MLHS 2017 School Report

CDS: 27-3460-050
County: MORRIS
Mountain Lakes High School District: MOUNTAIN LAKES BORO
Principal: Mr. Davies
2016-2017 96 POWERVILLE RD.
MOUNTAIN LAKES, NJ 07046
www.mlschools.org
(973)334-8400
Grades offered: 09-12 Students with Disabilities: 15%

Total students: Teachers-average years experience: 11.8 Economically Disadvantaged: 2%
710 Student/Teacher Ratio: 11:1 English Language Learners: 0%
Are students on track for success?

English Math Chronic Absenteeism
Students meeting/exceeding expectations on Students meeting/exceeding expectations on Students absent for 10% or more of days
state assessment state assessment enrolled
Are students graduating? Are students going to college?

4-year Graduation Rate Graduates enrolled in college 16 months after graduation
School
College Enrollment 92.8%
2-year College Too few students
4-year College 86.8%
(State: College Enrollment: 76.1%, 2-year: 25.5%, 4-year: 50.6%)
School Highlights
ͻConcerted emphasis on student understanding in mathematics through the concept of multiple
representations.
ͻOur College and Career Counselor offers specialized services in relation to post-secondary planning.
ͻMLHS is home to a newly created Academy for Biotechnology.
Learn More: This report provides an overview of school performance. Learn more about your school by
viewing the full performance report
How to
Ask Questions: Use the contact information included above to reach out to your school and ask how they
use this are working to improve school performance and student outcomes.
report? Get Involved: Schools need help from parents and communities to help students succeed. Contact your
school to find out about school board meetings or parent groups.
Overview Demographic Academic Achievement College and Career Readiness Grad/ Postsecondary Climate and Environment Staff Accountability Narrative
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Mountain Lakes High School MORRIS
2016-2017 MOUNTAIN LAKES BORO
96 POWERVILLE RD.
Grade Span 09-12
The 2016-17 School Performance Reports are designed to share school and district information collected by the New Jersey Department of
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SHUIRUPDQFHDQGVWXGHQWRXWFRPHVLVWKURXJKSDUHQWVHGXFDWRUVDQGFRPPXQLW\PHPEHUVZRUNLQJWRJHWKHU7KHVHUHSRUWVVHHNWRPDNHWKDW
process easier by providing information that can help people to:
Learn more: The School Performance Reports contain a wealth of data, going far beyond a school¶s test scores to include information
about the staff working in a school, student discipline rates, and the sports and clubs offered.
Ask questions: These reports can help start a conversation, but they cannot answer all the questions you might have about schools in
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see in these reports.
Get involved:6FKRROVQHHGKHOSIURPSDUHQWVDQGFRPPXQLWLHVWRKHOSVWXGHQWVVXFFHHG&RQWDFW\RXUVFKRROWRILQGRXWDERXWVFKRRO
board meetings or parent and community groups.
Navigating through the reports:

Download this report to a PDF by clicking the icon at the top of the page.
Search for specific text or words in these reports by using the search box at the top of the page.
The menu bar at the top of the page or the table of contents at the left of the screen can be used to move between sections of the report.
The arrow buttons at the top left of the screen can be used to move between pages of the report.
Other Resources:
Review the Parent Summary Report or the district-level report for this school.
For more detailed information about the data in these reports, where it comes from, and how to use it: Reference Guide or Interpretive
Video.
Download the data used in these reports.
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Questions about the reports? Contact us at reportcard@doe.state.nj.us
1
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Grade Span 09-12
Enrollment Trends by Grade Enrollment Trends by Student Group Enrollment by Racial and Ethnic Group
This table shows the number of students enrolled This table shows the percentage of students by student This table shows the percentage of students by racial and
E\JUDGHIRUWKHSDVWWKUHHVFKRRO\HDUV JURXSIRUWKHSDVWWKUHHVFKRRO\HDUV'DWDIRUVRPH ethnic group.
Ungraded students are students who are "on roll" student groups was not available before 2016-17.
but are educated in ungraded classrooms. Racial and Ethnic Group % of Students
Student Group 2014-15 2015-16 2016-17 White
Grade 2014-15 2015-16 2016-17
9 166 173 156 Female 49% 50% 51% Asian
10 182 168 176 Male 51% 50% 49% Hispanic
11 152 177 172 Black or African American
12 175 153 185 Economically
1% 2% 2%
Disadvantaged Students American Indian or Alaska Native
Ungraded 15 22 21
Total 690 693 710 Students with Disabilities 16% 17% 15% Native Hawaiian or Pacific Islander
English Learners 0% 0% 0% Two or More Races
Homeless Students 0%
Students in Foster Care 0%
Military-Connected Students 0%
Migrant Students 0%
Enrollment by Home Language

This table shows the percentage of students by primary
Enrollment Trends by Full and Shared Time KRPHODQJXDJH2QO\WKHWRSODQJXDJHVZLWKDWOHDVW
Status
This table shows the number of full and shared time students RIVWXGHQWVDUHVKRZQ$OORWKHUVWXGHQWVDUHLQFOXGHG
IRUWKHODVWWKUHH\HDUV7KHIXOOWLPHHTXLYDOHQWLVWKH in Other Languages.
number of full time students plus half the number of shared
time students. Home Language % of Students
English
Enrollment Status 2014-15 2015-16 2016-17 Chinese
Full Time Students 0 693 703 Spanish
Shared Time Students 0 0 13 Other
Full Time Equivalent 0 693 710
An "*" indicates that data is not displayed to protect student privacy; "N" indicates no data is available to display 2
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Grade Span 09-12
English Language Arts/Literacy Assessment - Participation and Performance

This table shows information about the English Language Arts/Literacy section of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment for the school and each student
JURXS7KH3$5&&DVVHVVPHQWKDVILYHSHUIRUPDQFHOHYHOVZKHUHOHYHOVDQGPHWRUH[FHHGHGH[SHFWDWLRQVLQGLFDWHVWXGHQWVKDYHGHPRQVWUDWHGUHDGLQHVVIRUWKHQH[WJUDGHOHYHOFRXUVHDQGDUHRQWUDFN
IRUFROOHJHDQGFDUHHUV7KLVWDEOHVKRZVWKHQXPEHURIYDOLGWHVWVFRUHVWKHSHUFHQWDJHRIVWXGHQWVWKDWWRRNWKHWHVWDQGWKHSHUFHQWDJHRIWHVWHUVWKDWPHWRUH[FHHGHGH[SHFWDWLRQVLQWKHVFKRROWKHGLVWULFW
and across the state. The last three columns of the table show the accountability proficiency rate, the annual target, and whether the school or student group met its annual target as required by the Every Student
Succeeds Act (ESSA) accountability. Student groups with the annual target section grayed out are not required to meet annual targets under ESSA accountability. For more details on New Jersey¶s accountability
system, see these accountability resources.
School: District: State:

Proficiency Rate
% of students % of Testers % of Testers % of Testers 2016-17 Annual Met 2016-17
Student Group Valid Scores for Federal
Taking Test Met/Exceeded Met/Exceeded Met/Exceeded Target Annual Target
Accountability
Expectations Expectations Expectations
Schoolwide 326 97.0 84.90 89.00 54.90 84.9 80 Met Goal
White 263 97.0 85.20 88.20 63.90 85.2 80 Met Goal
Hispanic 11 100.0 63.70 87.80 39.80 63.7 ** **
Black or African American * * * 66.70 35.20 * ** **
Asian, Native Hawaiian, or Pacific 46 97.9 89.10 93.40 80.70 89.1 80 Met Goal
Islander
American Indian or Alaska Native * * * 100.00 53.70 * ** **
Two or More Races * * * 91.70 54.90 * ** **
Female 161 96.4 91.90 92.60 62.20 91.9
Male 165 97.6 78.20 85.60 48.10 78.2
Economically Disadvantaged Students * * * 71.50 36.20 * ** **
Non-Economically Disadvanatged * * * 89.20 65.80 *
Students
Students with Disabilities 44 95.7 29.50 48.20 20.50 29.5 27.3 Met Target
Students without Disabilities 282 97.2 93.60 95.10 61.90 93.6
English Learners * * * 55.50 25.20 * ** **
Non-English Learners * * * 89.40 57.40 *
Homeless Students N N * 0.00 26.40 *
Students In Foster Care * * * 0.00 24.80 *
Military-Connected Students N N * 0.00 53.50 *
Migrant Students N N * 0.00 23.00 *
** ESSA accountability targets are only included if data is available for at least 20 students
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Grade Span 09-12
English Language Arts/Literacy Assessment - Performance by Grade: Grade 9

