The top reported proficiency rate is 53% in English language arts. The lowest is 9% in Science.
Original Research by School Decision on Sussex County Technology Charter School
Sussex County Technology Charter School is a public charter district in New Jersey that serves grades six through eight, making it a middle-school-only system. It operates a single school, also named Sussex County Technology Charter School. Unlike a traditional district that maps to a specific town or set of neighborhoods, this charter draws its students from across Sussex County, so the peer environment is countywide rather than neighborhood-based. The school has a small overall enrollment for a middle school, with just over two hundred students distributed across the three grades, and the largest grade level is eighth. The student body is majority white, with a noticeable Hispanic share and a smaller share of students who identify as two or more races; the numbers of Asian, Black, and Native American students are very small individually. Data on free or reduced-price meal eligibility, special education status, and English learner status were not available in the source material, so a family should ask the school directly about the level of economic diversity and the availability of support services for students with disabilities or language needs.
On state assessments, the school shows a clear pattern of improvement as students move through the grades in English language arts. In sixth grade, fewer than half of students scored proficient, but by seventh grade that share rose above half, and by eighth grade it crossed the three-fifths mark. That upward trajectory in reading is a notable strength and suggests the school is effective at building literacy skills over its three-year span. Math results tell a different story. In both sixth and seventh grades, less than three in ten students were proficient, and in eighth grade that figure dropped further. Science results for eighth graders were very low, with a single-digit share reaching proficiency. When compared across all tested subjects and grades against other districts in Sussex County, the school falls in the bottom quarter of the county on overall proficiency. A parent should weigh the strong ELA growth against the weaker math and science outcomes when considering whether this school’s academic profile matches their child’s needs.
Because this is a middle school, there is no graduation rate to report. Chronic absenteeism sits near the midpoint for the county, meaning the share of students missing significant amounts of school is broadly in line with what other Sussex County districts experience. Per-pupil spending is in the lower range among county districts, which may reflect the charter’s leaner administrative structure or its single-school setup.
The district brief, drawn from publicly reported sources, notes two recent program changes. An engineering course was introduced for all eighth graders, taught by a former ballistics engineer and focused on the engineering design process and hands-on group projects, with the stated aim of steering students toward STEM careers. Separately, the school expanded its Response to Intervention program by assigning one staff member each to ELA and math to work exclusively with students needing extra support during two class periods a day. That structural shift indicates a deliberate investment in helping struggling students, which may be of particular interest to families whose children enter the school below grade level in those subjects.
The school is a charter, so it operates with some independence from the local district’s curriculum and calendar. Families who live in Sussex County and are looking for a middle school that specifically emphasizes technology and engineering—and that draws from a countywide pool rather than a single town—will find the fit worth exploring. The thin data on support populations and the weak math and science scores are areas a parent would want to investigate further with the school.
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