The top reported proficiency rate is 23% in English language arts. The lowest is 8% in Science.
Original Research by School Decision on Millville Public Charter School
Millville Public Charter School is a single-school district serving kindergarten through eighth grade in Cumberland County. Operating as a public charter school, it draws students from across the area who apply for admission. The enrollment is small for a K-8 district, and the student body is predominantly Black and Hispanic, with a smaller share of white students and a modest number identifying as two or more races. Because the school serves only elementary and middle grades, it has no graduation rate to report; that metric is not applicable here.
State testing results from the New Jersey Student Learning Assessments are available across most grade levels in math, English language arts, and science for grades five and eight. In math, the share of students scoring proficient or above is very low at every tested grade. The figures range from the low single digits to the low double digits, with a peak in grade seven. English language arts results are also low but show a clearer upward trajectory as students advance. The youngest tested grade, third grade, shows very low proficiency, while middle school grades, especially seventh and eighth, reach a higher but still modest level. Science results in both tested grades, fifth and eighth, are very low. A parent should understand these numbers as reflecting the school’s overall academic performance, which is well below state averages. When placed among the districts of Cumberland County, the school’s overall proficiency index falls in the bottom quartile of the sixteen districts that have such data. That comparison set includes both traditional public districts and charter districts, and the school’s position is clearly toward the lower end.
The school’s chronic absenteeism rate is high, placing in the bottom quartile among the county’s districts. Per-pupil spending is in the lower range of the county’s districts, which is an operational fact rather than a direct indicator of quality.
A search for recent district changes such as curriculum shifts, property-tax referendums, or pedagogy reforms did not find any that meet the bar of a lasting impact. The district appears to have seen enrollment growth, but no specifics about facility changes, program expansions, or leadership transitions were available. Readers looking for that context may want to contact the school directly for any recent developments.
Missing data points include free or reduced-price lunch eligibility, special education status, and English learner counts, which means a full economic and support-need profile of the student body is not available. Discipline data, staffing ratios, and course access details were also not reported. A parent considering this school should ask about these areas, particularly how the school supports students who are below grade-level benchmarks, given the proficiency results.
The charter nature of the school means it operates with some autonomy from the local school district. Families who value a school of choice with a small, centralized K-8 setting may find this environment fits their needs. The low academic outcomes, however, are a central fact that any prospective family should weigh carefully and discuss with the school’s administration.
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