This table shows participation and performance on the English Language Arts/Literacy (ELA/L) section of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment by grade
OHYHOH[DP7KLVWDEOHVKRZVE\VFKRRODQGVWXGHQWJURXSWKHQXPEHURIYDOLGWHVWVFRUHVDQGWKHPHDQVFDOHVFRUHIRUWKHVFKRROGLVWULFWDQGVWDWH,WDOVRVKRZVWKHSHUFHQWDJHRIVWXGHQWVDWHDFK
performance level and the percentage of students who met or exceeded expectations (Level 4 or 5) for the school and the state.
% Level 1: % of Testers State % of

District State Mean % Level 2: % Level 3: % Level 5:
Valid Mean Scale Did Not Yet % Level 4: Met Met/ Testers Met
Student Group Mean Scale Scale Partially Met Approached Exceeded
Scores Score Meet Expectations Exceeded / Exceeded
Score Score Expectations Expectations Expectations
Expectations Expectations Expectation
Schoolwide 155 785 785 748 * * 8% 41% 48% 90% 52%
White 128 784 784 757 * * 9% 44% 45% 89% 62%
Hispanic * * * 732 * * * * * * 35%
Black or African American * * * 730 * * * * * * 30%
Asian, Native Hawaiian, or Pacific 22 796 796 776 0% 0% * * 73% 96% 80%
Islander
American Indian or Alaska Native * * * 745 * * * * * * 49%
Two or More Races N N N 745 N N N N N N 48%
Female 83 791 791 756 0% * * 37% 54% 92% 60%
Male 72 779 779 741 0% * * 46% 42% 88% 43%
Economically Disadvantaged Students * * * 730 * * * * * * 32%
Non-Economically Disadvantaged * * * 757 * * * * * * 62%
Students
Students with Disabilities 21 741 741 714 * * * * 0% 43% 13%
Students without Disabilities 134 792 792 754 * * * * 56% 97% 58%
English Learners N N N 690 N N N N N N N
Non-English Learners 155 785 785 751 * * 8% 41% 48% 90% N
Homeless Students N N N 719 N N N N N N 21%
Students in Foster Care N N N 717 N N N N N N 21%
Military-Connected Students N N N 745 N N N N N N 45%
Migrant Students N N N 704 N N N N N N N
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Grade Span 09-12
English Language Arts/Literacy Assessment - Performance by Grade: Grade 10


Schoolwide 170 778 778 742 * * 12% 45% 37% 81% 46%
White 134 777 777 749 * * 12% 49% 34% 82% 52%
Hispanic * * * 727 * * * * * * 34%
Black or African American N N N 725 N N N N N N 31%
Asian, Native Hawaiian, or Pacific 24 790 790 774 * * * * 54% 83% 74%
Islander
American Indian or Alaska Native N N N 739 N N N N N N 42%
Two or More Races * * * 737 * * * * * * 42%
Female 77 789 789 751 * * * 51% 43% 94% 54%
Male 93 769 769 733 * * * 40% 31% 71% 39%
Students
Students with Disabilities 22 726 726 704 * * * * 0% 18% 12%
Students without Disabilities 148 786 786 749 * * * * 42% 91% 52%
English Learners * * * 680 * * * * * * N
Non-English Learners * * * 745 * * * * * * N
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Grade Span 09-12
English Language Arts/Literacy Assessment - Performance by Grade: Grade 11**


Schoolwide 164 782 782 735 * * 10% 48% 40% 87% 38%
White 137 781 781 738 * * 10% 50% 38% 88% 40%
Hispanic * * * 731 * * * * * * 34%
Asian, Native Hawaiian, or Pacific 17 799 799 755 0% 0% * * 59% 94% 58%
Islander
Female 87 789 789 743 * * * 45% 47% 92% 46%
Male 77 775 775 728 * * * 51% 31% 82% 31%
Students
Students with Disabilities 22 746 746 709 * * * 46% * 50% 12%
Students without Disabilities 142 788 788 741 * * * 48% * 93% 43%
Migrant Students * * * 713 * * * * * * 26%
**Grade 11 students who take AP/IB English are exempt from taking the PARCC ELA exam and their performance may not be reflected in the results.
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Grade Span 09-12
English Language Arts/Literacy Assessment - Performance Trends

This graph presents the percentage of students who met or exceeded expectations for the past two years.
** Grade 11 students who take AP/IB English are exempt from taking the PARCCELS exam and their performance may not be reflected in the results.
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Grade Span 09-12
Mathematics Assessment - Participation and Performance

This table shows information about the Mathematics section of the Partnership for Assessment of Readiness for College and Careers (3$5&&DVVHVVPHQWIRUWKHVFKRRODQGHDFKVWXGHQWJURXS7KH3$5&&
assessment has five performance levels, where levels 4 and 5 (met or exceeded expectations) indicate students have demonstrated readiness for the next grade level/course and are on track for college and
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state. The last three columns of the table show the accountability proficiency rate, the annual target, and whether the school or student group met its annual target as required by the Every Student Succeeds Act
(ESSA) accountability. Student groups with the annual target section grayed out are not required to meet annual targets under ESSA accountability. For more details on New Jersey¶s accountability system, see
these accountability resources.
School: District: State:

Proficiency Rate
% of students % of Testers % of Testers % of Testers 2016-17 Annual Met 2016-17
Student Group Valid Scores for Federal
Taking Test Met/Exceeded Met/Exceeded Met/Exceeded Target Annual Target
Accountability
Expectations Expectations Expectations
Schoolwide 316 96.0 59.80 74.40 43.50 59.8 61.7 Met Target
White 258 96.3 57.80 72.20 52.40 57.8 61 Met Target
Hispanic 11 100.0 54.60 71.40 27.60 54.6 ** **
Black or African American * * * 66.70 21.70 * ** **
Asian, Native Hawaiian, or Pacific 41 95.3 78.10 87.20 75.60 78.1 80 Met Target
Islander
American Indian or Alaska Native * * * 33.30 42.50 * ** **
Two or More Races * * * 75.00 44.90 * ** **
Female 157 96.9 61.20 74.90 44.10 61.2
Male 159 95.2 58.50 73.90 42.90 58.5
Economically Disadvantaged Students * * * 57.20 25.10 * ** **
Non-Economically Disadvanatged * * * 74.50 54.30 *
Students
Students with Disabilities 44 97.8 * * 16.50 * 10 Met Target
Students without Disabilities 272 95.8 * * 48.80 *
English Learners * * * 77.70 23.30 * ** **
Non-English Learners * * * 74.30 45.20 *
Homeless Students N N * 0.00 16.40 *
Students In Foster Care * * * 0.00 15.10 *
Military-Connected Students N N * 0.00 39.90 *
Migrant Students N N * 0.00 18.20 *
** ESSA accountability targets are only included if data is available for at least 20 students.
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Grade Span 09-12
Mathematics Assessment - Performance by Test: Algebra I

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VKRZVE\VFKRRODQGVWXGHQWJURXSWKHQXPEHURIYDOLGWHVWVFRUHVDQGWKHPHDQVFDOHVFRUHIRUWKHVFKRROGLVWULFWDQGVWDWH,WDOVRVKRZVWKHSHUFHQWDJHRIVWXGHQWVDWHDFKSHUIRUPDQFHOHYHODQGWKH
percentage of students who met or exceeded expectations (Level 4 or 5) for the school and the state.

