How do these schools compare?
| Metric | Joseph C Shaner Memorial Elementary School | William Davies Middle School |
|---|---|---|
| Location | MAYS LANDING, NJ | MAYS LANDING, NJ |
| School Type | regular | regular |
| Grade Level | other | middle |
| Enrollment | 602 | 943 |
| Student:Teacher Ratio | 12.9:1 | 11.6:1 |
| Free/Reduced Lunch | 35.9% | 43.4% |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Joseph C Shaner Memorial Elementary School | William Davies Middle School |
|---|---|---|
| District Per-Pupil Expenditure | $23,292 | $23,292 |
| District | Hamilton Township School District | Hamilton Township School District |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Joseph C Shaner Memorial Elementary School | William Davies Middle School |
|---|---|---|
| White | 39.2% | 33.6% |
| African American | 22.3% | 25.5% |
| Hispanic or Latino | 27.7% | 29.2% |
| Asian | 2.5% | 4.0% |
| American Indian / Alaska Native | 0.0% | 0.0% |
| Pacific Islander | 0.2% | 0.3% |
| Multiracial | 8.1% | 7.4% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Joseph C Shaner Memorial Elementary School | William Davies Middle School |
|---|---|---|
| AP Courses Offered | — | — |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 602:1 | 471.5:1 |
| Chronic Absenteeism | 21.8% | 29.6% |
| IDEA Students | — | — |
| In-School Suspensions | 0 | 87 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.