How do these schools compare?
| Metric | West Morris Central High School | West Morris Mendham High School |
|---|---|---|
| Location | CHESTER, NJ | MENDHAM, NJ |
| School Type | regular | regular |
| Grade Level | high | high |
| Enrollment | 1,015 | 1,012 |
| Student:Teacher Ratio | 11.8:1 | 12.2:1 |
| Free/Reduced Lunch | 1.1% | 1.0% |
| 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 | West Morris Central High School | West Morris Mendham High School |
|---|---|---|
| District Per-Pupil Expenditure | $30,694 | $30,694 |
| District | West Morris Regional High School District | West Morris Regional High School District |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | West Morris Central High School | West Morris Mendham High School |
|---|---|---|
| White | 74.6% | 73.8% |
| African American | 2.1% | 1.7% |
| Hispanic or Latino | 14.1% | 13.9% |
| Asian | 4.3% | 4.4% |
| American Indian / Alaska Native | 0.1% | 0.0% |
| Pacific Islander | 0.0% | 0.0% |
| Multiracial | 4.7% | 6.1% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | West Morris Central High School | West Morris Mendham High School |
|---|---|---|
| AP Courses Offered | 13 | 14 |
| Gifted Program | No | No |
| Counselor Ratio | 156.2:1 | 155.7:1 |
| Chronic Absenteeism | 10.3% | 9.0% |
| IDEA Students | — | — |
| In-School Suspensions | 20 | 5 |
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.
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.