Schoolwide 44 739 764 742 * * 50% 27% 0% 27% 42%
White 38 738 760 750 * * 50% * 0% 24% 52%
Hispanic * * * 727 * * * * * * 24%
Asian, Native Hawaiian, or Pacific * * * 773 * * * * * * 76%
Islander
Female 23 738 760 743 * * * * 0% 35% 43%
Male 21 740 767 741 * * * * 0% 19% 40%
Economically Disadvantaged Students N N N 726 N N N N N N 23%
Non-Economically Disadvantaged 44 739 764 751 * * 50% 27% 0% 27% 52%
Students
Students with Disabilities 20 727 * 714 * * * * * * 10%
Students without Disabilities 24 749 * 747 * * * * * * 47%
Students in Foster Care N N N 710 N N N N N N N
Migrant Students N N N 714 N N N N N N 21%
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Grade Span 09-12
Mathematics Assessment - Performance by Test: Geometry


Schoolwide 146 751 754 733 * 11% 30% 49% * 56% 30%
White 126 751 * 739 * 9% 30% 52% * 58% 38%
Hispanic * * * 722 * * * * * * 14%
Black or African American N N N 718 N N N N N N N
Asian, Native Hawaiian, or Pacific * * * 757 * * * * * * 65%
Islander
American Indian or Alaska Native N N N 729 N N N N N N 29%
Two or More Races * * * 733 * * * * * * 32%
Female 75 756 * 734 * * 29% 53% * 64% 31%
Male 71 745 * 733 * * 31% 44% * 48% 30%
Students
Students with Disabilities 25 720 720 711 * * * * 0% 12% N
Students without Disabilities 121 757 760 737 * * * * 9% 65% N
Homeless Students N N N 717 N N N N N N N
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Grade Span 09-12
Mathematics Assessment - Performance by Test: Algebra II


Schoolwide 157 763 763 724 * 10% 19% 57% * 66% 28%
White 118 758 758 731 * 13% 20% 59% * 62% 33%
Hispanic 10 743 743 709 * * * * * 50% 14%
Black or African American * * * 702 * * * * * * N
Asian, Native Hawaiian, or Pacific 25 795 795 760 0% 0% * 52% * 88% 62%
Islander
Two or More Races * * * 718 * * * * * * 25%
Female 74 761 761 724 * * 22% 51% * 61% 27%
Male 83 765 765 724 * * 17% 61% * 70% 29%
Students
Students with Disabilities 14 715 715 692 * * * * 0% 14% N
Students without Disabilities 143 768 768 728 * * * * 10% 71% N
Homeless Students N N N 702 N N N N N N N
Migrant Students * * * 701 * * * * * * 14%
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Mathematics Assessment ±Performance Trends

This graph presents the percentage of students who met or exceeded expectations for the past two years.
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Alternate Assessments - Participation English Language Proficiency Test - Participation and Performance
This table shows the number of students taking the Dynamic Learning Maps Alternate This table shows, by years in district, the number of English learner students taking the
Assessment, which tests academic progress in English Language Arts (ELA) and $&&(66IRU(//V$VVHVVPHQWIRU(QJOLVKODQJXDJHSURILFLHQF\7KHWDEOHDOVRVKRZV
Mathematics for students with different types of significant cognitive disabilities. the percentage of students tested that received an overall score of 4.5 or above. Students
must receive a score of 4.5 or higher to be considered for proficient status.
ELA: Math: % Students with % Students with

Grade # Students
# Students Tested # Students Tested Years in District Overall Score Overall Score of
Tested
Below 4.5 4.5 and above
9 N N
1 * * *
10 N N
2 * * *
11 * *
3 N N N
4 N N N
5+ N N N
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This section shows whether students have gained the knowledge and skills identified in the Biology section of the Science Core Curriculum Standards as measured by the End of Course Biology test. The
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Biology Assessment - Performance Biology Assessment - Proficiency Trends

This table shows the percentage of students in each proficiency category for the school and each student This graph displays the percentage of students by proficiency category for the past three school
group and also provides a comparison to the statewide percentages. years.
Student Group % Advanced % Proficient % Partially

Proficient Proficient
Statewide 16% 42% 42%
Schoolwide 42% 44% 14%
White 42% 46% 12%
Hispanic N * *
Black or African American N N *
Asian, Native Hawaiian, or Pacific Islander 59% * 14%
American Indian or Alaska Native N N *
Two or More Races N N N
Economically Disadvantaged Students * * N
Students with Disabilities 4% 39% 58%
English Learners N N N
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Grade Span 09-12
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on the PSAT, SAT, and ACT tests are calculated and how these calculations account for recent changes to the SAT test, please see our Reference Guide.
PSAT/SAT/ACT - Participation PSAT/SAT/ACT - Performance

This table shows the percentage of 10th and 11th graders that took the This table shows the average test score, based on highest scoring test, for the PSAT,
PSAT 10 or PSAT NMSQT exams in 2016-177KLVWDEOHDOVRVKRZVWKH 6$7DQG$&7WHVWVE\VXEMHFWDUHDIRUVWXGHQWVLQWKHVFKRRODQGDFURVVWKHVWDWH
percentage of 12th graders that have taken the SAT or ACT this year or This table also shows the percentage of students at or above College Readiness
in prior years. %HQFKPDUNVIRUHDFKWHVW6WXGHQWVWKDWVFRUHDWRUDERYHWKHVHEHQFKPDUNVKDYHD
high chance of success in credit-bearing college courses.
% of % of
Test Students in Students in
School State School - % of State - % of
School State College Students Students
Percentage of students taking the PSAT 69.0% 89.4% Test Average Average Readiness scoring at or scoring at or
Score Score Benchmarks above above
Percentage of students taking the SAT 70.8% 94.7% Benchmark Benchmark
Percentage of students taking the ACT 78.9% 28.3%
PSAT - Reading and Varies By
573 481 95% 67%
Writing Grade
Varies By
PSAT - Math 569 483 83% 49%
Grade
SAT - Reading and

614 551 480 95% 77%
Writing
SAT - Math 609 552 530 82% 58%
ACT - Reading 26 24 22 76% 65%
ACT - English 26 24 18 86% 79%
ACT - Math 25 24 22 72% 65%
ACT - Science 25 23 23 64% 54%
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Students in high schools begin to demonstrate college readiness behaviors long before they actually graduate from high school. Among those behaviors are participating in
advanced course work such as Advanced Placement (AP) or International Baccalaureate (IB) courses and exams and dual enrollment courses where high school
students can enroll in college courses for credit.
AP/IB Coursework ±Participation and Performance AP/ IB Courses Offered

