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GreatSchools Rating

The Seeall Academy

Public | PK-8 | 1185 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted November 11, 2012

I am a student in here for 1 year. I love this school, the teachers really cared about us, and they taught us a lot. Each one of them had a fun way of teacher. The guidance counselors really helped me. The students here are really nice and helpful. They're also really intelligent. I'm glad I've chosen this school in the 5th grade, and I'm glad I had 2 friends that was there for an overall of 3 years to tell me all about their adventure in SEEALL Academy.


Posted February 29, 2012

some of the teachers are awesome, and some are terrible. the french teacher in my classes yells at us for no reason and has favorites D: and gives them higher grades. also, they need to stop being so strict on certain schoolwork. but its developed alot in the past 3 years...somewhat. i am now a seinor here. i hate this dump. i cant wait to get the heck out.


Posted June 1, 2011

My child suffered here in every way possible! Academically, socially and emotionally. The teachers are awful and the administration is even worse! My suspicions and concerns were further validated by the media exposure of the administrations unethical and illegal behavior. Do your research!
—Submitted by a parent


Posted April 18, 2011

An awful place to send your child to school The administration is nuts and thinks these are upper east side kids. He is very out of touch with the kids and their parents.The teachers run the school which would ntobe bad accepr they are lazy and nasty to the kids. That school needs an overhaul. Very said and can't wait for myson to get out. He is not prepared for HS but any place will be an improvment to this place.
—Submitted by a parent


Posted April 17, 2011

My child was accepted to the superintendent's program at the Seeall Academy in September of 2010. He enjoys going to school everyday. I think this school provides a very nurturing environment. This school is underdeveloped in its academic expectations of its students especially in the superintendent's program. I think my child was challenged more in his grammar school. The principal definitely has a great vision for this school but it is obviously still in the developing stages.
—Submitted by a parent


Posted April 1, 2011

I am a parent at this school, and honestly, im really disappointed in this school. It's really crowded, the deans are very strick. The teachers are mean, and don't care about what you have to say. The principle is really bad. My daughter hates this school so much. She wants to leave it as soon as possible. After 5th grade, I am absolutely transferring her to another school.
—Submitted by a parent


Posted March 15, 2011

My wife and I are very disappointed in this school. We expected so much more from the superintendents program, none of which has come to fruition. None of the enrichment which was initially presented has been offered. Some of the administrators are very aloof and just use charm to disarm very significant concerns. In addition, the school appears not to handle discipline issues appropriately. Students are often treated in a very harsh manner, especially 6th graders who need a nurturing, yet concrete approach in order to make effective transitions. It's too bad really, because there are some caring teachers, but a detached administration keeps them at bay. The principal needs to get in touch with reality, shed his narcissism and limit the authority of certain AP's who serve no real function in the school. Such high hopes, such a huge let down!
—Submitted by a parent


Posted January 7, 2011

My child has attended P.S.180 since Pre-K. While being in this school, my child attends the elementary division. The school is based on the SEEALL program, Students Educationally Enriched as Learning Leaders. Since my child's enrollment the computer lab, library, art room, and gym has been off limits, due to the Middle school population and the fact that there is no space. The elementary school students should have the same opportunities as the Middle School students. My child has never worked on a computer, nor taken a book out of the school library since we have been enrolled. The excitement is that the art teacher pushes into the room and there is gym in the lobby. As far as learning in the classroom, my child receives a warm welcome and a full day of academic instruction. If the school wants all the Students Educationally Enriched as Learning Leaders then they must give them every opportunity to expand their skills in all areas including foremost technology in order to prepare for the 21st century.
—Submitted by a parent


Posted April 27, 2010

My child went to Pre-K there....her teachers were Mrs.Bird and Mrs. Epithomitoes they really give early learners their best educational foundation and they make learning fun!
—Submitted by a parent


Posted September 18, 2009

I love PS 180 because my daughter had no transition problems when she switched schools. The teachers and faculty make the students feel welcome and special. She was happy from day one and I cn't wait for my son to start there.
—Submitted by a parent


