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Students Transitioning And Achieving Real Success

Paterson · Passaic County · High school
Grades 9–12
Page updated · 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.

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 over time

In 2025-26 it enrolled 124 students. That is 989 fewer than in 2007-08 (1,113) — the school has shrunk. It peaked at 1,200 in 2010-11.

students 03006009001,200 1241998200320082013201820232025

Total students enrolled each fall. Source: NJDOE Fall Enrollment.

What the school looks like

The largest group in both 2007-08 and 2025-26 was Hispanic students — 49% then, 76% now.

% of students 050100race categories: 5 → 776%19%1998200320082013201820232025
WhiteBlackHispanicAsianNative 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 2021-22 and 2025-26 the makeup of this school shifted noticeably.

11.2
Shift index
That’s the second-largest shift among the district’s eight high schools — larger than 90% of Passaic County high schools. The district as a whole shifted just 5.1 over the same years, making this school an outlier. The biggest moves, in percentage points:
Hispanic +10.6·Black −10.3·White −0.9

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 2025-26, 53.2% of students were certified for free or reduced-price lunch.

% certified 05010068%60.5%53.2%20072012201720222025
This schooldistrict overalldistrict high schools

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. 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 2013-14, 56% of students graduated within four years — up from 47% in 2012-13.

% graduating 406590notreported78.3%56%201220132014
This schooldistrict overall

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 the district overall, for comparison. The figures for 2012-13 and 2013-14 are printed to the whole percent: that is how the 2015-16 workbook published them, and it is the only edition that does. Points from 2013-14 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 2016-17, 18% of students were chronically absent — missing at least 10% of school days — up from 12.1% in 2015-16.

% chronically absent 0102018%13%20152016
This schooldistrict overall

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 2016-17 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

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.

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 Students Transitioning And Achieving Real Success in the 2014 edition, group by group and subject by subject, exactly as it printed it.
Student groupEnglish Language ArtsMathematics
Participation% proficientPerformanceParticipation% proficientPerformance
SchoolwideMet YES54.7%53 scoredMissed its target NOtarget 84.1Missed NO45.3%53 scoredMissed its target NOtarget 69.6
American IndianToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
AsianToo few students -50%2 scoredToo few students to determine -Too few students -50%2 scoredToo few students to determine -
BlackToo few students -57.1%21 scoredToo few students to determine -Too few students -38.1%21 scoredToo few students to determine -
Economically DisadvantagedToo few students -73.3%30 scoredMissed its target, credited within a 95% confidence interval YES*target 85.5Too few students -56.6%30 scoredMissed its target, credited within a 95% confidence interval YES*target 69.7
HispanicToo few students -53.3%30 scoredMissed its target NOtarget 85.9Too few students -50%30 scoredMissed its target NOtarget 73.6
Limited English ProficiencyToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
Students with DisabilitiesToo few students -17.9%28 scoredToo few students to determine -Too few students -21.4%28 scoredToo few students to determine -
Two or More RacesToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
WhiteToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo 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 group2013 four-year cohort, ≥78%2012 five-year cohort, ≥85%Graduation-rate indicator
SchoolwideMissed NOMissed NOMissed NO
Economically DisadvantagedMissed NOMissed NOMissed NO
HispanicMissed NOMissed NOMissed NO

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 Students Transitioning And Achieving Real Success in the 2013 edition, group by group and subject by subject, exactly as it printed it.
Student groupEnglish Language ArtsMathematics
Participation% proficientPerformanceParticipation% proficientPerformance
SchoolwideToo few students -71.9%32 scoredMissed its target, credited within a 95% confidence interval YES*target 82.3Too few students -40.6%32 scoredMissed its target NOtarget 66.2
American IndianToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
AsianToo few students -100%1 scoredToo few students to determine -Too few students -0%1 scoredToo few students to determine -
BlackToo few students -83.3%12 scoredToo few students to determine -Too few students -25%12 scoredToo few students to determine -
Economically DisadvantagedToo few students -69.2%26 scoredToo few students to determine -Too few students -42.3%26 scoredToo few students to determine -
HispanicToo few students -61.1%18 scoredToo few students to determine -Too few students -55.6%18 scoredToo few students to determine -
Limited English ProficiencyToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
Students with DisabilitiesToo few students -22.2%9 scoredToo few students to determine -Too few students -22.2%9 scoredToo few students to determine -
Two or More RacesToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
WhiteToo few students -100%1 scoredToo few students to determine -Too few students -0%1 scoredToo few students to determine -

2012 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 Students Transitioning And Achieving Real Success in the 2012 edition, group by group and subject by subject, exactly as it printed it.
Student groupLanguage Arts LiteracyMathematics
Participation% proficientPerformanceParticipation% proficientPerformance
SchoolwideMet YES81.9%94 scoredMet its target YEStarget 80.5Met YES48.4%93 scoredMissed its target NOtarget 62.8
American IndianToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
AsianToo few students -100%1 scoredToo few students to determine -Too few students -100%1 scoredToo few students to determine -
BlackMet YES86.7%45 scoredMet its target YEStarget 77.7Met YES50%44 scoredMissed its target, credited within a 95% confidence interval YES*target 57.4
Economically DisadvantagedMet YES83%88 scoredMet its target YEStarget 82.3Met YES51.7%87 scoredMissed its target NOtarget 62.9
HispanicMet YES78.6%42 scoredMissed its target, credited within a 95% confidence interval YES*target 82.7Met YES45.3%42 scoredMissed its target NOtarget 67.8
Limited English ProficiencyToo few students -0%0 scoredToo few students to determine -Too few students -0%0 scoredToo few students to determine -
Students with DisabilitiesToo few students -55%20 scoredToo few students to determine -Too few students -50%20 scoredToo few students to determine -
Two or More RacesToo few students -33.3%3 scoredToo few students to determine -Too few students -0%3 scoredToo few students to determine -
WhiteToo few students -100%3 scoredToo few students to determine -Too few students -100%3 scoredToo 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 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 →