This chart shows the percentage of students out of all 11th and 12th grade students in This table shows the students enrolled in AP/IB courses and the corresponding
the school and across the state, who enrolled in one or more AP or IB course, the exams that were taken. Students do not need to take a course to take the
percentage that took one or more AP or IB exam, and the percentage of students exam and not all students enrolled in a course take the exam. The last two
taking one or more exams who received at least one score of at least 3 on AP exams rows show the total number of exams taken and the number of exams with
or 4 on IB exams. VFRUHVRIDWOHDVWRQ$3H[DPVRURQ,%H[DPV,QWKHODVWWZRURZV
students taking multiple exams are counted more than once.
School
Students enrolled in one AP/IB Course Students Enrolled Students Tested
or more AP or IB course
State AP Art²History of Art 0 7
AP Biology 55 36
School
Students taking one or AP Calculus AB 22 12
more AP or IB exam AP Calculus BC 26 28
State
AP Chemistry 15 14
Students with one or School AP Chinese Language and Culture 0 1
more exams with a score
of at least 3 on AP exams AP Comparative Government and Politics 85 25
State
or 4 on IB exams AP Computer Science A 8 9
AP English Language and Composition 44 42
AP English Literature and Composition 63 22
Dual Enrollment Coursework - Participation AP Environmental Science 42 15
This graph shows the percentage students enrolled in at least one dual enrollment AP European History 30 19
FRXUVHLQWKHVFKRRODQGDFURVVWKHVWDWHDual enrollment courses allow high school AP French Language and Culture 18 11
students to enroll in college courses for credit prior to their high school graduation.
AP Macroeconomics 72 32
AP Microeconomics 72 35
AP Music Theory 9 6
Students enrolled in one School
or more dual enrollment AP Physics 1 75 41
course State AP Physics C 25 0
AP Physics C: Electricity and Magnetism 0 9
AP Physics C: Mechanics 0 14
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AP/IB Course Students Enrolled Students Tested
AP Psychology 0 1
AP Spanish Language 10 7
AP Statistics 48 27
AP Studio Art²Drawing Portfolio 13 6
AP Studio Art²Three-Demensional 0 1
AP Studio Art²Two-Demensional 0 3
AP U.S. Government and Politics 84 41
AP U.S. History 88 75
AP World History 45 41
Total Exams Taken 580
Exams with scores of at least 3 on AP exams or 4 on
IB exams 509
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This section contains information about participation in approved Career and Technical Education (CTE) programs and Structured Learning Experiences)RUPRUH
information about CTE in New Jersey, please visit http://www.nj.gov/education/cte/.
Career and Technical Education Participation Industry-Valued Credentials Earned

The chart below shows the percentage of students within the school and state who were This table shows the number of students that earned at least one industry-
HQUROOHGLQFRXUVHVLQDSSURYHG&DUHHUDQG7HFKQLFDO(GXFDWLRQ&7(SURJUDPV valued credential and the number of credentials earned in each Career
Students enrolled in shared-time CTE programs in a county vocational school district are &OXVWHUDQGRYHUDOOIRUWKH2016-17VFKRRO\HDU6WXGHQWVHDUQLQJFUHGHQWLDOV
included in both the county vocational school and their sending school. LQPRUHWKDQRQH&DUHHU&OXVWHUDUHFRXQWHGLQPXOWLSOHURZV6WXGHQWV
earning multiple credentials in one Career Cluster are counted more than once
CTE Participants in the Industry credentials total.
(completed only one course in an approved CTE program)
Students with at
School Industry
Career Cluster least one
credentials earned
credential earned
State
Total non-duplicated number of
0
students**
CTE Concentrators
(completed two or more courses in a single approved CTE program and/or Total number of credentials earned in
0
completed the entire CTE program) all clusters
School
State
Structured Learning Experiences Participation

The graph below displays the percentage of students within the school and state who
SDUWLFLSDWHGLQ6WUXFWXUHG/HDUQLQJ([SHULHQFHV6/(V6/(VFDQLQFOXGHZRUNEDVHG
learning programs, internships, apprenticeships, and service learning experiences and
can be paid or unpaid.
Structured Learning Experiences
School **Students may earn credentials in more than one Career Cluster
State
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Grade Span 09-12
This section shows the types of courses that students were enrolled in by grade level for the 2016-17VFKRRO\HDU<RXFDQILQGPRUHLQIRUPDWLRQDERXWNew Jersey
Student Learning Standards on our website and more details about the data in this section in our Reference Guide. English course participation is not included because
students are required to take four years of English in high school.
Mathematics - Course Participation

This table shows the number of students by grade that were enrolled in Mathematics courses by subject area. Students are counted more than once if they are enrolled in
more than one math course. The bottom row of the table shows the number of students that enrolled in at least one Advanced Placement (AP) or International
Baccalaureate (IB) math course by subject area.
Grade Algebra I Geometry Algebra II Pre-Calculus Calculus Statistics Other Math

9 35 97 16 0 0 0 10
10 0 56 116 6 1 0 4
11 0 0 43 116 11 3 3
12 0 0 1 18 96 44 47
Schoolwide 35 153 176 140 108 47 64
Enrolled in AP/IB Course 0 0 0 0 48 48 0
Science - Course Participation

This table shows the number of students by grade that were enrolled in Science courses by subject area. Students are counted more than once if they are enrolled in
more than one science course. The bottom row of the table shows the number of students that enrolled in at least one Advanced Placement (AP) or International
Baccalaureate (IB) science course by subject area.
Earth and Environmental

Grade Biology Chemistry Physics Other Science
Space Science Science
9 156 0 0 0 0 0
10 3 171 0 0 2 0
11 41 14 17 2 63 45
12 14 5 29 58 57 7
Schoolwide 214 190 46 60 122 52
Enrolled in AP/IB Course 55 15 0 42 100 0
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Grade Span 09-12
This section shows the types of courses that students were enrolled in by grade level for the 2016-17VFKRRO\HDU<RXFDQILQGPRUHLQIRUPDWLRQDERXWNew Jersey
Student Learning Standards on our website and more details about the data in this section in our Reference Guide(QJOLVKFRXUVHSDUWLFLSDWLRQLVQRWLQFOXGHGEHFDXVH
VWXGHQWVDUHUHTXLUHGWRWDNHIRXU\HDUVRI(QJOLVKLQKLJKVFKRRO
Social Studies and History - Course Participation

This table shows the number of students by grade that were enrolled in Social Studies and HistoryFRXUVHVE\VXEMHFWDUHD6WXGHQWVDUHFRXQWHGPRUHWKDQRQFHLIWKH\
are enrolled in more than one social studies or history course. The bottom row of the table shows the number of students that enrolled in at least one Advanced Placement
(AP) or International Baccalaureate (IB) social studies or history course by subject area.
Other Social
Grade World History US History I & II Economics Psychology Sociology
Studies or History
9 156 0 0 0 0 0
10 40 174 3 11 0 4
11 3 161 14 17 0 68
12 3 4 131 36 0 40
Schoolwide 202 339 148 64 0 112
Enrolled in AP/IB Course 45 88 72 0 0 112
World Languages - Course Participation

This table shows the number of students by grade that were enrolled in World Languages courses by language. Students are counted more than once if they are enrolled in
more than one language course. The bottom rows of the table show students enrolled in at least one Advanced Placement (AP) or International Baccalaureate (IB) language
course, students enrolled in a level 3 or higher language course (such as French III or IV), and the number of students that earned a Seal of Biliteracy by language.
Grade Spanish French Italian Latin German Chinese Other Languages

9 85 39 0 16 0 0 2
10 119 23 0 20 0 0 9
11 97 23 0 27 0 0 6
12 37 29 0 16 0 0 1
Schoolwide 338 114 0 79 0 0 18
Enrolled in AP/IB Course 10 18 0 0 0 0 0
Enrolled in Level 3 or Higher 173 46 0 0 0 0 0
Earned Seal of Biliteracy N N N N N N N
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Grade Span 09-12
Visual and Performing Arts ±Course Participation

The top graphs below show the percentages of students that were enrolled in any Visual and Performing Arts FODVVHVZLWKLQWKHVFKRRODQGDFURVVWKHVWDWH7KHJUDSKV
at the bottom of the page show the percentages of students enrolled in at least one course within each of the four arts disciplines within the school and across the state.
Grades 9-12:
Students enrolled in one

or more visual and
performing arts classes
Students enrolled in one or more classes by discipline:
School
MUSIC
State
School
DANCE
State
School
DRAMA
State
School
VISUAL
ARTS
State
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Grade Span 09-12
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWJUDGXDWLRQUDWHVDQGGURSRXWUDWHVIRUVWXGHQWVLQJUDGHV*UDGXDWLRQUDWHVDUHFDOFXODWHGEDVHGRQWKHDGMXVWHGFRKRUW
JUDGXDWLRQUDWHFDOFXODWLRQ<RXFDQILQGPRUHDERXWKRZWKHVHUDWHVDUHFDOFXODWHGhere.
Graduation Rates Graduation Rate Trends

