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 105 students in 2023-24 and 94 students in 2024-25 — 11 fewer students.
See enrollment evidence →The chronic-absence rate was 3.7% in 2015-16 and 11.6% in 2024-25 — 7.9 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 its last year on record, 2024-25, it enrolled 94 students across grades K–2. That is 96 fewer than in 2014-15 (190) — the school had shrunk. It peaked at 202 in 2018-19. 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.
In 2014-15, 65% of students were White. By 2024-25 the largest group was Hispanic, at 45%.
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 2024-25 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 2024-25, 26.6% 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 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 2024-25, 11.6% of students were chronically absent — missing at least 10% of school days — up from 3.7% in 2015-16.
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 lines show the district overall and 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 school’s own. 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.
2021-22 – 2024-25 · the ESSA record
New Jersey’s ESSA calculation workbooks carry a row for Memorial School, but no summative rating in any of them. What the workbooks did publish about it is below.
The workbook rows here, 2021-22 to 2024-25, carry no rating at all.
| School year | Percentile in group | Summative score | NJDOE’s group | Identification |
|---|---|---|---|---|
| 2024-25 | Not ranked this year | — | Elementary | Not an identification year |
| 2023-24 | Not ranked this year | — | Elementary | Not an identification year |
| 2022-23 | Not ranked this year | — | Elementary | No comprehensive or targeted status published for this school |
| 2021-22 | Not ranked this year | — | Elementary | No comprehensive or targeted status published for this school |
Inside 2024-25 · what produced the most recent rating
New Jersey did not publish a summative score for this school for 2024-25. Its row in the calculation workbook is marked N/A - Not an Identification Year, and the score, the percentile and every indicator weight are blank. The indicator results the workbook did publish are below; none of them was scored or ranked.
| Indicator | Result | Indicator score | Weight | Points |
|---|---|---|---|---|
| ELA proficiencystudents who met or exceeded expectations on the state ELA test | Not published | — | — | — |
| Math proficiencystudents who met or exceeded expectations on the state math test | Not published | — | — | — |
| ELA growththe school’s median student growth percentile in ELA | Not published | — | — | — |
| Math growththe school’s median student growth percentile in math | 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 | 88.4% | 45.21 | — | — |
Four-year graduation rate, Five-year graduation rate, Six-year graduation rate, High school persistence are not part of the calculation for a school NJDOE groups as Elementary.
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!2229: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.
2015 – 2016 · participation only, on PARCC
New Jersey set no performance target and published no performance determination in these two editions — not for this school, and not for any school in the state. The tests changed to PARCC and the profiles print five columns where the earlier ones print seven, so what the state judged here is test participation and, below it, graduation and attendance. These two years are comparable with each other. Nothing here is a performance verdict, and the missing column is the state’s decision, not a gap in this record. YES* means something else here than it did through 2014. With no performance column to sit in, it appears in the participation column and marks a group whose participation rate was met with participation averaging applied.
| Student group | English Language Arts/Literacy | Mathematics | ||
|---|---|---|---|---|
| Participation | % meeting standards | Participation | % meeting standards | |
| Schoolwide | Met YES | 44.1%145 scored | Met YES | 53.1%145 scored |
| American Indian | Too few students - | 0%0 scored | Too few students - | 0%0 scored |
| Asian | Too few students - | 50%2 scored | Too few students - | 100%2 scored |
| Black | Too few students - | 57.2%7 scored | Too few students - | 85.7%7 scored |
| Economically Disadvantaged | Too few students - | 55.9%34 scored | Too few students - | 47%34 scored |
| English Language Learnersrenamed from “Limited English Proficiency” this edition | Too few students - | 0%1 scored | Too few students - | 0%1 scored |
| Hispanic | Met YES | 37.7%45 scored | Met YES | 42.2%45 scored |
| Students with Disabilities | Too few students - | 17.2%29 scored | Too few students - | 20.6%29 scored |
| Two or More Races | Too few students - | 66.7%3 scored | Too few students - | 66.6%3 scored |
| White | Met YES | 45.5%88 scored | Met YES | 54.6%88 scored |
Attendance, grades 3 through 8. New Jersey asked whether this school’s 2015 attendance rate reached 90%, once for the whole school and not by student group. It met it — the page prints YES, Met.
| Student group | English Language Arts | Mathematics | ||
|---|---|---|---|---|
| Participation | % meeting standards | Participation | % meeting standards | |
| Schoolwide | Missed NO | 42.8%166 scored | Missed NO | 44.3%167 scored |
| American Indian | Too few students - | 0%0 scored | Too few students - | 0%0 scored |
| Asian | Too few students - | 75%4 scored | Too few students - | 75%4 scored |
| Black | Too few students - | 25%4 scored | Too few students - | 25%4 scored |
| Economically Disadvantaged | Missed NO | 34%47 scored | Missed NO | 34%47 scored |
| Hispanic | Met YES | 39.2%51 scored | Met YES | 36.5%52 scored |
| Limited English Proficiency | Too few students - | 0%0 scored | Too few students - | 0%0 scored |
| Students with Disabilities | Too few students - | 25.8%31 scored | Too few students - | 19.4%31 scored |
| Two or More Races | Too few students - | 66.7%3 scored | Too few students - | 66.7%3 scored |
| White | Missed NO | 43.3%104 scored | Missed NO | 47.1%104 scored |
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 →
