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GreatSchools Rating

Ps 220 Edward Mandel

Public | PK-5 & ungraded | 110 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

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Parent involvement

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16 reviews of this school


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Posted May 15, 2014

My child went there for half-day (afternoon session) Pre-K and it was a wonderful experience. Per regulation, the class size was small with at least 2 dedicated teachers at all times. For most of the class, this was their first formal school experience so its an important step in learning to like school and learning in general. Among the downsides are that the school is quite crowded, particularly around dismissal when it seems the entire, extended family shows up, and that the only nearby public transportation is the Q23 bus.
—Submitted by a parent


Posted June 18, 2013

I am a very active parent in my child's life. Went to school to observe my child's class since I was received a couple of calls from school and was very upset at what I saw. I agree with many parents, the school is like prison. No organizational skills. School curriculum sucks. The staff is rude, unfortunately my sons behavior declined even further from the environment he is currently in. I am definitely contacting the District office so they can begin investigating and most importantly evaluating the teachers and staff they hire. Very unhappy with the experience my child has. I am very much afraid for my child's safety. My child has no motivation. My son comes home everyday and tells me that his teachers shouts all the time. I didn't believe him till I observed the class myself. What I saw was horrible. I urge all the parents to visit the class and school in general to have an idea where their kids spend their day. If you care for your children take action. Your child is not safe in this school.
—Submitted by a parent


Posted January 6, 2012

this is my childs 1st year @ the school but I went a long time ago, & yes I do agree with some of the statments made like staff being rude & not friendly & staff being loud with the kids but it is a good school that trys hard 2 be the best & with limited resources & staff we can not complain especialty when parents do not get involved, there is so much the staff can do, the kids also need their parents involved & there is none! u can not complain if u r not going 2 help make it better! no school is perfect but it is a good school & i would b the 1st 2 say something but I also get involved! but wish the school was more diverse staff & kids!!
—Submitted by a parent


Posted December 20, 2011

WORST SCHOOL EVER! NEVER EVER EVER EVER EVER EVER EVER send your child to this school.. too many problems, too little support ~ this school is a JOKE! home school ur child before u send them here!


Posted April 22, 2011

This school is like a prison. To much favorotism at this school. If somebody doesn't like your child, they will make sure that other people will do same. My son was taken to the hospital by a stupidity of his classmate principal of that school. Just a simple joke put my son in troble for which I wasted $500 because of this school.
—Submitted by a parent


Posted March 11, 2011

The staff always seems upset and everyone is always yelling all over the place. Everything else seems to be ok including the teachers. Not sure yet though but will come back and post soon for more detailed information. Oh, and the bathrooms are really very stinky for sure.
—Submitted by a parent


Posted May 25, 2010

Like all schools, I suppose, this one has some good teachers and some not-so-good ones. I do think the administration for the school is decent--they genuinely care about the children and their well-being, but there is often little follow-up on things because of insufficient staffing. I have spent plenty of time there with lots of opportunity to observe. There's a good deal of yelling by adults. I think it sets a very poor example for the children and leads to unnecessary stress for all. The school has low parent involvement, and I see this as a big drawback.
—Submitted by a parent


Posted February 19, 2010

My daoughter has gone to this school for 6 years and now she is in honers class in seventh grade
—Submitted by a parent


Posted August 14, 2008

I am a parent of a high fanctional PDD child and he is attending PS 220 CTT program. This is the only school that offeres this program from 1-5 grage. No other scholls in Queens offer this program from 1-5 grade. This school cares a lot for special educatin children. Their special services like ST, PT, OT are exelent. How can you give PS 196 all five stars, if they don't offer this program (CTT) at their school or maybe they don't have children with special needs in their neighborhood or are they practicaly don't care?
—Submitted by a parent


Posted March 30, 2008

First of all, as for the parent who says this school looks like a prison, he/she wrote this same exact comment for a nearby school, so his/her credibility is doubtable. Having said that, I do believe this school is below average. The office is not a welcoming place. One day I was trying to leave my child's class snack and was not allowed to even enter the office because I didn't bring ID. My son's teacher is absent excessively. It is the second time this year that my child's class is going to a trip to the movies, yet they've only had 1 educational trip. This school is very disorganized. I would not reccommend it at all. The only positive thing I can think about it is the security guard who has been there for many years and very helpful.
—Submitted by a parent


Posted October 21, 2007

The worst school I have ever seen. Very dangerous for children, there is no security, children can leave unatended from school. Very dirty and smelly bathrooms. The school looks like a prison.