7KLVWDEOHVKRZV\HDUDQG\HDU*UDGXDWLRQ5DWHVIRUWKHVFKRRODQGHDFKVWXGHQWJURXSZLWKFRPSDULVRQVWRVWDWHZLGHUDWHV$QQXDOESSA This table shows the 4-year and 5-year graduation rates
accountability targets for the Class of 2016 4-year rate and the Class of 2015 5-year rates are included with a flag for whether the school and each by graduating class.
student group met those targets.
Class of 4-Year Rate 5-Year Rate

School - State - School - State -
Class of Class of Class of Class of
Class of Class of Class of Class of 2017 95.4% -
2016: 4 2016: 4 Met 2015: 5 2015: 5 Met
Student Group 2017: 4 2017: 4 2016: 5 2016: 5
Year Year Target? Year Year Target?
Year Year Year Year 2016 94% 95.7%
Rate Target Rate Target
Rate Rate Rate Rate
2015 96% 97%
Schoolwide 95.4% 90.5% 95.7% 91.8% 94.4% 95.0% Not Met 97.2% N Met Goal
White 96.1% 94.5% 97.8% 95.1% 97.8% N Met Goal 98.1% N Met Goal
Hispanic * 84.3% * 86.3% * ** ** * ** **
Black or African American * 83.4% * 85.3% * ** ** * ** **

Dropout Rate Trends
Asian, Native Hawaiian or Pacific 96.3% 96.6% 88.2% 97.5% 88.2% ** ** 100% ** **
This table shows the percentage of students in grades 9-
Islander
12 that dropped out during each of the last three school
American Indian or Alaska Native * 92.3% * 86.6% * ** ** * * * years for the school and the state.
Two or More Races * 91.9% * 93.7% * ** ** * ** **

School Year School Rate State Rate
Economically Disadvantaged * 83.9% * 85.6% * ** ** * ** **
Students 2016-2017 0% 1.1%
Students with Disabilities 78.6% 78.8% 82.8% 82.1% 75% 86.2% Not Met 91.2% 90.0% Met
Target 2015-2016 0.3% 1.1%
English Learners * 76.1% * 79.7% * * * * ** ** 2014-2015 0.3% 1.1%
Homeless Students N 73.2% N 74.4% N N N N
** ESSA accountability targets are only included if data is available for at least 20 students
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Grade Span 09-12
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWXGHQWVHQUROOLQJLQFROOHJHVDQGXQLYHUVLWLHVDIWHUJUDGXDWLRQIURPKLJKVFKRRO3RVWVHFRQGDU\HQUROOPHQWLQIRUPDWLRQLVFROOHFWHG
from the National Student Clearinghouse, which collects data from at least 95% of higher education institutions nationwide.
Postsecondary Enrollment Rates: Fall Postsecondary Enrollment Rates: 16 month

This table shows the enrollment rates of Class of 2017 high school graduates This table shows the enrollment rates of Class of 2016 high school graduates into 2-year or 4-year institutions 16 months
LQWR\HDURU\HDULQVWLWXWLRQVWKHIDOODIWHUKLJKVFKRROJUDGXDWLRQ7KH DIWHUKLJKVFKRROJUDGXDWLRQIRUWKHVFKRRODQGHDFKVWXGHQWJURXS7KHIROORZLQJFROXPQVVKRZWKHSHUFHQWDJHRIWKHVH
following columns show the percentage of these enrolled students by 2-year or 4 enrolled students by 2-year or 4-year institution, public or private institution, or in-state or out-of-state institution.
-year institution.
% Enrolled
% Enrolled % Enrolled % Enrolled % Enrolled % Enrolled % Enrolled % Enrolled % Enrolled % Enrolled
in Out-of-
Student Group in Any in 2-Year in 4-Year Student Group in Any in 2-Year in 4-Year in Public in Private in In-State
State
Institution Institution Institution Institution Institution Institution Institution Institution Institution
Institution
Statewide 71.1% 29.5% 70.5% Statewide 76.1% 33.6% 66.5% 73.6% 26.4% 65.5% 34.6%
Schoolwide 87.6% 8.3% 91.7% Schoolwide 92.8% 6.4% 93.6% 43.3% 56.7% 20.6% 79.4%
White 88.4% 7% 93% White 92.4% 6.6% 93.4% 45.5% 54.6% 21.5% 78.5%
Hispanic * * * Hispanic * 0% * * * 0% *
Black or African American 0% 0% 0% Black or African American * 0% * 0% * 0% *
Asian, Native Hawaiian, or 92.3% 12.5% 87.5% Asian, Native Hawaiian, or 93.3% 7.1% 92.9% 35.7% 64.3% 21.4% 78.6%
Pacific Islander Pacific Islander
American Indian or Alaska N N N American Indian or Alaska N N N N N N N
Native Native
Two or More Races * 0% * Two or More Races * 0% * 0% * 0% *
Economically Disadvantaged * 0% * Economically Disadvantaged N N N N N N N

Students Students
Students with Disabilities 73.3% 27.3% 72.7% Students with Disabilities 94.4% 17.7% 82.4% 52.9% 47.1% 17.7% 82.4%
English Learners N N N English Learners N N N N N N N
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Grade Span 09-12
This section shows information about student absences which provides important information about a school¶s culture and climate. In addition, research shows that
student absences impact a child¶s ability to succeed in school. The New Jersey Department of Education selected chronic absenteeism as its measure of school quality
and student success for the ESSA accountability plan. Chronic absenteeism is defined as being absent for 10% or more of the days enrolled during the school year. A
student who is not present for any reason, excused, unexcused or for disciplinary action, is considered absent unless permitted by statute or regulation.
Chronic Absenteeism Days Absent

This table shows the percentage of students in grades K-12 in the school and The graph displays the percentage of K-12 students schoolwide by the number of
each student group who were chronically absent. This table also shows whether days they were absent during the school year. An absence is defined as being 'not
the school and each student group met the ESSA accountability targets for 2016- present' and includes both excused and unexcused absences.
17.
Met
% Chronically 2016-17
Student Group 2016-17
Absent Target
Target
Schoolwide 6.80 14.30 Met Target
White 7.00 14.30 Met Target
Hispanic 12.50 14.30 Met Target
Black or African American 0 ** **
Asian, Native Hawaiian, or
2.20 14.30 Met Target
Pacific Islander
American Indian or Alaska Native 0 ** **
Two or More Races 0 ** **
Economically Disadvantaged
0 ** **
Students
Students with Disabilities 10.90 14.30 Met Target
English Learners 0 ** **
** ESSA accountability targets are only included if data is available for at least 20 students.
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Grade Span 09-12
Chronic Absenteeism by Grade

This graph shows the percentage of students in the school and across the state who were chronically absent for each grade level. Chronic absenteeism is defined as
being absent for 10% or more of the days enrolled during the school year. A student who is not present for any reason, excused, unexcused or for disciplinary action, is
considered absent unless permitted by statute or regulation.
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Grade Span 09-12
School Day Violence, Vandalism, HIB, and Substance Offenses

This table shows the start and end times and length of school day for a typical This table shows the number of incidents reported by type. A single incident may
VWXGHQWDWWKLVVFKRROInstructional time is the amount of time that a typical be counted under multiple incident types. The total unique incidents provides a
student was engaged in instructional activities under the supervision of a certified non-duplicated count of incidents. The final row shows a rate of incidents for every
teacher. 100 students enrolled in the school.
Category School Incident Type Number of Incidents

