | 29.2%24 scored | Too few students to determine - | Too few students - | 37.5%24 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 36.1%86 scored | Missed its target NOtarget 59.4 | Met YES | 53.5%86 scored | Missed its target NOtarget 71.6 |
| Hispanic | Too few students - | 47.4%19 scored | Too few students to determine - | Too few students - | 57.9%19 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 | Met YES | 9.3%43 scored | Large enough to score, but no target was ever set -- | Met YES | 37.2%43 scored | Large enough to score, but no target was ever set -- |
| 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 | Met YES | 40.5%84 scored | Missed its target NOtarget 53.3 | Met YES | 61.9%84 scored | Missed its target NOtarget 75.2 |
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.
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 | Language Arts Literacy | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Met YES | 45.1%122 scored | Missed its target, credited within a 95% confidence interval YES*target 50.9 | Met YES | 72.1%122 scored | Missed its target, credited within a 95% confidence interval YES*target 72.2 |
| 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 - | 55.1%29 scored | Too few students to determine - | Too few students - | 55.1%29 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 39.7%68 scored | Missed its target NOtarget 55.3 | Met YES | 64.7%68 scored | Missed its target, credited within a 95% confidence interval YES*target 68.7 |
| Hispanic | Too few students - | 55.6%9 scored | Too few students to determine - | Too few students - | 66.6%9 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 - | 23.1%26 scored | Too few students to determine - | Too few students - | 61.5%26 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 | Met YES | 40.5%84 scored | Missed its target, credited within a 95% confidence interval YES*target 48.6 | Met YES | 78.6%84 scored | Met its target YEStarget 72.7 |
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.
Profile built from New Jersey Department of Education Fall Enrollment data, 1998-99 through 2025-26. How this data works →
