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 510 students in 2024-25 and 485 students in 2025-26 — 25 fewer students.
See enrollment evidence →The chronic-absence rate was 3.0% in 2015-16 and 14.1% in 2024-25 — 11.1 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 2025-26 it enrolled 485 students across grades K–2. That is 107 fewer than in 1998-99 (592) — the school has shrunk. It peaked at 624 in 2000-01. 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 1998-99, 58% of students were White. By 2025-26 the largest group was Hispanic, at 44%.
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 2025-26 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 2025-26, 45.4% 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 2024-25, 14.1% of students were chronically absent — missing at least 10% of school days — up from 3% in 2015-16.
† 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 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.
2016-17 – 2024-25 · the ESSA record
New Jersey has published a summative rating for Walter C. Black Elementary School in two 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, 2016-17 to 2024-25, so these two ratings answer the same question the same way.
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 |
|---|---|---|---|---|
| 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 |
| 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. | |||
| 2017-18 final | 71.2085308056872 | 62.94194858019567 | ES/MS | No comprehensive or targeted status published for this school |
| 2016-17 final | 63.17647058823529 | 58.244953641607594 | ES/MS | 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 | 58.53 | 55.61 | Elementary | No comprehensive or targeted status published for this school |
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
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 | 52.8% | 75.74 | — | — |
| Students not chronically absentstudents who were not chronically absent — 100 minus the chronic-absenteeism rate, so a higher number is better | 85.9% | 30.02 | — | — |
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!2289: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 | 65.9%235 scored | Met YES | 68.5%235 scored |
| American Indian | Too few students - | 100%1 scored | Too few students - | 100%1 scored |
| Asian | Met YES | 69.2%52 scored | Met YES | 76.9%52 scored |
| Black | Too few students - | 61.1%18 scored | Too few students - | 38.9%18 scored |
| Economically Disadvantaged | Met YES | 48.7%74 scored | Met YES | 51.3%74 scored |
| English Language Learnersrenamed from “Limited English Proficiency” this edition | Too few students - | 0%5 scored | Too few students - | 20%5 scored |
| Hispanic | Met YES | 49.1%57 scored | Met YES | 54.4%57 scored |
| Students with Disabilities | Too few students - | 57.7%26 scored | Too few students - | 48%25 scored |
| Two or More Races | Too few students - | 66.7%3 scored | Too few students - | 100%3 scored |
| White | Met YES | 74%104 scored | Met YES | 76%104 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 | Met YES | 61.8%222 scored | Met YES | 63.3%221 scored |
| American Indian | Too few students - | 0%1 scored | Too few students - | 0%1 scored |
| Asian | Met YES | 71.7%53 scored | Met YES | 79.2%53 scored |
| Black | Too few students - | 40%20 scored | Too few students - | 45%20 scored |
| Economically Disadvantaged | Met YES | 36.1%72 scored | Met YES | 47.9%71 scored |
| Hispanic | Met YES | 40%55 scored | Met YES | 51.8%54 scored |
| Limited English Proficiency | Too few students - | 0%3 scored | Too few students - | 0%3 scored |
| Students with Disabilities | Too few students - | 20%15 scored | Too few students - | 13.4%15 scored |
| Two or More Races | Too few students - | 50%4 scored | Too few students - | 75%4 scored |
| White | Met YES | 75.2%89 scored | Met YES | 65.2%89 scored |
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.