Typical Start Time 8:00AM Violence 0
Typical End Time 2:35PM Vandalism 5
Length of School Day 6 Hrs 35 Mins Weapons 1
Full Time - Instructional Time 6 Hrs. 8 Mins. Substances 8
Shared Time - Instructional Time 3 Hrs. 26 Mins. Harassment, Intimidation, Bullying (HIB) 2
Total Unique Incidents 16
Incidents Per 100 Students Enrolled 2.26
Student Suspension Rate Student Expulsions

This table shows the percentage of students who received one or more in-school This table shows the number of students who were expelled from the school
suspensions, one or more out-of-school suspensions, and one or more during the school year. An expulsion is when a student is removed from a school
VXVSHQVLRQVRIDQ\W\SHGXULQJWKHVFKRRO\HDU6WXGHQWVUHFHLYLQJERWKLQVFKRRO and does not receive any further educational services during the school year.
and out-of-school suspensions will be counted in all rows of the table. Students
who received more than one suspension are counted only one time in each
FDWHJRU\EHORZ
Category Number of Students
Suspension Types % of Students
Expulsions 0
In-School Suspensions 1.0%
Out-of-School Suspensions 1.3%
Any Suspension 2.3%
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Grade Span 09-12
Technology Readiness
This table shows information that was collected through the optional NJTRAx survey to determine a school¶VWHFKQRORJ\UHDGLQHVV7KHVWXGHQWWRGHYLFHUDWLRVKRZVWKH
QXPEHURIVWXGHQWVIRUHYHU\FRPSXWHURUWDEOHWLQWKHVFKRRO7KHLQWHUQHWVSHHGLVWKHLQWHUQHWEDQGZLGWKSHUVWXGHQWVHQUROOHGLQWKHGLVWULFWPHDVXUHGLQ
PHJDELWVSHUVHFRQG7KHFRQQHFWLYLW\EHWZHHQVFKRROVLVDVFKRRO¶s LAN network architecture. The NJTRAx survey is optional for schools, so data may not be available
for all schools. Additionally, schools that have adopted a Bring Your Own Device (BYOD) policy may have appear to have a very low Student to Device ratio due to this
policy decision.
Met Connectivity Met

Student to Device Internet Recommended Recommended
School Year Recommended between Recommended
Ratio Speed Internet Speed Connectivity
Speed? Schools Connectivity?
2016-17 1:0.5 1302.5 kbps 100 kbps Yes Fiber Fiber Yes
Per-Pupil Expenditures (District Level)

This table shows the total current expenses for regular and special education students taught within the district¶VVFKRROV,WLQFOXGHVH[SHQGLWXUHVIRULQVWUXFWLRQVXSSRUW
VHUYLFHVDGPLQLVWUDWLRQRSHUDWLRQVDQGPDLQWHQDQFHH[WUDFXUULFXODUDFWLYLWLHVDQGFRPPXQLW\VHUYLFH0RUHLQIRUPDWLRQDERXWGLVWULFWDQGFKDUWHUVFKRROVSHQGLQJFDQ
be found using districts¶User Friendly Budgets, or the NJDOE Finance District Report Search of the Comprehensive Annual Financial Reports (CAFRs) and Auditor's
Management Reports (AMRs).
State/
Per-Pupil Expenditures Federal Total
Local
District Total $196 $20,421 $20,617
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Grade Span 09-12
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Faculty: All classroom teachers and educational support services personnel (such as Librarians, Nurses, Counselors, and Child Study Team members)
Teachers: All classroom teachers
Administrators: Principals, assistant principals, supervisors, coordinators, directors, and other central-office administrators, as well as superintendents and other district-
level administrators
Full-Time Equivalent,QFDOFXODWLRQVVWDIIPHPEHUVDUHZHLJKWHGEDVHGRQWKHSHUFHQWDJHRIWKHLUWLPHWKDWWKH\DUHDVVLJQHGWRDVFKRRORUGLVWULFW)RUH[DPSOH±a
teacher assigned to a school half time would be weighted 50% in calculations, but a teacher assigned to a school full time would be weighted 100% in calculations.
Teachers ±Experience and Certifications Administrators ±Experience (District Level) Student to Staff Ratios
This table shows information about experience and This table shows information about experience for This table shows the number of students per staff
certifications for teachers assigned to this school and administrators assigned to this district and across the PHPEHULQWKHVFKRRODQGGLVWULFW5DWLRVIRU
across the state. state. librarians, nurses, counselors, and child study team
members are only reported at the district level
because many staff in these jobs are assigned only
Teachers Teachers Admin. in Admin. in
Category Category to the district and not to individual schools.
in Schools in State District State
Total Number of teachers 63 115,100 Total Number of administrators 19 9,476 School District
Staff Type Students: Students:
Average years experience in Average years experience in public Staff Staff
11.8 11.8 12.4 15.7
public schools schools
Teachers 11:1 10:1
Average years experience in
10.9 10.5 Average years experience in district 9.4 11.5
district Administrators 89:1 102:1
Teachers in district for 4 or more Administrators in district for 4 or
73% 74% 63% 74% Librarian/Media
years more years 384:1
Specialists
Nurses 384:1
Counselors 256:1
Child Study Team 154:1
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Grade Span 09-12
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Faculty: All classroom teachers and educational support services personnel (such as Librarians, Nurses, Counselors, and Child Study Team members)
Teachers: All classroom teachers
Administrators: Principals, assistant principals, supervisors, coordinators, directors, and other central-office administrators, as well as superintendents and other district-
level administrators
Full-Time Equivalent,QFDOFXODWLRQVVWDIIPHPEHUVDUHZHLJKWHGEDVHGRQWKHSHUFHQWDJHRIWKHLUWLPHWKDWWKH\DUHDVVLJQHGWRDVFKRRORUGLVWULFW)RUH[DPSOH±a
teacher assigned to a school half time would be weighted 50% in calculations, but a teacher assigned to a school full time would be weighted 100% in calculations.
Teachers and Administrators - Level of Education Teachers and Administrators - One-Year Retention (District Level)
This chart shows the highest level of education attained by the teachers and This table shows the percentage of teachers and administrators assigned to the
DGPLQLVWUDWRUVDWWKLVVFKRRO7KH%DFKHORU
VFDWHJRU\PD\LQFOXGHRWKHU district in 2015-16 that were still assigned to the district in 2016-176WDIIZKR
degrees/certificates such as a Specialist¶VGHJUHH$GPLQLVWUDWRUVDUHUHTXLUHG DUHQRWUHWDLQHGPD\KDYHFKDQJHGGLVWULFWVRUQRORQJHUZRUNIRUWKHVWDWH
to have a Master's degree or higher. (including retirements).
Bachelor¶s Degree Job Type District State
2015-16 Teachers: Same district 2016-17 92% 77%

Teacher
2015-16 Administrators: Same district 2016-17 80% 85%
Admin
Master¶s Degree Faculty Attendance

This table shows the percentage of days that school faculty members were
Teacher SUHVHQWGXULQJWKHVFKRRO\HDU$SSURYHGSURIHVVLRQDOGD\VSHUVRQDOGD\V
staff training days, bereavement days, jury duty, and absences due to extended
Admin illness are not counted against days present, and faculty members on long-term
leave or disability are excluded from this calculation.
Doctoral Degree
Teacher School Year % Days Present
Admin 2016-17 98%
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Grade Span 09-12
Accountability Indicator Scores and Summative Rating

