Toussaint L'ouverture-marquis De Lafayette School No. 6, Elizabeth NJ

Original Research by School Decision on Toussaint L'ouverture-marquis De Lafayette School No. 6

Toussaint L'Ouverture-Marquis de Lafayette School No. 6 serves students from pre-kindergarten through eighth grade in the Elizabeth Public Schools district. It is a regular public school located in a densely populated urban city that blends residential neighborhoods with major industrial infrastructure, including the Port Newark-Elizabeth Marine Terminal and proximity to Newark Liberty International Airport. The school sits within a community that has seen notable population growth over recent decades and has advanced significant economic development since the 1990s.

The enrollment is large for a single school building serving this grade band. The student body is highly diverse. A large majority of students identify as Hispanic, with Black students representing the next largest group, followed by smaller shares of White and Asian students. A substantial share of students qualify for free or reduced-price lunch, which indicates a high level of economic need across the school community.

On state assessments, the school’s proficiency rates are low in math across every tested grade from third through seventh. The share of students meeting proficiency declines as grade level increases, with the lowest rates in the upper elementary and middle school years. English language arts results show a somewhat different pattern. In third and fourth grades, proficiency rates are low. They rise in fifth grade and climb further in sixth and seventh, where roughly one in three students scored at the proficient level in sixth grade. Eighth grade ELA proficiency sits near the rate seen in sixth grade. This brings up a question a parent may want to explore with the school: what instructional strategies or supports account for the stronger middle-grade ELA performance, and whether those approaches could be extended to math or to the earlier grades.

Science results are thin. The small share of fifth graders scoring proficient or above is among the lowest proficiency rates recorded anywhere in the school’s data. Eighth grade science proficiency is also very low. Because New Jersey tests science only in certain grades, these results are a limited window, but they are the only one available.

When placed against other districts in Union County, the school’s overall proficiency across tested subjects and grades falls in the bottom quartile. This comparison positions the school firmly in the lower range of academic attainment within its county.

The school does not serve high school grades, so there is no graduation rate to report. Information on chronic absenteeism, discipline, course access, and staffing was not available. A parent may want to ask the school or district directly about these areas to build a fuller picture of the learning environment.

The district itself did not yield publicly reported information about recent changes that would affect families, such as boundary adjustments, program launches, or facility plans. That gap means a prospective family would need to contact the district office or attend a board meeting to learn about any developments in the pipeline.

This is a school where the academic numbers point to real challenges, especially in math and science. The stronger relative performance in middle school ELA suggests that not every subject faces the same headwinds, and understanding why that difference exists could be useful for a family considering the school. The student body is economically diverse in the sense that most families share a similar income bracket, and the student population is predominantly Hispanic. For a family weighing this school, the concrete questions to bring to the school office are about how the school is addressing the low proficiency rates, what interventions exist for students who are behind, and whether the programs or staff that seem to support stronger ELA outcomes can be scaled to other subjects.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 329%

School 29% · District 37% · ▼ 8 pts below district

▼ 21 pts below state median · ▼ 12 pts below county median

Grade 429%

School 29% · District 32% · ▼ 3 pts below district

▼ 17 pts below state median · ▼ 7 pts below county median

Grade 523%

School 23% · District 33% · ▼ 10 pts below district

▼ 20 pts below state median · ▼ 13 pts below county median

Grade 614%

School 14% · District 26% · ▼ 12 pts below district

▼ 20 pts below state median · ▼ 12 pts below county median

Grade 711%

School 11% · District 21% · ▼ 9 pts below district

▼ 23 pts below state median · ▼ 10 pts below county median

English language arts

Grade 313%

School 13% · District 30% · ▼ 17 pts below district

▼ 32 pts below state median · ▼ 28 pts below county median

Grade 417%

School 17% · District 37% · ▼ 20 pts below district

▼ 38 pts below state median · ▼ 31 pts below county median

Grade 519%

School 19% · District 40% · ▼ 22 pts below district

▼ 35 pts below state median · ▼ 31 pts below county median

Grade 633%

School 33% · District 53% · ▼ 20 pts below district

▼ 21 pts below state median · ▼ 20 pts below county median

Grade 730%

School 30% · District 56% · ▼ 25 pts below district

▼ 27 pts below state median · ▼ 24 pts below county median

Grade 828%

School 28% · District 55% · ▼ 26 pts below district

▼ 29 pts below state median · ▼ 30 pts below county median

Science

Grade 53%

School 3% · District 15% · ▼ 12 pts below district

▼ 24 pts below state median · ▼ 16 pts below county median

Grade 86%

School 6% · District 9% · ▼ 3 pts below district

▼ 7 pts below state median · ▼ 2 pts below county median

This schoolElizabeth Public Schools, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 3Lower-income16%Higher-income0%16 pp gap

Grade 4Lower-income16%Higher-income21%5 pp gap

Grade 5Lower-income18%Higher-income21%3 pp gap

Grade 6Lower-income37%Higher-income19%18 pp gap

Grade 7Lower-income30%Higher-income32%2 pp gap

Grade 8Lower-income29%Higher-income26%4 pp gap

Mathematics

Grade 3Lower-income32%Higher-income16%17 pp gap

Grade 4Lower-income27%Higher-income36%10 pp gap

Grade 5Lower-income23%Higher-income23%0 pp gap

Grade 6Lower-income17%Higher-income4%12 pp gap

Grade 7Lower-income13%Higher-income6%7 pp gap