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GreatSchools Rating

Ps 101 School In The Gardens

Public | PK-6 & ungraded | 666 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

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Parent involvement

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36 reviews of this school


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Posted June 11, 2014

A parent Posted Jun 11, 2014 My child went here for 2years and loved it. We move a lot and this school is leaps and bounds better than any other school she's attended. The teacher here are inspiring and dedicated to the students. They not only teach the standard lessons, they teach them things they can use in the real world. They have unique activities the kids get to do,like ballroom dancing or field trips to Philadelphia. The staff is excellent. It has a great safe, secured environment. It's in a beautiful old school with a winding staircase inside that has classroom pictures of the original students that went there. It's in the best neighborhood in Queens. There parents at this school that can afford to send their kids to a private school but send them here instead because the school is just that good.
—Submitted by a parent


Posted April 10, 2014

Stay away from PS 101 "School in the Gardens." We know families who who have moved from their homes here specifically to get out of the zoning for this school. We have been at this school for almost three years, and the academics are at a low level. Because of high class size and lack of teacher assistants, kids get almost no individual attention, and are stuck learning at the lowest common denominator. Parents in this zone have to spend a lot of money on Kumon for their children to keep pace with their peers at other schools. The school's NYC "report card" indicates that violence is a problem there, and indeed we know of serious incidents. In addition, despite trying time and again, a teacher rebuffed our requests for a meeting to address concerns. We were only able to see the teacher at the semester parent-teacher conference (6-minute limit). Certain high-level administrators are notoriously obnoxious. Children tell the parents that teachers raise their voices and engage in other inappropriate behavior. PS 303, 196 and 144 are nearby; they are rated higher in most of the NYC schools' "report card" criteria, including better student test results. Go there if you can.
—Submitted by a parent


Posted September 10, 2013

My niece just started the third grade. She is a bit disappointed none of her close friends are in her class. She enjoyed and did well in the second grade due in part to a fine teacher. PS101 has an excellent after-school program and a great website with helpful links. We look forward to a prosperous year ahead. My niece sees her friends at recess, and is anxious to make a few new ones.


Posted August 7, 2013

My school is PS101Q school in the garden, I am the parent of a 6 and 7 year old and find the school to be wonderful with very caring teachers and faculty.
—Submitted by a parent


Posted June 7, 2013

I have mixed feelings about this school. Our son began kindergarten late in the school year. It was his first experience in kinder and first time attending school full day. The admin/staff lacked any empathy regarding how this transition might be for my son and our family. Fortunately, our son ended up doing very well and settled in quickly. It's a very "academic" program, with no time for play/exploration. My son likes school, although, does complain about the lack of discipline, and wonders why the teacher can't get the kids to "behave." We do love the numerous field trips and special performances. Although, we have a big problem with the showing of videos during incliment weather when the kids can't go outside. We've spoken to the school and they have all the regular excuses. There are schools nearby that have come up with more appropriate solutions, so I know it's possible. Further, some of the videos they show are inappropriate, for which there is no excuse. We actually purchased some more appropriate vids for the school, only to have them show 1 just once. To me, this says much about the school leadership and general attitudes/understanding about young children.
—Submitted by a parent


Posted April 14, 2013

My family of four moved to Forest Hills specifically to attend P.S. 101. We'd heard so many wonderful things; we started the school year full of enthusiasm and hope. I immediately wrote a $1000 check to the PA. I chaperoned every trip and volunteered to read to the class. Then things went drastically and dramatically downhill when our son's kindergarten teacher went absent without a return date for six weeks. Unable to hire a "permanent sub", the 24 kids were subjected to a different overwhelmed sub everyday. Standards dropped: curricula were ignored, even bathroom and snack protocols were abandoned; a culture of bullying sprang up. Human rights violations became commonplace: kids peeing in their pants, going hungry, and being pushed down stairs. We tried in vain to hire an assistant to help out, but the mere suggestion of it evoked disdain from the PA and skepticism from the new principal. We descended into a surreally hellish series of meetings that, in their exquisite illogic, don't merit description here. Finally, after much anguish, we transferred our son into a private school, obliterating, once and for all, our very reason for moving to Forest Hills at all.
—Submitted by a parent


Posted March 14, 2013

We just hit pay dirt with our new principal, Ms. Paniagua. In just a month's time, she has reinvigorated our entire community. Change is a comin' and it's going to be great!
—Submitted by a parent


Posted May 28, 2012

This is a great school. It has both the feel of the community and that of a private school right in the middle of Queens. I bought a home in this area just so my child could attend. The principal is outstanding and the faculty is very good. Kudos! I am very pleased
—Submitted by a parent


