M.E.T.S. Charter School

M E T S Charter · Charter · High school

Grades 6–12 · was 6–9 in 2011

Last reported enrollment in 2019-20 — no longer in the data since.

Page updated August 3, 2026 · data years vary by section

At a glance

What changed?

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.

EnrollmentFall 2018-19 to 2019-20
Fall enrollment was 18 students in 2018-19 and 713 students in 2019-20 — 695 more students.
See enrollment evidence →
GraduationCohorts 2014-15 to 2019-20
The four-year graduation rate was 94.9% in 2014-15 and 77.6% in 2019-20 — 17.3 percentage points lower. This profile does not include the cohort count; percentage-point movement can be volatile for smaller graduating cohorts.
See graduation evidence →
AttendanceSchool years 2015-16 to 2018-19
The chronic-absence rate was 4.4% in 2015-16 and 21.9% in 2018-19 — 17.5 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.

Enrollment, by grade

In its last year on record, 2019-20, it enrolled 713 students across grades 6–12. That is 393 more than in 2011-12 (320) — the school had grown. Its biggest cohort is grade 9.

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 school looks like

The largest group in both 2011-12 and 2019-20 was Black students — 40% then, 48% now.

WhiteBlackHispanicAsianTwo or moreNative Am.

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 2015-16 and 2019-20 the makeup of this school shifted noticeably.

12.9

Shift index

That’s a larger shift than 86% of New Jersey high schools. That roughly tracks the district overall (12.9) — a district-wide change more than a school-specific one. The biggest moves, in percentage points:

Black +12·White −7.2·Asian −4.8

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 2019-20, 70.7% of students were certified for free or reduced-price lunch.

This schooldistrict overall

Share of students certified for free or reduced-price meals, through a household application or an automatic match. The lighter line shows the district overall, 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.

Graduation rate

In 2019-20, 77.6% of students graduated within four years — down from 94.9% in 2014-15.

This schoolNew Jersey

† New Jersey says these years are not comparable with the ones beside them

2019-20 — graduation assessment requirement waived. Graduation assessment requirements were waived for any 12th grade student who was expected to graduate in the class of 2020 but, as of March 18, 2020, had not yet met the graduation assessment requirement. Additionally, the requirement to report on status in meeting annual ESSA targets was waived for 2019-2020. As a result, annual targets and status in meeting those targets are not reported for Cohort 2019 4-year and Cohort 2018 5-year graduation rates (NJDOE uses prior year graduation rates for accountability purposes). NJDOE 2019-20 workbook notes sheet.

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. The statewide line starts in 2018-19, because that is the first edition in which NJDOE printed a statewide rate beside each school’s own. Points from 2019-20 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.

Chronic absenteeism

In 2018-19, 21.9% of students were chronically absent — missing at least 10% of school days — up from 4.4% in 2015-16.

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). 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.

How the state has judged this school

2016-17 – 2018-19 · the ESSA record

New Jersey has published a summative rating for M.E.T.S. Charter School 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 schools NJDOE groups as mixed in every one of these editions, 2016-17 to 2018-19, 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.

Every ESSA accountability workbook that carries a row for M.E.T.S. Charter School, most recent first, exactly as NJDOE published it.
School year	Percentile in group	Summative score	NJDOE’s group	Identification
2018-19	24.489795918367346	37.28926353149956	Mixed	Not an identification year
2017-18 final	27.083333333333332	35.15197990543735	Mixed	No comprehensive or targeted status published for this school
2016-17 final	51.06382978723404	49.19825918762089	Mixed	No comprehensive or targeted status published for this school
NJDOE published 2016-17 twice. The preliminary edition below measures the same school year as the final one above it, with seven indicators instead of eight — Progress toward ELP was, in the state’s January 2018 words, “not yet available”. Every one of the 2,105 summative scores moved between the two. It is one year, not two, and the preliminary edition is comparable with nothing.
2016-17 preliminary	53.19	49.2	Mixed	No comprehensive or targeted status published for this school

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.

2016 preliminary

New Jersey labelled this edition preliminary, and never published a final one. A dash means the group was below the state’s own minimum size — 40 students for participation, 30 for performance — so nothing was determined for it at all.

