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GreatSchools Rating

Ps 105 The Bay School

Public | PK-8 & ungraded | 91 students

 

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Community Rating

4 stars

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2014:
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2011:
Based on 1 rating

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13 reviews of this school


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Posted May 26, 2011

In regards to teachers, I have no complaints. They are great. But one thing that should be changed is the supposed "Quiet Lunch Time" they have. Kids have to be quiet in class so they can learn. But why do they also have to be quiet while they eat lunch with their friends? This is why they become restless in the classroom. To top it off, some classes aren't even allowed outside to run around. I see bigger students and even Pre-K (private playground) playing, but my child never goes out to play. I am told that the class goes straight back to the classroom after lunch. How can children stay fit if they aren't given at least half an hour to run outside and play? I remember recess was fun. You ate lunch, chit chat with your friends and then go chase each other for a bit! The safety issue is a problem as well, like the previous parent stated. The safety agents only care about eating and looking good. Every time I see one they are stuffing their face or just standing there while kids run and go crazy in the front during dismissal. If they have to have quiet lunch time, they should enforce quiet dismissal and not have them running around knocking the smaller kids down or hurting people.
—Submitted by a parent


Posted May 3, 2010

This school as well as the Principal really need to change a lot of things that go on in there !! They feel its okay to have the kids unsupervised in the mornings . If its cold out your children wait out in the cold while the Principal and her staff are nice and warm in doors.drinking coffee and eating food .(How nice) Well If you have more then one child who is grd 3 & up they must be in school by 8am yea 8am .now that is fine ...But if you have kids that are in Pre-K- 2grd they go in at 8:10am well that's what they say ..sometimes they let the kids in at 8:17am . so If its cold, raining ,bad weather you have to wait out side .They don't not allow the kids in . Now if you are a working parents and have to be at work by a certain time your kids are left unattended out side the school . Yes unattended No safety agents , no parent volunteers nothing !!! when u bring it to the schools attention all they say is ..''Parents need to stay and supervised their kids''. Now mined you the auditorium is free at that time . no one is using it !! So why not let the kids sit in their ,why not give them shelter from the bad weather ???? They say they don't have staff to watch the kids ..and the ''princable '' dose not want the auditorium to be used for that ! ..So why when parents offer to volunteer they say No . we can not depend on volunteers plus the auditorium is not meant for that !. (Not cool) So that leaves this ! If you have a job ..you need to leave you kids unattended out side the school and hope and pray nothing bad happens ! Pray your kids don't sick from being in the cold or in the rain . Pray that no one comes to kidnap them as they wait out side the school . Now the sad part is the teachers are great ..they are wonderful . But they can not do everything . Plus the rate of kids fighting and the rate of how many kids get Bullied is unbelievable . My kids see at least 4 fight in a day ! and that's on a good day ! Dismissal is crazy !!! Kids ruining all over ..Again no one to supervise ..they have safety agents but they stay in ..they once in a while when its nice out come out side to talk to parents . so please parents think wisely about this school . Safety is #1. With out a safe environment how can your feel at ease while you work or are in school . how can your kids learn if they don't feel safe . this school gets a 0 from me . shame, shame
—Submitted by a parent


Posted October 14, 2009

I have lived in far rockaway for a little over two years, and this was the school in my district that I had to take my daughter to. I wasn't pleased with the school at first but after a year and I then I started volunterring at the school, I saw it from a different angle. In other words I gave the school a chance and I was glad I did. The teachers that my daughter have had and the one she has know are all very good at their job. I also commend the principal Ms. Sharipo for a great job and I can only hope that she can continue to do so in the future.
—Submitted by a parent


Posted March 22, 2009

I love the pricipal Ms. Shapiro. Her model is that during school hours, those are her children inside of her house. And any one that doesn't like the way she runs it can leave. The reason i like this is because most of these kids need discipline and direction. It doesn't end when they leave their homes in the morning. She can discipline my child any day. Also, backing her up is the strong assistant principal. He knows just how to handle situations and he keeps parents aware of the childrens progress. I can only hope that when my child enters high school next year, that he goes to a school with staff that cares as much as the staff at ps 105
—Submitted by a parent


