How do these schools compare?
| Metric | Katharine D Malone Elementary School | Stony Brook Elementary School |
|---|---|---|
| Location | Rockaway, NJ | Rockaway, NJ |
| School Type | regular | regular |
| Grade Level | elementary | elementary |
| Enrollment | 303 | 365 |
| Student:Teacher Ratio | 10.1:1 | 9.6:1 |
| Free/Reduced Lunch | 7.7% | 3.8% |
| 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 | Katharine D Malone Elementary School | Stony Brook Elementary School |
|---|---|---|
| District Per-Pupil Expenditure | $26,372 | $26,372 |
| District | Rockaway Township School District | Rockaway Township School District |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Katharine D Malone Elementary School | Stony Brook Elementary School |
|---|---|---|
| White | 62.7% | 66.0% |
| African American | 5.9% | 1.4% |
| Hispanic or Latino | 20.5% | 21.6% |
| Asian | 5.0% | 3.6% |
| American Indian / Alaska Native | 0.3% | 0.5% |
| Pacific Islander | 0.7% | 0.0% |
| Multiracial | 5.0% | 6.8% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Katharine D Malone Elementary School | Stony Brook Elementary School |
|---|---|---|
| AP Courses Offered | - | - |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 303:1 | 365:1 |
| Chronic Absenteeism | 8.3% | 8.8% |
| IDEA Students | - | - |
| In-School Suspensions | 10 | 0 |
Data Sources: NCES Common Core of Data (CCD) 2024-25 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.
Explore PlainSchools
Related
Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.