What New Jersey determined about M.E.T.S. Charter School in the 2016 edition. There is no performance column because the state published none.
Student group	English Language Arts/Literacy		Mathematics
Student group	Participation	% meeting standards	Participation	% meeting standards
Schoolwide	Met YES	17.3%301 scored	Met YES	10%309 scored
American Indian	Too few students -	0%1 scored	Too few students -	0%1 scored
Asian	Too few students -	30.7%26 scored	Too few students -	26.9%26 scored
Black	Met YES	13.7%102 scored	Met YES	7.7%105 scored
Economically Disadvantaged	Met YES	17.3%225 scored	Met YES	10.1%227 scored
English Language Learnersrenamed from “Limited English Proficiency” this edition	Too few students -	0%5 scored	Too few students -	0%5 scored
Hispanic	Met YES	16.7%150 scored	Met YES	8.4%155 scored
Students with Disabilities	Too few students -	0%35 scored	Too few students -	0%38 scored
Two or More Races	Too few students -	100%1 scored	Too few students -	0%1 scored
White	Too few students -	19%21 scored	Too few students -	14.3%21 scored

Graduation rate. The state credited a group that cleared the 2015 four-year bar or the 2014 five-year bar; both inputs and the indicator they fed are shown separately, because which route the state took is the thing worth seeing. Most rows print only the four-year column — a dash in the five-year column means the state printed nothing there, not that the group failed.
Student group	2015 four-year cohort, ≥81%	2014 five-year cohort, ≥85%	Graduation-rate indicator
Schoolwide	Met YES	—	Met YES
Black	Too few students -	—	Too few students -
Economically Disadvantaged	Met YES	—	Met YES
Hispanic	Too few students -	—	—
Students with Disabilities	Too few students -	—	—

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.

2015 preliminary

What New Jersey determined about M.E.T.S. Charter School in the 2015 edition. There is no performance column because the state published none.
Student group	English Language Arts		Mathematics
Student group	Participation	% meeting standards	Participation	% meeting standards
Schoolwide	Met YES	25.4%304 scored	Met YES	19.3%295 scored
American Indian	Too few students -	0%1 scored	Too few students -	0%1 scored
Asian	Too few students -	61.1%36 scored	Too few students -	58.1%31 scored
Black	Met YES	17.8%118 scored	Met YES	12%117 scored
Economically Disadvantaged	Met YES	21.3%211 scored	Met YES	15.5%200 scored
Hispanic	Met YES	21.8%110 scored	Met YES	19.6%107 scored
Limited English Proficiency	Too few students -	0%2 scored	Too few students -	0%2 scored
Students with Disabilities	Met YES	3.1%32 scored	Met YES	0%33 scored
Two or More Races	Too few students -	0%0 scored	Too few students -	0%0 scored
White	Met YES	25.6%39 scored	Met YES	10.3%39 scored

Graduation rate. The state credited a group that cleared the 2014 four-year bar or the 2013 five-year bar; both inputs and the indicator they fed are shown separately, because which route the state took is the thing worth seeing. Most rows print only the four-year column — a dash in the five-year column means the state printed nothing there, not that the group failed.
Student group	2014 four-year cohort, ≥78%	2013 five-year cohort, ≥85%	Graduation-rate indicator
Schoolwide	Too few students -	—	—
Asian	Too few students -	—	Too few students -
Black	Too few students -	—	Too few students -
Economically Disadvantaged	Too few students -	—	—
Hispanic	Too few students -	—	—
Students with Disabilities	Too few students -	—	—
White	Too few students -	—	—

Attendance, grades 3 through 8. New Jersey asked whether this school’s 2014 attendance rate reached 90%, once for the whole school and not by student group. It met it — the page prints YES, Met.

The regime changes here. Above this line the state judged participation alone; below it, participation and performance against an individually set target, on a different test. A determination on one side of this line cannot be compared with one on the other, so nothing on this page draws a line through it.

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.

2014 unmarked

This edition asserts nothing about whether it is preliminary or final, so neither does this page. A dash means the group was below the state’s own minimum size — 40 students for participation, 30 for performance — so nothing was determined for it at all.