Posted September 18, 2009

This school looks good, and the principal is one classy guy but the teachers in the IS 180 part are really incompetent. My older son went to IS 187 and my younger daughteris i MArk Twain. My son does nothing in this school except play sports. He learned nothing in the 3 jhs years he was here. If you want your kid to play sports,, thisis the school foryou other wise choose another school. I am very disappointed. I cant wait fro my son to graduate and get out of there. All show and nothing else.
—Submitted by a parent


Posted June 10, 2009

The best memories about this school! Great teachers -Mrs.Z.Pasquale, Mrs. Gitlin, Mrs.Gallo, Mrs.Lavenberg. We miss you !
—Submitted by a parent


Posted May 27, 2009

My son is a 6th grader at this school. The teachers in the sixth grade so not seem comfortable with their subjects. I teacehr in teh JHS and I can tell that they are not prepared adn they do no impart thier subject matter in a complete manner. My son had to write a reserch paper..okay then teacher him how to write it. I had to get a turor for him. Teacher's do have their favoirtes her and the kdis know about it.That is a real let down for my son. You need to take responsibility if you want a JHS and the staff has to be prepared to handle this level of committment.
—Submitted by a parent


Posted May 1, 2009

I really don't have a problem with this school, the teachers and principal and the rest of the staff are trying very hard for this school to be the top school in Brooklyn. However, the new join family of J.H. part is kind of dissapointing. I think some of the J.H. kids are not performing well enough, they do not pay too much attention on their work and cause too much noise. I think the principle and staffs have to join together to have a better plan to deal with the J.H. area. If they wanted the school to be recognize, they have to really work on that area.
—Submitted by a parent


Posted March 20, 2009

It is too bad that the previous parent posted an unfavorble review. Perhaps their parent teacher conference did not go as well as expected. Both of my children attend PS 180. One in the third grade, and the other in Prek. I have nothing but positive things to say about this school. Not only are the teachers wonderful and competent, but the school creates an enviornment that welcomes parents. Which is something that I really love!! We all strive to work together for the benefit of our children, and that is a good thing!!
—Submitted by a parent


Posted March 19, 2009

This is a good school. Both the principal and the assistant principal are working very hard to make the school better. Most of teachers are also very good, well prepare, and caring for the students. Unfortunately that's not what happen to my kid. The teacher that my kid has only cares about the students that she likes. All promotion are base on how she feels about the students and not by the student's academic area. Do you think hard working students who get good grade should get promoted or recognized? Unfortunately, that's not what happened to my kid and that's why I only give one star to this school! I am so disappointed and frustrated about this teacher. It's so sad that while both the principal/assistant principal and most of the teachers trying very hard to make the school better, all the hard work is ruined by this teacher.
—Submitted by a parent


Posted January 6, 2009

I'm a student in the sixth grade, and I love this school and all it has to offer.Long live homewood!
—Submitted by a student


Posted January 3, 2009

My son and his class will be the first graduating 8th Grade class this year. It really turned out to be a beautiful school. We were worried at first, but between the Principal- Mr. Williams, 3 Assistant Principals and all the talented and experienced teachers and staff, my son truly had a wonderful learning experience. We are sorry that it only goes to the 8th grade. This is definately a school to consider for your 5th graders. Each year gets better.
—Submitted by a parent


Posted November 27, 2008

Love this school! The teachers are great, and they have enough skills.
—Submitted by a student


Posted October 1, 2008

My son is in the 6th grade at PS/IS 180 and neither he nor I could not be happier. The teachers are the best in the city. On any given day you can find teachers working until 6 or 7 in the evening. They are more then willing to give the students any extra help. All students are given the chance to choose which enrichment program they would like. When it is time for the drama production in the spring the teacher stays until all hours making sure the students are ready and the sets are done. Last years production was the best one so far. The teacher that runs the football program gives up his lunch and preps to run the program. All the teachers are more then willing to meet with the parents to discuess a students progress. The principals door is alway open to questions, comments and concerns.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 31% in 2013.

125 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
39%

2011

 
 
60%
Math

The state average for Math was 34% in 2013.

126 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
51%

2011

 
 
66%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 30% in 2013.

118 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
64%

2011

 
 
64%
Math

The state average for Math was 36% in 2013.

121 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
84%

2011

 
 
65%
Science

The state average for Science was 90% in 2013.

121 students were tested at this school in 2013.

2013

 
 
86%

2011

 
 
81%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 31% in 2013.

