The top reported proficiency rate is 36% in English language arts. The lowest is 12% in Science.
Original Research by School Decision on School 7
School 7 is a regular public elementary school in Paterson, New Jersey, serving kindergarten through fifth grade. It is one of the many neighborhood schools within the Paterson Public School District, a large urban district that has recently adopted a new five-year strategic plan aimed at improving student achievement and post-graduation readiness, and approved a budget that raised property taxes. The school itself sits in the heart of Paterson, a dense, historically industrial city that today is home to a large immigrant population and faces significant economic challenges, including a poverty rate that remains elevated by national standards.
The student body is small, typical of a neighborhood elementary school, and overwhelmingly reflects the city’s demographic character. The largest group of students is Hispanic, followed by a substantial Asian population, with much smaller shares of Black and white students. Economic need is widespread: a large majority of students qualify for free or reduced-price lunch, indicating that the school serves a community with considerable financial strain. Data on students with disabilities and English learners was not available in the provided records, so a parent seeking that information would need to follow up with the school directly.
State test results are the primary window into academic performance here, and they point to a school where proficiency rates are below what many families hope to see. In English language arts, performance varied by grade: roughly two-fifths of third graders scored at the proficient level or above, while in fourth grade the share was lower and in fifth grade it climbed back to a little more than a third. Math proficiency was weaker across all tested grades, with the highest share in third grade and a steady decline through fifth. Science, tested only in fifth grade, showed a very small proportion of students meeting the state’s proficiency bar. When measured against other school districts in Passaic County, School 7’s overall proficiency index lands in the bottom quarter—a position that gives a clear signal about the academic challenges the school faces. A parent may want to ask the school about interventions and supports in place, particularly in math and science, and about how the school is working to lift these results.
Because School 7 serves only elementary grades, there are no graduation rate, college readiness, or career pathway measures to report. Chronic absenteeism data was also missing from the available records, so it is not possible to speak to attendance patterns. The school is not a charter or magnet; it is a standard district-run public school, so it follows the district’s curriculum and policies, including the new strategic plan that is now guiding instruction.
Paterson itself is a walkable urban environment with active commercial streets, but it is also a city that has struggled with poverty and infrastructure. Housing in the immediate area reflects those pressures: home values and rents are moderate relative to the rest of the region, but the local housing market has seen modest price movement. For a family considering School 7, the community context matters as much as the test scores. This is a school that serves a high-need population in a city that is working to reinvent itself after a long industrial decline. The district’s own recent strategic plan acknowledges the need for improvement, and the school board has approved a budget increase to fund it.
In short, School 7 is a small, diverse elementary school in a dense, economically challenged urban setting. Its academic results are low by comparison to other districts in the county, and a family considering enrollment should weigh that against the school’s role as a neighborhood anchor and the district’s stated efforts to raise achievement. The school does not offer specialized programs or advanced coursework because of its grade range, and the missing data on special populations and attendance means there are gaps in the full picture. A parent would do well to visit, talk to the principal, and ask about the specific academic support structures in place for the students it serves.
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