New Jersey has developed a school accountability system as required by the Every Student Succeeds Act (ESSA) ƚŽŝĚĞŶƚŝĨǇƐĐŚŽŽůƐƚŚĂƚĂƌĞŝŶŶĞĞĚŽĨĐŽŵƉƌĞŚĞŶƐŝǀĞƐƵƉƉŽƌƚ͘dŚŝƐƚĂďůĞƐŚŽǁƐƚŚĞŝŶĚŝĐĂƚŽƌ
ƐĐŽƌĞƐĨŽƌĞĂĐŚŝŶĚŝĐĂƚŽƌŝŶĐůƵĚĞĚŝŶƚŚĞĂĐĐŽƵŶƚĂďŝůŝƚǇƐǇƐƚĞŵĂŶĚƚŚĞǁĞŝŐŚƚƐƚŚĂƚĞĂĐŚŝŶĚŝĐĂƚŽƌƌĞĐĞŝǀĞƐǁŚĞŶĐĂůĐƵůĂƚŝŶŐƚŚĞŽǀĞƌĂůů^ƵŵŵĂƚŝǀĞ^ĐŽƌĞ͘dŚĞ^ƵŵŵĂƚŝǀĞZĂƚŝŶŐŝƐƚŚĞƉĞƌĐĞŶƚŝůĞƌĂŶŬŽĨƚŚĞ
^ƵŵŵĂƚŝǀĞ^ĐŽƌĞĂƐĐŽŵƉĂƌĞĚƚŽŽƚŚĞƌƐĐŚŽŽůƐĂĐƌŽƐƐƚŚĞƐƚĂƚĞ͘^ĐŚŽŽůƐǁŝƚŚĂƐƵŵŵĂƚŝǀĞƌĂƚŝŶŐďĞůŽǁƚŚĞϱƚŚƉĞƌĐĞŶƚŝůĞŽƌŚŝŐŚƐĐŚŽŽůƐǁŝƚŚĂϰͲǇĞĂƌŐƌĂĚƵĂƚŝŽŶƌĂƚĞƚŚĂƚŝƐůĞƐƐƚŚĂŶŽƌĞƋƵĂůƚŽϲϳйĂƌĞ
ŝĚĞŶƚŝĨŝĞĚĨŽƌŽŵƉƌĞŚĞŶƐŝǀĞ^ƵƉƉŽƌƚ͘&ŽƌŵŽƌĞŝŶĨŽƌŵĂƚŝŽŶĂďŽƵƚEĞǁ:ĞƌƐĞǇ͛s accountability system and how these indicator scores were calculated, see these accountability resources.
Accountability Indicator Indicator Score Indicator Weight

English Language Arts Proficiency 94 17.5%
Mathematics Proficiency 87 17.5%
Graduation - 4-Year 49 25%
Graduation - 5-Year 77 25%
Chronic Absenteeism 76 15%
Progress Towards English Language Proficiency (coming 2018)
Summative Score: Sum of all indicator scores multiplied by indicator weights 74.6
Summative Rating: Percentile rank of Summative Score ஍‫ހ‬
Requires Comprehensive Support: Summative Rating is less than or equal to 5th percentile No
Requires Comprehensive Support: 4-year Graduation Rate less than or equal to 67% No
** Indicator scores are only calculated for inclusion in ESSA accountability if data is available for at least 20 students.
Indicator weights for this school were adjusted due to data availability.
30
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Grade Span 09-12
Accountability Summary by Student Group

New Jersey has developed a school accountability system as required by the Every Student Succeeds Act (ESSA) ƚŽŝĚĞŶƚŝĨǇƐĐŚŽŽůƐƚŚĂƚĂƌĞŝŶŶĞĞĚŽĨdĂƌŐĞƚĞĚ^ƵƉƉŽƌƚ͘ŶǇƐƚƵĚĞŶƚŐƌŽƵƉǁŚĞƌĞƚŚĞ
summative score would be in the bottom 5% of schools (see previous page) is identified for Targeted Support for a Low-Performing Student Group. If any student group is identified for Targeted Support, this
will be noted in the Schoolwide row in the table. Schools in which one or more student groups miss annual targets for all indicators two years in a row are identified for Targeted Support for a Consistently
hŶĚĞƌƉĞƌĨŽƌŵŝŶŐ^ƚƵĚĞŶƚ'ƌŽƵƉ͘/ŶƚŚĞƚĂďůĞďĞůŽǁ͕ƐĐŚŽŽůƐŝŶǁŚŝĐŚŽŶĞŽƌŵŽƌĞƐƚƵĚĞŶƚŐƌŽƵƉƐŵŝƐƐĂŶŶƵĂůƚĂƌŐĞƚƐĨŽƌĂůůŝŶĚŝĐĂƚŽƌƐĂƌĞŶŽƚĞĚƚŽďĞƚZŝƐŬĨŽƌďĞŝŶŐŝĚĞŶƚŝĨŝĞĚĨŽƌdĂƌŐĞƚĞĚ^ƵƉƉŽƌƚĨŽƌ
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ĂǀĞƌĂŐĞĨŽƌĂůůƐƚƵĚĞŶƚƐ͘&ŽƌŵŽƌĞĚĞƚĂŝůƐŽŶĂĐĐŽƵŶƚĂďŝůŝƚǇƚĂƌŐĞƚƐ͕ƐĞĞƚŚĞƐĞaccountability resources.
Requires At Risk for

Cut-off Score
Targeted English Consistently
Summative for Targeted Mathematics Chronic Graduation Graduation
Student Group Support and Language Arts Underperformi
Score Support and Proficiency Absenteeism Rate - 4-Year Rate - 5-Year
Improvement Proficiency ng Student
Improvement
for 2016-17 Group
Schoolwide 75 6 No Met Goal Met Target Met Target Not Met Met Goal No
White 83 7 No Met Goal Met Target Met Target Met Goal Met Goal No
Hispanic ** ** No ** ** Met Target ** ** No
Black or African American ** ** No ** ** ** ** ** No
Asian, Native Hawaiian, or
** ** No Met Goal Met Target Met Target ** ** No
Pacific Islander
American Indian or Alaska
** ** No ** ** ** ** N No
Native
Two or More Races ** ** No ** ** ** ** ** No
Economically Disadvantaged
** ** No ** ** ** ** ** No
Students
Students with Disabilities 67 7 No Met Target Met Target Met Target Not Met Met Target No
English Learners ** ** No ** ** ** N ** No
** Indicator scores are only calculated for inclusion in ESSA accountability if data is available for at least 20 students.
Target was met witin a confidence interval.
31
27-3460-050
96 POWERVILLE RD.
Grade Span 09-12
School General Info
Principal: Mr. Davies Email Address: jdavies@mlschools.org
96 POWERVILLE RD. Website: www.mlschools.org

