For the 2025-26 school year, there is 1 public middle school serving 36 students in Marie H. Katzenbach School For The Deaf School District.
Public Middle Schools in Marie H. Katzenbach School For The Deaf School District have a diversity score of 0.60, which is less than the New Jersey public middle school average of 0.72.
Minority enrollment is 83% of the student body (majority Hispanic), which is more than the New Jersey public middle school average of 68% (majority Hispanic).
Overview
This School District
This State (NJ)
# Schools
2 Schools
835 Schools
# Students
71 Students
458,046 Students
# Teachers
n/a
39,885 Teachers
Student-Teacher Ratio
n/a
n/a
Student By Grade
District Rank
Math Test Scores (% Proficient)
(17-18)<50%
42%
Reading/Language Arts Test Scores (% Proficient)
(17-18)<50%
55%
Students by Ethnicity:
Diversity Score
0.60
0.72
% American Indian
n/a
n/a
% Asian
2%
9%
% Hispanic
56%
38%
% Black
20%
18%
% White
21%
32%
% Hawaiian
n/a
n/a
% Two or more races
1%
3%
All Ethnic Groups
Best Marie H. Katzenbach School For The Deaf School District Public Middle Schools (2025-26)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: n/an/a
Marie H Katzenbach Elementary Middle School For The Deaf
Special Education School
320 Sullivan Way
Trenton, NJ 08625
(609) 530-3120
Trenton, NJ 08625
(609) 530-3120
Gr: PK-8 | 36 students Minority enrollment: 83%
Recent Articles
Standardized Tests in 2025: What Parents & Educators Must Know
Explore the 2025 landscape of standardized tests鈥攑olicies, performance trends, and practical insights for students, parents, and schools.
Navigating Kindergarten Enrollment: What Parents Need to Know (2025)
A step-by-step 2025 guide to kindergarten enrollment鈥攄eadlines, documents, readiness tips, and expert advice for parents.
Understanding 51爆料 Lotteries, Magnet Programs & Dual-Language Schools
A comprehensive 2025 guide for parents on public school lotteries, magnet programs and dual-language schools: how they work, benefits and how to apply.