| Student group | English Language Arts | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Met YES | 71.7%251 scored | Missed its target, credited within a 95% confidence interval YES*target 72.8 | Met YES | 89.2%250 scored | Met its target YEStarget 86 |
| 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 | 81%63 scored | Missed its target, credited within a 95% confidence interval YES*target 85.1 | Met YES | 96.8%63 scored | At or above the statewide 90% goal MET GOALtarget 90 |
| Black | Too few students - | 61.9%21 scored | Too few students to determine - | Too few students - | 76.2%21 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 46.4%69 scored | Missed its target, credited within a 95% confidence interval YES*target 55 | Met YES | 71%69 scored | Met its target YEStarget 66.5 |
| Hispanic | Met YES | 46.4%56 scored | Missed its target, credited within a 95% confidence interval YES*target 52 | Met YES | 69.6%56 scored | Missed its target, credited within a 95% confidence interval YES*target 69.9 |
| Limited English Proficiency | Too few students - | 0%12 scored | Too few students to determine - | Too few students - | 25%12 scored | Too few students to determine - |
| Students with Disabilities | Too few students - | 42%31 scored | Missed its target, credited within a 95% confidence interval YES*target 54.6 | Too few students - | 61.3%31 scored | Missed its target, credited within a 95% confidence interval YES*target 69 |
| Two or More Races | Too few students - | 80%5 scored | Too few students to determine - | Too few students - | 100%5 scored | Too few students to determine - |
| White | Met YES | 81.2%106 scored | Met its target YEStarget 81.1 | Met YES | 97.1%105 scored | At or above the statewide 90% goal MET GOALtarget 90 |
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.
| Student group | English Language Arts | Mathematics | ||||
|---|---|---|---|---|---|---|
| Participation | % proficient | Performance | Participation | % proficient | Performance | |
| Schoolwide | Met YES | 70.7%259 scored | Met its target YEStarget 69.8 | Met YES | 89.5%259 scored | Met its target YEStarget 84.4 |
| 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 | Met YES | 85.3%61 scored | Met its target YEStarget 83.4 | Met YES | 95.1%61 scored | At or above the statewide 90% goal MET GOALtarget 90 |
| Black | Too few students - | 59.1%22 scored | Too few students to determine - | Too few students - | 81.9%22 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 44.7%76 scored | Missed its target, credited within a 95% confidence interval YES*target 50 | Met YES | 72.3%76 scored | Met its target YEStarget 62.7 |
| Hispanic | Met YES | 40%60 scored | Missed its target, credited within a 95% confidence interval YES*target 46.7 | Met YES | 68.3%60 scored | Met its target YEStarget 66.5 |
| Limited English Proficiency | Too few students - | 14.3%21 scored | Too few students to determine - | Too few students - | 47.6%21 scored | Too few students to determine - |
| Students with Disabilities | Too few students - | 31%29 scored | Too few students to determine - | Too few students - | 72.4%29 scored | Too few students to determine - |
| Two or More Races | Too few students - | 75%4 scored | Too few students to determine - | Too few students - | 100%4 scored | Too few students to determine - |
| White | Met YES | 81.3%112 scored | Met its target YEStarget 79 | Met YES | 99.1%112 scored | At or above the statewide 90% goal MET GOALtarget 90 |
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 | 67.2%268 scored | Met its target YEStarget 66.8 | Met YES | 84.3%268 scored | Met its target YEStarget 82.8 |
| 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 | Met YES | 82.7%58 scored | Met its target YEStarget 81.7 | Met YES | 91.4%58 scored | At or above the statewide 90% goal MET GOALtarget 90 |
| Black | Too few students - | 52%25 scored | Too few students to determine - | Too few students - | 68%25 scored | Too few students to determine - |
| Economically Disadvantaged | Met YES | 43.3%67 scored | Missed its target, credited within a 95% confidence interval YES*target 45 | Met YES | 64.2%67 scored | Met its target YEStarget 58.9 |
| Hispanic | Met YES | 35.5%62 scored | Missed its target, credited within a 95% confidence interval YES*target 41.4 | Met YES | 69.4%62 scored | Met its target YEStarget 63.1 |
| Limited English Proficiency | Too few students - | 21.4%14 scored | Too few students to determine - | Too few students - | 50%14 scored | Too few students to determine - |
| Students with Disabilities | Met YES | 38.1%42 scored | Missed its target, credited within a 95% confidence interval YES*target 44.4 | Met YES | 64.3%42 scored | Met its target YEStarget 62.2 |
| Two or More Races | Too few students - | 0%1 scored | Too few students to determine - | Too few students - | 0%1 scored | Too few students to determine - |
| White | Met YES | 79.5%122 scored | Met its target YEStarget 76.9 | Met YES | 92.6%122 scored | At or above the statewide 90% goal MET GOALtarget 90 |
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 →