Posted March 16, 2012

I have somewhat mixed feelings about 101. On one hand, the parent community is superb, there are many excellent teachers, and it has a really good environment overall. On the other hand, my son (who has some behavior difficulties) has not been handled very well. I feel that his initial problems were exacerbated by the way the school handled them, and I feel like they often make decisions based more on their image than my son's betterment. The school is more intolerant of behavior issues than most other schools, which has its good and bad sides. Unfortunately, my son has mostly gotten the bad side. That said, if I had a kid with no behavior issues who could sit with hands folded listening to the teacher, I think this would be an awesome school for him. But deviation does not go over well, and I feel like they don't know quite how to handle it.
—Submitted by a parent


Posted March 14, 2012

5 stars and excellent combination of parents,teachers and students working together it feels like a great team
—Submitted by a parent


Posted October 31, 2011

No complaints. Just excellent. I simply love the way they treat kids when they do great.
—Submitted by a parent


Posted March 29, 2011

My son is in second grade here now, and I am very impressed with the school on several levels. For one, the parent involvement level is unbelievable. Parents are very involved with all areas of the school and it feels like a community. For another, the teachers have been very good, attentive, and able to zero in on my son's needs. The kids learn and they like it there. Beyond that, the school is always in very good condition. Floors are clean, papers hang in orderly fashion on the billboards, etc. While this may seem unimportant, it says a lot that they pay attention to detail.
—Submitted by a parent


Posted October 10, 2010

The first day of school for kindergarteners this year was like a cattle call. Children as young as 4 years old go to the bathroom or the office with a buddy -- the buddy often returns to the classroom alone -- not escorted by an adult as parents had been told in orientation. The school considers walking from circle time to desks, or stretching between worksheet sessions, to be enough movement for children. It ignores all research that play-based K is best, instead deeming play something for pre-K or after school (in between homework sessions).
—Submitted by a parent


Posted September 8, 2010

My son is starting second grade after coming into the school two months into the first grade (we had recently moved into the neighborhood). The school went all out in making him feel as comfortable as possible. He has ADHD, and the school worked a lot with me to find solutions for his classroom problems. By the end of the year, he was in a much better place. In general, I'm impressed by the school's leadership and the parent involvement is great. As a working single parent, it can be hard for me to be as involved as I'd like, but the parent coordinator and the administrative staff have been extremely helpful. One negative: I think they load the kids with too much homework, at least in first grade they did. We spent a couple of hours a night on homework.
—Submitted by a parent


Posted September 6, 2010

I'm not impressed. There are too many children in each class, and the classrooms are extremely small since this is an old school. There are 26 kids in kinder class, one teacher, no aide, so no individual attention. The school does nothing to deter or do they investigate people bringing their children from other communities. There is alot of bullying that goes on in this school, they are supposed to have a zero tolerance policy. They turn their cheek to it and do not inforce it. I agree with other parents, the constant letters home asking for donations is harrasment. The school supply list at the beginning of the year will cost you $200.00. They even ask you to send 3 packs of copy paper ! This should be asked as donation only. They can save on copy paper if they stop asking for monetary donations.
—Submitted by a parent


Posted May 1, 2010

I am definitely agree, the website is a treasure, full of update information. And if we still cannot find what we want, we can email to our parent coordinator, she will guide us!!! The principal is sending regurlaly some information about school too. Just ask to put on her mailing list!
—Submitted by a parent


Posted April 16, 2010

I agree with the parent from March 27th. School letters were sent out to parents informing them that the use of the temporary dismissal exits for certain grades are extended due to ongoing playground renovation. However, my class DID NOT receive this letter. I had to get the information from another parent from another class when I was headed to the wrong exit.
—Submitted by a parent


Posted September 22, 2009

I love this school. My son has been in PS 101Q since Pre-K and he is now in 6th grade. The Education is very good.
—Submitted by a parent


Posted June 3, 2009

The school for the most part is a great school but I have to agree with the parent who posted May 14,2009. There is a lack of communication and a lack of organization. And now with all the sickness going around they are not notifying parents as to how many children are out sick or being sent home. I guess their fundraisers and needing more money is priority over our children's health
—Submitted by a parent


Posted May 14, 2009

My daughter attended this school last year for Pre-k and now this year she is in Kindergarten. At first i thought pre-k was nice and once we got into kindergarten it was totally different. The classes are over crowded to begin with and the teacher can not attend to each child's need. Another problem is the P.A - there is barely any direct communication with them except for the endless letters we get with requesting for donations. The lack of communication with the principals lacks as well. In the end this school is overcrowded and they have a non-stop request for financial donations.
—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.