110 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
58%

2011

 
 
60%
Math

The state average for Math was 30% in 2013.

116 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
72%

2011

 
 
83%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 30% in 2013.

140 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
67%

2011

 
 
54%
Math

The state average for Math was 30% in 2013.

140 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
87%

2011

 
 
69%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 31% in 2013.

147 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
62%

2011

 
 
48%
Math

The state average for Math was 27% in 2013.

147 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
77%

2011

 
 
68%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 33% in 2013.

146 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
51%

2011

 
 
48%
Math

The state average for Math was 27% in 2013.

146 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
62%

2011

 
 
69%
Science

The state average for Science was 69% in 2013.

145 students were tested at this school in 2013.

2013

 
 
75%

2011

 
 
73%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

All Students28%
Female29%
Male27%
African Americann/a
Asian/Pacific Islander29%
Hispanicn/a
Multiracialn/a
Native Americann/a
White33%
Economically disadvantaged24%
Not economically disadvantaged60%
Students with disabilities0%
General population31%
English language learners19%
Proficient in English34%
Non-migrant28%

Math

All Students33%
Female28%
Male36%
African Americann/a
Asian/Pacific Islander46%
Hispanicn/a
Multiracialn/a
Native Americann/a
White25%
Economically disadvantaged31%
Not economically disadvantaged47%
Students with disabilities16%
General population34%
English language learners30%
Proficient in English35%
Non-migrant33%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students22%
Female33%
Male16%
African Americann/a
Asian/Pacific Islander31%
Hispanic17%
Multiracialn/a
Native Americann/a
White9%
Economically disadvantaged22%
Not economically disadvantaged24%
Students with disabilities5%
General population25%
English language learners15%
Proficient in English24%
Migrantn/a
Non-migrant22%

Math

All Students37%
Female48%
Male30%
African Americann/a
Asian/Pacific Islander56%
Hispanic17%
Multiracialn/a
Native Americann/a
White22%
Economically disadvantaged38%
Not economically disadvantaged35%
Students with disabilities11%
General population42%
English language learners31%
Proficient in English40%
Migrantn/a
Non-migrant37%

Science

All Students86%
Female89%
Male82%
African Americann/a
Asian/Pacific Islander89%
Hispanic75%
Multiracialn/a
Native Americann/a
White84%
Economically disadvantaged83%
Not economically disadvantaged94%
Students with disabilities69%
General population88%
English language learners61%
Proficient in English92%
Migrantn/a
Non-migrant86%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students42%
Female51%
Male32%
African Americann/a
Asian/Pacific Islander54%
Hispanicn/a
Multiracialn/a
Native Americann/a
White40%
Economically disadvantaged38%
Not economically disadvantaged58%
Students with disabilities5%
General population50%
English language learners0%
Proficient in English50%
Migrantn/a
Non-migrant42%

Math

All Students46%
Female49%
Male42%
African Americann/a
Asian/Pacific Islander68%
Hispanicn/a
Multiracialn/a
Native Americann/a
White39%
Economically disadvantaged44%
Not economically disadvantaged58%
Students with disabilities15%
General population53%
English language learners8%
Proficient in English56%
Migrantn/a
Non-migrant46%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students33%
Female43%
Male25%
African Americann/a
Asian/Pacific Islander38%
Hispanicn/a
Multiracialn/a
Native Americann/a
White32%
Economically disadvantaged33%
Not economically disadvantaged35%
Students with disabilities6%
General population36%
English language learners5%
Proficient in English37%
Migrantn/a
Non-migrant33%

Math

All Students53%
Female53%
Male51%
African Americann/a
Asian/Pacific Islander71%
Hispanicn/a
Multiracialn/a
Native Americann/a
White42%
Economically disadvantaged55%
Not economically disadvantaged39%
Students with disabilities13%
General population58%
English language learners32%
Proficient in English56%
Migrantn/a
Non-migrant53%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students45%
Female49%
Male43%
African Americann/a
Asian/Pacific Islander49%
Hispanic50%
Multiracialn/a
Native Americann/a
White42%
Economically disadvantaged45%
Not economically disadvantaged47%
Students with disabilities8%
General population49%
English language learners0%
Proficient in English49%
Migrantn/a
Non-migrant45%

