In 2025-26 it enrolled 1,135 students across grades 9–12. Enrollment has been roughly steady since 1998-99 (1,170). It peaked at 1,408 in 2004-05. Its biggest cohort is grade 12.
Students enrolled in each grade each fall, stacked to the total — so the top edge is total enrollment. Bands run from the lowest grade (light) to the highest (dark); a band that appears or disappears is a grade the school added or dropped. “Other” is students with no grade level (mostly special education), so the bands always sum to total. Source: NJDOE Fall Enrollment.
In 1998-99, 66% of students were White. By 2025-26 the largest group was Hispanic, at 39%.
Each group’s share of enrollment over time, or its head count — toggle above. New Jersey expanded race and ethnicity reporting from five to seven categories in 2006-07 (dashed line), so “two or more races” appears only after; Asian here includes Pacific Islander. Source: NJDOE Fall Enrollment.
Between 2021-22 and 2025-26 the makeup of this district shifted noticeably.
The index is half the sum of every group’s change in share, on a 0–100 scale (how it works). Compare any two years in the explorer →
In 2025-26, 53.8% of students qualified for free or reduced-price lunch.
Share of students eligible for free or reduced-price meals. The lighter line shows Cumberland County, for comparison. Not reported by the state in some years (shaded). Since 2014, some districts provide free meals to all students regardless of household income, which can lift the eligible share. Source: NJDOE Fall Enrollment.
In 2025-26, Cumberland Regional proposed a $33.4 million General Fund operating budget.
These are proposed NJDOE User-Friendly Budget planning rows—not audited actuals, household tax bills, or all-funds totals.
On the NJSLA — New Jersey’s state test — here is how students have scored over recent years and by grade. (New Jersey reports student-growth scores only through grade 8, so they are not available for high schools.)
English language arts: 39.8% met or exceeded expectations in 2024-25 (state 53%), up from 21% in 2021-22.
By grade, year to year
Each panel is one grade — watch its mix of levels shift across 2021–2024.
Math: 15.4% met or exceeded expectations in 2024-25 (state 42%).
By grade, year to year
Each panel is one grade — watch its mix of levels shift across 2021–2024.
In each panel the flat line is the proficiency boundary: levels 4–5 (met or exceeded) fill the area above it, levels 1–3 below — so a smaller reported share in levels 4–5 makes the area above the line shrink (it isn’t a misleading upward slope). Light = level 1 (did not yet meet expectations), dark = level 5 (exceeded); the % marks the proficient share at the first and last points. The first set of panels follows each grade across the years; the second lines up aggregate grade results one grade higher each year. It approximates a class cohort, not linked individual students. Growth is the median Student Growth Percentile (50 = a typical year), reported only through grade 8. The NJSLA was not given in spring 2020 and was disrupted the next year. Source: NJ School Performance Reports.
In 2024-25, 93.8% of students graduated within four years — up from 87.5% in 2020-21.
Four-year graduation rate — the share of a class that finishes within four years of entering ninth grade (New Jersey’s state calculation). The lighter line shows New Jersey, for comparison. New Jersey also reports a federal four-year rate (89.4% for 2024-25); the two use slightly different cohort rules. Source: NJ School Performance Reports, 2024-25.
In 2024-25, 15% of students were chronically absent — missing at least 10% of school days — down from 18.1% in 2021-22.
Chronic absenteeism — the share of students who missed 10% or more of the days they were enrolled (roughly 18 days across a full school year). The lighter line shows New Jersey, for comparison. Source: NJ School Performance Reports, 2024-25.
The district’s 1 schools on record. Open any for its full profile.
Profile built from New Jersey Department of Education Fall Enrollment data, 1998-99 through 2025-26. How this data works →