96 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
77%

2011

 
 
86%
Math

The state average for Math was 34% in 2013.

95 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
81%

2011

 
 
92%
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

 
 
59%

2012

 
 
80%

2011

 
 
76%
Math

The state average for Math was 36% in 2013.

93 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
95%

2011

 
 
75%
Science

The state average for Science was 90% in 2013.

93 students were tested at this school in 2013.

2013

 
 
96%

2011

 
 
87%
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.

111 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%

2011

 
 
71%
Math

The state average for Math was 30% in 2013.

112 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
82%

2011

 
 
80%
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.

22 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
73%

2011

 
 
71%
Math

The state average for Math was 30% in 2013.

22 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
75%

2011

 
 
82%
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 Students60%
Female73%
Male50%
African Americann/a
Asian/Pacific Islander61%
Hispanic44%
Multiracialn/a
Native Americann/a
White70%
Economically disadvantaged31%
Not economically disadvantaged67%
Students with disabilities15%
General population67%
English language learnersn/a
Proficient in English63%
Non-migrant60%

Math

All Students72%
Female74%
Male70%
African Americann/a
Asian/Pacific Islander82%
Hispanic46%
Multiracialn/a
Native Americann/a
White78%
Economically disadvantaged50%
Not economically disadvantaged77%
Students with disabilities34%
General population77%
English language learnersn/a
Proficient in English71%
Non-migrant72%
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 Students59%
Female68%
Male51%
African Americann/a
Asian/Pacific Islander67%
Hispanicn/a
Multiracialn/a
Native Americann/a
White57%
Economically disadvantaged35%
Not economically disadvantaged65%
Students with disabilitiesn/a
General population63%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant59%

Math

All Students71%
Female74%
Male68%
African Americann/a
Asian/Pacific Islander78%
Hispanicn/a
Multiracialn/a
Native Americann/a
White72%
Economically disadvantaged41%
Not economically disadvantaged78%
Students with disabilitiesn/a
General population76%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant71%

Science

All Students96%
Female97%
Male96%
African Americann/a
Asian/Pacific Islander100%
Hispanicn/a
Multiracialn/a
Native Americann/a
White96%
Economically disadvantaged88%
Not economically disadvantaged99%
Students with disabilitiesn/a
General population97%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant96%
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 Students74%
Female79%
Male71%
African Americann/a
Asian/Pacific Islander84%
Hispanic67%
Multiracialn/a
Native Americann/a
White72%
Economically disadvantaged54%
Not economically disadvantaged81%
Students with disabilitiesn/a
General population78%
English language learnersn/a
Proficient in English77%
Migrantn/a
Non-migrant74%

Math

All Students75%
Female75%
Male75%
African Americann/a
Asian/Pacific Islander86%
Hispanic54%
Multiracialn/a
Native Americann/a
White76%
Economically disadvantaged50%
Not economically disadvantaged83%
Students with disabilitiesn/a
General population77%
English language learnersn/a
Proficient in English77%
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

English Language Arts

All Students55%
Female57%
Malen/a
African Americann/a
Asian/Pacific Islander50%
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantaged60%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant55%

Math

All Students55%
Female57%
Malen/a
African Americann/a
Asian/Pacific Islander60%
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantaged67%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant55%
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 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 44% 48%
Asian or Asian/Pacific Islander 1 38% 9%
Hispanic 2 13% 23%
Black 1 5% 19%
American Indian/Alaska Native 2 0% 1%
Two or more races 1 0% 1%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 25%N/A8%
Students eligible for free or reduced-price lunch program 119%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 0%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 55%N/A39%
Source: NYSED, 2011-2012

Teacher credentials

  This school District averageState average
Teachers with no valid teaching certificate 0%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 494 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
7.7
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.4
 

Students

This school

 
7.4
 

City average

 
7.2
 

Teachers

This school

 
7.5
 

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
7.6
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.5
 

Students

This school

 
7.9
 

City average

 
7.8
 

Teachers

This school

 
6.6
 

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
7.6
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.1
 

Students

This school

 
8.0
 

City average

 
7.2
 

Teachers

This school

 
6.9
 

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
8.0
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.3
 

Students

This school

 
8.3
 

City average

 
8.1
 

Teachers

This school

 
7.6
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents43790%
Students22100%
Teachers35100%

12012-2013 New York City Department of Education School Survey

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • MS. MONIQUE LOPEZ-PANIAGUA

Resources

Transportation options
  • Buses/vans for students only
Note: Data provided by community members,
needs to be verified by school leaders.

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To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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2 Russell Pl
Forest Hills, NY 11375
Phone: (718) 268-7231

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