Posted March 20, 2009

The teachers at PS 105 are great, there is not one bad thingi can think about them at all. when it comes to school leadership and other adults around the building I just don't get it. The school safety agents are unbelievably unprofeesional. When you ask school coordinators or their 'leadership' team for advice on where to go or waht to do in bad situations no one has an answer for you. Parent involvement is close to none, and then people wonder why. Parents do not feel so welcome at PS 105
—Submitted by a parent


Posted March 19, 2009

i love because the Principal is so nice and keep children control
—Submitted by a parent


Posted November 12, 2008

The leadership in this school is not great. Principals and assistant principals care more about appearanc than about the children.
—Submitted by a teacher


Posted October 13, 2005

Great school for low income families. This school use to be one of the worst but has upgraded to a well know school. Choldren are now required to wear uniforms which keeps the school in order. Out of 5 stars overall I would give it a 3.
—Submitted by a student


Posted October 17, 2004

P.S. 105 is an excellent elementary school that strives each and every day to help children realize their dreams. It is a 50/50 deal, though. The school cannot carry the load - parents at home must instill a work ethic in their children from an early age on. Parents cannot send their children to school and leave the total responsibility of educating their children up to the school. We need the parents to help us!
—Submitted by a parent


Posted September 2, 2004

I am in 8th grade and used to go to PS 105. It is a good school and they give us a lot of work to do so we can get better and smarter. The teachers are nice and care about us.
—Submitted by a student


Posted August 30, 2004

PS105 is a diamond in the ruff! The students have to overcome so much adversity in their homes that when they enter this 'safe haven' and rich learning environment they appreciate the structure and guidelines that motivate them to be the eager learners they have become. There is an unspoken bond between teachers/administrators and students at this remarkable school!
—Submitted by a teacher


Posted August 5, 2004

P.S. 105 is a great school where the children achieve because of the school's high expectations. What we need are more parents that reinforce what we do in school in their homes. It is easy for others to point fingers when they don't want to take responsibility for themselves. My children have all attended P.S. 105 and I couldn't be happier. Keep up the good work!
—Submitted by a parent


Posted February 23, 2004

This school is the worst! They put a lots of pressure on the kids but fail to realize that the teachers are not giving their all on the students.
—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.

81 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
27%

2011

 
 
28%
Math

The state average for Math was 34% in 2013.

81 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
30%

2011

 
 
15%
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.

79 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
33%

2011

 
 
30%
Math

The state average for Math was 36% in 2013.

79 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
39%

2011

 
 
46%
Science

The state average for Science was 90% in 2013.

77 students were tested at this school in 2013.

2013

 
 
90%

2011

 
 
71%
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.

81 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
38%

2011

 
 
33%
Math

The state average for Math was 30% in 2013.

81 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
61%

2011

 
 
45%
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.

93 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
35%

2011

 
 
31%
Math

The state average for Math was 30% in 2013.

94 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
60%

2011

 
 
51%
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.

79 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
22%

2011

 
 
21%
Math

The state average for Math was 27% in 2013.

84 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
34%

2011

 
 
21%
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.

80 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
21%

2011

 
 
19%
Math

The state average for Math was 27% in 2013.

82 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
24%

2011

 
 
20%
Science

The state average for Science was 69% in 2013.

50 students were tested at this school in 2013.

2013

 
 
12%

2011

 
 
20%
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 Students7%
Female11%
Male6%
African American8%
Asian/Pacific Islandern/a
Hispanic0%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged7%
Not economically disadvantagedn/a
Students with disabilities0%
General population9%
English language learnersn/a
Proficient in English8%
Non-migrant7%

Math

All Students9%
Female15%
Male6%
African American6%
Asian/Pacific Islandern/a
Hispanic5%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilities0%
General population11%
English language learnersn/a
Proficient in English9%
Non-migrant9%
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 Students8%
Female6%
Male9%
African American9%
Asian/Pacific Islandern/a
Hispanic4%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilities0%
General population9%
English language learnersn/a
Proficient in English8%
Migrantn/a
Non-migrant8%

Math

All Students13%
Female11%
Male14%
African American15%
Asian/Pacific Islandern/a
Hispanic8%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged13%
Not economically disadvantagedn/a
Students with disabilities8%
General population14%
English language learnersn/a
Proficient in English14%
Migrantn/a
Non-migrant13%