Address:
MOUNTAIN LAKES, NJ 07046 Facebook: N/A
Phone: (973)334-8400 Twitter: https://twitter.com/MLHSLakers
School Narrative
This section allows schools and districts to share highlights, achievements, and other important information about programs, activities, and services that are offered in their
RZQZRUGV,IWKHUHDUHTXHVWLRQVDERXWWKHLQIRUPDWLRQSURYLGHGLQWKHQDUUDWLYHVHFWLRQSOHDVHFRQWDFW\RXUVFKRROGLUHFWO\
Concerted emphasis on student understanding in mathematics through the concept of multiple representations.
Our College and Career Counselor offers specialized services in relation to post-secondary planning.
Highlights:
MLHS is home to a newly created Academy for Biotechnology.
Building on a foundation of honesty, excellence, and strong community involvement, Mountain Lakes High School
promotes a supportive learning environment where every student is challenged, inspired, and empowered to cultivate
Mission, Vision, the intellectual curiosity, skills, and knowledge needed to contribute as a responsible and productive citizen of the
Theme: global community.
MLHS is consistently ranked as a top school district in NJ Monthly, and U.S. News and World Report. In 16-17, the
MLHS student body included 3 National Merit Special Scholarship recipients, 1 National Merit Finalist, 15 National Merit
Awards, Recognition, Commended Scholars, 16 National AP Scholars, 33 AP Scholars, 26 AP Scholars with Honor, and 59 AP Scholars with
Accomplishments: Distinction. MLHS students have been appointed to the US Service Academies. MLHS students are selected for
Regional Honor Bands and Choirs.
32
27-3460-050
96 POWERVILLE RD.
Grade Span 09-12
School Narrative
The MLHS Program of Studies boasts over 100 courses including scores of honors classes and 27 AP classes. We
have several new programs to reach all student needs including PXL, an academy for experiential learning, an
Courses, Curriculum, Academy for Biotechnology, and our new Center for Entrepreneurial Leadership, a 4-year program in which students
Instruction: will run and then launch their own businesses. For those students looking for more, they can enroll in curated MOOCs
through our MLHS Online Academy.
Sports Offered: Baseball (Boys), Basketball (Boys and Girls), Cross-Country (Boys and Girls), Field Hockey (Girls),
Football (Boys), Golf (Boys and Girls), Ice Hockey (Boys), Lacrosse (Boys and Girls), Skiing (Boys and Girls), Soccer
(Boys and Girls), Softball (Girls), Swimming (Boys and Girls), Tennis (Boys and Girls), Track and Field - Spring (Boys
and Girls), Track and Field - Winter (Boys and Girls), Wrestling (Boys)
In 2016-2017, MLHS finished in second place for the ShopRite Cup and ranked in NJ.com's top high school athletic
Sports and Athletics: programs in the state. 72% of the student body participates in interscholastic sports, 44% participate in multiple sports,
26 Varsity teams, 2016-17- 25 championships won including conference, county, sectional, and group titles.
MLHS has a robust offering of student clubs and activities. For a full list, please visit www.mlschools.org/hsactivities.
Clubs and Activities:
33
27-3460-050
96 POWERVILLE RD.
Grade Span 09-12
School Narrative
The excellence of Mountain Lakes High School evolves from a collaborative, respectful atmosphere and a dedicated,
caring faculty that maintains high expectations for all students. Our faculty has been participating in Professional
Staff and Professional Learning Communities for the past five years, using student data to inform their instruction. Teachers also lead and
Learning: participate in virtual professional development by leveraging Canvas as our learning management system.
94% of ML students in the Class of '17 are pursuing college degrees; 7% attend two-year and 87% attend four-year
institutions. The remaining 6% of the students joined the military, went directly into the workforce, apprenticeship
Postsecondary program, a career/technical school, or gap year. Students from the Class of '16 and '17 matriculate at 150 colleges and
Information: universities.
Math Lab, Writing Conference periods, a Homework Club and NHS tutoring are embedded within the school day to
assist students. School counselors work closely with students to manage academic, social and emotional, and college
Student Supports and and career needs. Our Student Assistance Counselor and Sage in-district counselor offer group counseling for
Services: students in at-risk populations and focuses on the importance of making healthy choices regarding peer interaction,
personal relationships, and drugs and alcohol.
The Student Wellness Team was tasked with identifying policies, procedures and practices that affect mental health.
The committee developed a survey for students to gain a better understanding of their needs and concerns regarding
Student Health and student wellness in the spring of 2017, administering it to grades 9, 10, and 11 to a total of 459 students. The results
Wellness: showed a direct correlation between midterms and stress, leading MLHS to eliminate midterms for the 2017-2018
school year.
A strong Home and School Association, Principal Advisory Committee, and Superintendent Brown Bag Lunches are
open to all members of the community. Mountain Lakes Education Foundation, Laker Sports Club and Friends of the
Parent and Community Arts sponsor various grants and fund our students educational, athletic and artistic endeavors.
Involvement:
34
27-3460-050
96 POWERVILLE RD.
Grade Span 09-12
School Narrative
MLHS was built in the 1950s. A new Media Center and Auxiliary Gymnasium were added to the facilities. In
partnership with the Morris County Vocational Technical School, a Biotechnology Laboratory was added to the building.
The facility has a number of science laboratories, two gymnasiums, two art rooms and computer labs. In addition, the
district recently passed a referendum that will add 12 new instructional spaces, enlarge the cafeteria and renovate the
auditorium.
Facilities:
35
27-3460-050
96 POWERVILLE RD.
Grade Span 09-12
School Narrative
MLHS has a newly designed Center for Entrepreneurial Studies. 100% integration of Canvas in all classes as primary
Learning Management System allow students to access online content to supplement classroom instruction. Over 90%
of student body participates in extracurricular activities including athletics, visual arts, drama, music, school government
and service organizations. Our Music program (choral and instrumental) features 7 performances per year. In addition,
over the past several years, these programs have taken trips to perform in numerous venues within the US, Canada,
and Europe. MLHS offers an Online Academy that affords students academic enrichment opportunities. The Program
for Experiential Learning provides interdisciplinary instruction focusing on learner-active, visual, experiential teaching
and learning practices. The Peer Leadership program is open to 11th graders who are dedicated to demonstrating
leadership skills and a commitment to their school community.
Other Information:
36

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CDS: 27-3460-050

Grades offered: 09-12 Students with Disabilities: 15%

Are students on track for success?

Are students graduating? Are students going to college?

College Enrollment 92.8%

2-year College Too few students

4-year College 86.8%

(State: College Enrollment: 76.1%, 2-year: 25.5%, 4-year: 50.6%)

ͻMLHS is home to a newly created Academy for Biotechnology.

Navigating through the reports:

Enrollment by Home Language

English Language Arts/Literacy Assessment - Participation and Performance

School: District: State:

English Language Arts/Literacy Assessment - Performance by Grade: Grade 9

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance by Grade: Grade 10

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance by Grade: Grade 11**

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance Trends

Mathematics Assessment - Participation and Performance

School: District: State:

Mathematics Assessment - Performance by Test: Algebra I

% Level 1: % of Testers State % of

Mathematics Assessment - Performance by Test: Geometry

% Level 1: % of Testers State % of

Mathematics Assessment - Performance by Test: Algebra II

% Level 1: % of Testers State % of

Mathematics Assessment ±Performance Trends

ELA: Math: % Students with % Students with

Biology Assessment - Performance Biology Assessment - Proficiency Trends

Student Group % Advanced % Proficient % Partially

PSAT/SAT/ACT - Participation PSAT/SAT/ACT - Performance

SAT - Reading and

SAT - Math 609 552 530 82% 58%

ACT - Reading 26 24 22 76% 65%

ACT - English 26 24 18 86% 79%

ACT - Math 25 24 22 72% 65%

ACT - Science 25 23 23 64% 54%

AP/IB Coursework ±Participation and Performance AP/ IB Courses Offered

AP/IB Course Students Enrolled Students Tested

Career and Technical Education Participation Industry-Valued Credentials Earned

Structured Learning Experiences Participation

Structured Learning Experiences

Mathematics - Course Participation

Grade Algebra I Geometry Algebra II Pre-Calculus Calculus Statistics Other Math

Schoolwide 35 153 176 140 108 47 64

Enrolled in AP/IB Course 0 0 0 0 48 48 0

Science - Course Participation

Earth and Environmental

Schoolwide 214 190 46 60 122 52

Enrolled in AP/IB Course 55 15 0 42 100 0

Social Studies and History - Course Participation

World Languages - Course Participation

Grade Spanish French Italian Latin German Chinese Other Languages

Visual and Performing Arts ±Course Participation

Students enrolled in one

Students enrolled in one or more classes by discipline:

Graduation Rates Graduation Rate Trends

Class of 4-Year Rate 5-Year Rate

Hispanic * 84.3% * 86.3% * ** ** * ** **

Black or African American * 83.4% * 85.3% * ** ** * ** **

Two or More Races * 91.9% * 93.7% * ** ** * ** **

Postsecondary Enrollment Rates: Fall Postsecondary Enrollment Rates: 16 month

Hispanic * 84.3% * 86.3% * *

Black or African American * 83.4% * 85.3% * *

Two or More Races * 91.9% * 93.7% * *

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Summative Rating: Percentile rank of Summative Score ஍‫ހ‬

Target was met witin a confidence interval.