Math

All Students50%
Female46%
Male52%
African Americann/a
Asian/Pacific Islander66%
Hispanic28%
Multiracialn/a
Native Americann/a
White43%
Economically disadvantaged51%
Not economically disadvantaged47%
Students with disabilities31%
General population51%
English language learners20%
Proficient in English51%
Migrantn/a
Non-migrant50%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students38%
Female35%
Male40%
African Americann/a
Asian/Pacific Islander44%
Hispanicn/a
Multiracialn/a
Native Americann/a
White37%
Economically disadvantaged34%
Not economically disadvantaged51%
Students with disabilities6%
General population42%
English language learners0%
Proficient in English42%
Migrantn/a
Non-migrant38%

Math

All Students42%
Female38%
Male46%
African Americann/a
Asian/Pacific Islander76%
Hispanicn/a
Multiracialn/a
Native Americann/a
White37%
Economically disadvantaged41%
Not economically disadvantaged48%
Students with disabilities18%
General population46%
English language learners0%
Proficient in English46%
Migrantn/a
Non-migrant42%

Science

All Students75%
Female70%
Male80%
African Americann/a
Asian/Pacific Islander88%
Hispanicn/a
Multiracialn/a
Native Americann/a
White73%
Economically disadvantaged71%
Not economically disadvantaged88%
Students with disabilities30%
General population82%
English language learners18%
Proficient in English79%
Migrantn/a
Non-migrant75%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

In 2009-2010, this school was given a grade of "B" for the elementary and middle school level.

About the tests


Progress Report Grades measure the school's contribution to student learning in three areas: School Environment, Student Performance and Student Progress. Schools can receive additional credit for achieving exemplary performance progress among high-needs students. Progress Report Grades range from A to F.

Source: New York City Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 2 41% 48%
Asian or Asian/Pacific Islander 2 37% 9%
Hispanic 1 20% 23%
Black 2 1% 19%
American Indian/Alaska Native 1 0% 1%
Two or more races 2 0% 1%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 119%N/A8%
Students eligible for free or reduced-price lunch program 178%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 6%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 45%N/A39%
Source: NYSED, 2011-2012

Teacher credentials

  This school District averageState average
Teachers with no valid teaching certificate 1%N/A0%
Source: NYSED, 2011-2012
The NYC Department of Education asked parents, teachers and students about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, safe, communicative and collaborative. Learn more

The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. An overall category score is calculated for each respondent group (parents, teachers, or students) by averaging the scores of the questions within that survey category.

Category scores for each of the respondent groups are then combined to form overall category scores. Alongside the results for each school are the aggregated results across all NYC public schools, which are provided as a basis for comparisons.

Learn more about the NYC DOE survey »Close
Based on 1073 responses

This school provides ... 1

A safe and respectful environmentWhat's this?

This score measures whether parents, students and teachers feel that the school creates a physically and emotionally secure environment in which everyone can focus on student learning.

Close
 
This school
8.2
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.4
 

Students

This school

 
7.2
 

City average

 
7.2
 

Teachers

This school

 
9.1
 

City average

 
8.0
 
Clear, useful communication about educational goalsWhat's this?

This score measures whether parents, students and teachers feel that the school provides information about the school's educational goals and offers appropriate feedback on each student's learning outcome.

Close
 
This school
8.4
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.5
 

Students

This school

 
7.7
 

City average

 
7.8
 

Teachers

This school

 
9.3
 

City average

 
7.8
 
Strong parent, teacher and student engagementWhat's this?

This score measures how engaged parents, students and teachers feel they are in an active and vibrant partnership to promote student learning.

Close
 
This school
8.1
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.1
 

Students

This school

 
7.3
 

City average

 
7.2
 

Teachers

This school

 
9.3
 

City average

 
7.8
 
High academic expectations for all studentsWhat's this?

This score measures how well parents, students and teachers feel that the school develops rigorous and meaningful academic goals that encourage students to do their best.

Close
 
This school
8.6
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.3
 

Students

This school

 
8.1
 

City average

 
8.1
 

Teachers

This school

 
9.3
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents56557%
Students44199%
Teachers6774%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MR. GARY WILLIAMS

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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5601 16th Ave
Brooklyn, NY 11204
Website: Click here
Phone: (718) 851-8070

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