The top reported proficiency rate is 34% in English language arts. The lowest is 14% in Science.
Original Research by School Decision on Number 8
Number 8 is a regular public elementary school in Linden, New Jersey, serving pre-kindergarten through fifth grade. It is one of ten elementary schools in the Linden Public School District, a system of eleven schools spread across the city rather than concentrated on a single campus. For a parent or resident evaluating this school, the picture that emerges from the data is of a neighborhood school where academic results lag behind many peers in Union County, set within a dense industrial city with a strong cultural identity and significant redevelopment activity.
Academically, the school’s performance on the New Jersey Student Learning Assessments is a clear soft spot. Across the tested grades, the share of students scoring proficient or above in math was lower than the county median for a school serving this grade band, and English language arts results, while stronger in fourth grade than in third or fifth, still placed the school in the bottom quartile of Union County elementary schools when considering overall proficiency across subjects. Science results in fifth grade were also below what many families would hope for. A parent looking at these numbers would reasonably want to investigate further with the school and district about what academic interventions and supports are in place, particularly for students who are not yet meeting state benchmarks. The absence of reported data on chronic absenteeism and special education or English learner populations means a family cannot assess those dimensions from this profile alone, and that too is something to raise directly with the school.
The student body is diverse and economically mixed. A substantial share of students qualify for free or reduced-price lunch, a common measure of economic need. Racially and ethnically, the school is majority Hispanic, with White and Black students each making up notable shares, and smaller groups of Asian and multiracial students. This composition is a characteristic, not a verdict; for some families it will reflect the community they live in, and for others it may be a factor in their decision. What is missing from the data is any information on the share of students with disabilities or those learning English, gaps that a parent should fill by speaking with the school.
Linden itself is a city that blends heavy industry with tight-knit residential neighborhoods. The Bayway Refinery is a dominant presence and major employer, and the city has a strong Polish-American community that anchors cultural events and businesses. A former General Motors assembly plant site is being redeveloped, and the city’s population has grown in recent years. Housing values and rents in the area sit near the state benchmark, and are higher than the national average, though the market shows a mix of moderate activity. For families commuting, the Linden train station offers rail service to Manhattan, and several bus routes serve Newark and New York City. The district has expanded its full-day pre-kindergarten seats in recent years, a change that directly matters to families of young children.
No data on programs such as gifted, arts, or after-school offerings was provided, so a parent should not assume they exist or do not exist based on this profile. Similarly, no information on student-teacher ratios, class sizes, or discipline rates was available. The school serves grades PK through five, so there is no graduation rate to report, as that measure does not apply to an elementary school.
For a family weighing this school, the central tension is clear. The academic proficiency numbers are below the county midpoint, likely a concern for those prioritizing high test performance. But the school is a regular neighborhood public school in a city with a distinct character, a growing preschool program, and transit connections that may appeal to families who want to stay in Linden rather than commute to a school outside the district. The missing pieces on student supports and programming mean a thorough school visit and a conversation with the principal would be essential before making a decision.
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