What New Jersey determined about M.E.T.S. Charter School in the 2014 edition, group by group and subject by subject, exactly as it printed it.
Student group	English Language Arts			Mathematics
Student group	Participation	% proficient	Performance	Participation	% proficient	Performance
Schoolwide	Met YES	50.8%122 scored	Missed its target, credited within a 95% confidence interval YES*target 55.6	Met YES	51.6%122 scored	Met its target YEStarget 47.5
American Indian	Too few students -	100%1 scored	Too few students to determine -	Too few students -	100%1 scored	Too few students to determine -
Asian	Too few students -	79.3%29 scored	Too few students to determine -	Too few students -	93.1%29 scored	Too few students to determine -
Black	Met YES	42.3%45 scored	Missed its target, credited within a 95% confidence interval YES*target 47.6	Met YES	26.7%45 scored	Missed its target, credited within a 95% confidence interval YES*target 33.6
Economically Disadvantaged	Met YES	51.3%119 scored	Missed its target, credited within a 95% confidence interval YES*target 53	Met YES	53%119 scored	Met its target YEStarget 38.6
Hispanic	Met YES	46.6%30 scored	Missed its target, credited within a 95% confidence interval YES*target 55.7	Met YES	50%30 scored	Met its target YEStarget 44.5
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 -	28.6%14 scored	Too few students to determine -	Too few students -	7.1%14 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 -	29.4%17 scored	Too few students to determine -	Too few students -	47.1%17 scored	Too few students to determine -

Graduation rate. The state credited a group that cleared the 2013 four-year bar or the 2012 five-year bar; both inputs and the indicator they fed are shown separately, because which route the state took is the thing worth seeing. Most rows print only the four-year column — a dash in the five-year column means the state printed nothing there, not that the group failed.
Student group	2013 four-year cohort, ≥78%	2012 five-year cohort, ≥85%	Graduation-rate indicator
Schoolwide	Too few students -	—	—
Black	Too few students -	—	Too few students -
Economically Disadvantaged	Too few students -	—	—
Hispanic	Too few students -	—	—

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.

2013 final

New Jersey labelled this edition final. A dash means the group was below the state’s own minimum size — 40 students for participation, 30 for performance — so nothing was determined for it at all.

What New Jersey determined about M.E.T.S. Charter School in the 2013 edition, group by group and subject by subject, exactly as it printed it.
Student group	English Language Arts			Mathematics
Student group	Participation	% proficient	Performance	Participation	% proficient	Performance
Schoolwide	Met YES	46.8%141 scored	Missed its target, credited within a 95% confidence interval YES*target 51.2	Met YES	36.9%141 scored	Missed its target, credited within a 95% confidence interval YES*target 42.2
American Indian	Too few students -	100%1 scored	Too few students to determine -	Too few students -	0%1 scored	Too few students to determine -
Asian	Met YES	67.8%28 scored	Too few students to determine -	Met YES	75%28 scored	Too few students to determine -
Black	Met YES	37%54 scored	Missed its target, credited within a 95% confidence interval YES*target 42.3	Met YES	20.4%54 scored	Missed its target, credited within a 95% confidence interval YES*target 27
Economically Disadvantaged	Met YES	43.6%87 scored	Missed its target, credited within a 95% confidence interval YES*target 48.3	Met YES	26.4%87 scored	Missed its target, credited within a 95% confidence interval YES*target 32.5
Hispanic	Met YES	46.7%45 scored	Missed its target, credited within a 95% confidence interval YES*target 51.2	Met YES	33.3%45 scored	Missed its target, credited within a 95% confidence interval YES*target 38.9
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%13 scored	Too few students to determine -	Too few students -	0%13 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 -	38.5%13 scored	Too few students to determine -	Too few students -	38.5%13 scored	Too few students to determine -

Graduation rate. The state credited a group that cleared the 2012 four-year bar or the 2011 five-year bar; both inputs and the indicator they fed are shown separately, because which route the state took is the thing worth seeing. Most rows print only the four-year column — a dash in the five-year column means the state printed nothing there, not that the group failed.
Student group	2012 four-year cohort, ≥75%	2011 five-year cohort, ≥85%	Graduation-rate indicator
Schoolwide	Too few students -	—	—
Black	Too few students -	—	Too few students -
Economically Disadvantaged	Too few students -	—	—
Hispanic	Too few students -	—	—

2012 preliminary

What New Jersey determined about M.E.T.S. Charter School in the 2012 edition, group by group and subject by subject, exactly as it printed it.
Student group	Language Arts Literacy			Mathematics
Student group	Participation	% proficient	Performance	Participation	% proficient	Performance
Schoolwide	Met YES	0%0 scored	Too few students to determine -	Met YES	0%0 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	Met YES	0%0 scored	Too few students to determine -	Met YES	0%0 scored	Too few students to determine -
Black	Met YES	0%0 scored	Too few students to determine -	Met YES	0%0 scored	Too few students to determine -
Economically Disadvantaged	Met YES	0%0 scored	Too few students to determine -	Met YES	0%0 scored	Too few students to determine -
Hispanic	Met YES	0%0 scored	Too few students to determine -	Met YES	0%0 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 -	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 →