The top reported proficiency rate is 76% in English language arts. The lowest is 33% in Science.
Original Research by School Decision on Waldwick Middle School
Waldwick Middle School, which serves grades six through eight, operates as a regular public school within the Waldwick School District in Bergen County. For a family evaluating the middle school years, this is a place where academic performance varies meaningfully by subject and grade level, which is worth understanding closely.
In English language arts, the school’s results are a clear strength. Students in seventh and eighth grade post high proficiency rates, and sixth graders also perform well, though a bit below their older peers. This pattern suggests that by the time students reach the upper middle-school grades, the school is effectively developing their literacy and analytical reading skills.
The picture in mathematics is more uneven. Seventh graders show a strong proficiency rate. Sixth graders are in the middle range, with roughly half meeting the benchmark. Eighth graders, however, have a considerably lower proficiency rate. This drop-off is something a parent may want to investigate further with the school, particularly around how eighth-grade math is structured and whether it aligns well with student preparation. Science results for eighth graders are also on the lower side, which could reflect the typical challenge of a subject that builds cumulative knowledge, or a curricular area the school may be working to strengthen.
The comparison data places Waldwick Middle School’s overall proficiency across tested subjects and grades below the midpoint among districts in Bergen County. That is a broad-stroke position; the detailed grade-level and subject breakdowns give a much more textured picture than that single ranking suggests.
The student body is relatively small for a middle school serving three grades. Demographically, the school is predominantly white, with a substantial Hispanic population and a modest Asian presence. The share of students who qualify for free or reduced-price lunch is very low, which places the school in a high-income community context.
The surrounding borough of Waldwick is a primarily residential, owner-occupied community. Its housing stock is tight, with a very low vacancy rate, and home values are well above national benchmarks. The median listing price in the area is considerably higher than the state average, which reflects the borough’s desirability as a commuter suburb with direct rail service to Hoboken and Manhattan. Property taxes are a recurring topic: the school district approved a property tax levy increase for the 2024-25 budget, the maximum allowed without a referendum, driven by rising special education placements, transportation costs, and salary increases. For a homeowner, this is a pattern of annual increases that accumulate over time.
The district also made a substantial infrastructure investment in construction spending in a recent fiscal year, and budget discussions have identified ongoing needs for roof repairs and HVAC upgrades across multiple school buildings. This signals that the district is active in maintaining its facilities, but also that capital needs are an ongoing factor in financial planning.
Waldwick’s schools are spread across the borough rather than clustered on a single campus. The middle school sits alongside a K-5 school and a high school, each in different neighborhoods. The borough also contains a few private and alternative school options, including a Montessori school and a school for developmentally disabled students.
For a family considering this school, the academic conversation is not a simple one. The English language arts program appears to be a genuine strength, especially in the upper grades. The math results, particularly for eighth graders, raise a question worth exploring. The community is affluent, with high housing costs and a commuter-oriented lifestyle, and the school serves a student population with very low economic disadvantage. The local property tax dynamic is one that long-term residents will feel in their budget each year, and it is part of the cost of living in a district that funds its schools at levels consistent with this kind of community.
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