Science

All Students90%
Female91%
Male89%
African American91%
Asian/Pacific Islandern/a
Hispanic84%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantagedn/a
Students with disabilities84%
General population91%
English language learnersn/a
Proficient in English93%
Migrantn/a
Non-migrant90%
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 Students8%
Female14%
Male3%
African American6%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilities0%
General population11%
English language learnersn/a
Proficient in English10%
Migrantn/a
Non-migrant8%

Math

All Students4%
Female7%
Male0%
African American2%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged4%
Not economically disadvantagedn/a
Students with disabilities0%
General population5%
English language learnersn/a
Proficient in English4%
Migrantn/a
Non-migrant4%
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 Students9%
Female13%
Male4%
African American9%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilities0%
General population10%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant9%

Math

All Students11%
Female11%
Male12%
African American11%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilities7%
General population13%
English language learnersn/a
Proficient in English12%
Migrantn/a
Non-migrant11%
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 Students3%
Female0%
Male5%
African American0%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged3%
Not economically disadvantagedn/a
Students with disabilities0%
General population3%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant3%

Math

All Students2%
Female2%
Male2%
African American2%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged2%
Not economically disadvantagedn/a
Students with disabilities0%
General population3%
English language learnersn/a
Proficient in English3%
Migrantn/a
Non-migrant2%
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 Students8%
Female13%
Male2%
African American4%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant8%

Math

All Students5%
Female5%
Male5%
African American2%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged5%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English5%
Migrantn/a
Non-migrant5%

Science

All Students12%
Female14%
Male10%
African American11%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged12%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English13%
Migrantn/a
Non-migrant12%
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

Algebra II/Trigonometry

The state average for Algebra II/Trigonometry was 66% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Chemistry

The state average for Chemistry was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Earth Science

The state average for Earth Science was 72% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
19%
English

The state average for English was 77% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
French

The state average for French was 95% in 2011.

2011

 
 
n/a
Geometry

The state average for Geometry was 74% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Global History and Geography

The state average for Global History and Geography was 71% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Algebra

The state average for Integrated Algebra was 73% in 2013.

29 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
43%

2011

 
 
79%
Italian

The state average for Italian was 98% in 2011.

2011

 
 
n/a
Living Environment

The state average for Living Environment was 77% in 2013.

29 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
39%

2011

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Spanish

The state average for Spanish was 94% in 2011.

2011

 
 
n/a
U.S. History and Government

The state average for U.S. History and Government was 80% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass the tests.

Source: New York State Education Department

Algebra II/Trigonometry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

Earth Science

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

English

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Global History and Geography

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Integrated Algebra

All Students75%
Female78%
Male73%
African Americann/a
Asian/Pacific Islandern/a
Hispanic79%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged75%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population75%
English language learnersn/a
Proficient in English75%
Migrantn/a
Non-migrant75%

Living Environment

All Students52%
Female56%
Male45%
African Americann/a
Asian/Pacific Islandern/a
Hispanic50%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged52%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population52%
English language learnersn/a
Proficient in English52%
Migrantn/a
Non-migrant52%

Physics

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

U.S. History and Government

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass 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 "C" 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
Black 61% 19%
Hispanic 33% 23%
White 3% 48%
Asian or Asian/Pacific Islander 2% 9%
American Indian/Alaska Native 0% 1%
Two or more races 0% 1%
Source: NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 17%N/A8%
Students eligible for free or reduced-price lunch program 294%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

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

Teacher education levels

  This school District averageState average
Master's degree and above 42%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 519 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
8.0
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.4
 

Students

This school

 
7.7
 

City average

 
7.2
 

Teachers

This school

 
8.1
 

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
8.7
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.5
 

Students

This school

 
8.9
 

City average

 
7.8
 

Teachers

This school

 
9.0
 

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
8.3
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.8
 

City average

 
8.1
 

Students

This school

 
8.2
 

City average

 
7.2
 

Teachers

This school

 
8.8
 

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
8.7
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.3
 

Students

This school

 
9.0
 

City average

 
8.1
 

Teachers

This school

 
9.0
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents22644%
Students23197%
Teachers6290%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. LAURIE SHAPIRO

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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420 Beach 51st St
Far Rockaway, NY 11691
Website: Click here
Phone: (718) 474-8615

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