Posted August 28, 2007

Personally, I think this school has come a long way. All of the recent teacher hires have exceptional dedication and know the children well. Extra activities are also developing well!
—Submitted by a parent


Posted July 2, 2007

My son was in PS-220Q school for six years. All those years we had different kinds of problems. The school doesn't have good leadership and discipline, which is essential for beginning relationship between principal-teachers-students. The school doesn't have enough budget to afford many special programs, especially Gifted programs, for students. Every teacher has a minimum of 30 students in the classroom. This year, my son graduated from his school. During Parent-Teacher conferences my son's teachers said that there were no problems with his grades or knowledge. All his grades and tests were either Good or Excellent. His Citywide and Statewide tests were above average. During his graduation everything suddenly changed. His teacher did not give him an award, blaming it on his 'behavior'. His 5th grade teacher had no attention to the good students. I will not recommend this school to anybody.
—Submitted by a parent


Posted March 27, 2007

The teaching staff at this school is excellent, they take on the 'no student left behind' attitude. The school publishes a monthly newsletter to keep parents well informed.
—Submitted by a parent


Posted December 16, 2004

I love this school. The teachers are caring and very much involved with their students. The staff is very protective of the children. The school aids know the children by name. Which to me it means, 'that you care'. Thank you for being part of my childs early school memories.
—Submitted by a parent


Posted September 16, 2003

This is one of the worse grade schools in Forest Hills which is a shame. Poor communication and responsiveness from the new principal has discouraged parental participation. Morale is low. This school was once active and vibrant. The students and faculty remaining there are suffering.
—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.

105 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
39%

2011

 
 
45%
Math

The state average for Math was 34% in 2013.

110 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
44%

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 30% in 2013.

97 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
50%

2011

 
 
42%
Math

The state average for Math was 36% in 2013.

100 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
60%

2011

 
 
61%
Science

The state average for Science was 90% in 2013.

101 students were tested at this school in 2013.

2013

 
 
90%

2011

 
 
86%
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.

69 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
52%

2011

 
 
40%
Math

The state average for Math was 30% in 2013.

72 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
78%

2011

 
 
61%
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 Students36%
Female32%
Male40%
African Americann/a
Asian/Pacific Islander60%
Hispanic34%
Multiracialn/a
Native Americann/a
White17%
Economically disadvantaged30%
Not economically disadvantaged62%
Students with disabilities0%
General population41%
English language learners5%
Proficient in English44%
Non-migrant36%

Math

All Students38%
Female30%
Male44%
African Americann/a
Asian/Pacific Islander52%
Hispanic38%
Multiracialn/a
Native Americann/a
White25%
Economically disadvantaged34%
Not economically disadvantaged57%
Students with disabilities17%
General population40%
English language learners8%
Proficient in English48%
Non-migrant38%
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 Students29%
Female26%
Male32%
African Americann/a
Asian/Pacific Islander30%
Hispanic33%
Multiracialn/a
Native Americann/a
White17%
Economically disadvantaged23%
Not economically disadvantaged50%
Students with disabilities10%
General population35%
English language learners0%
Proficient in English33%
Migrantn/a
Non-migrant29%

Math

All Students39%
Female33%
Male44%
African Americann/a
Asian/Pacific Islander43%
Hispanic42%
Multiracialn/a
Native Americann/a
White28%
Economically disadvantaged32%
Not economically disadvantaged64%
Students with disabilities10%
General population47%
English language learners7%
Proficient in English45%
Migrantn/a
Non-migrant39%

Science

All Students90%
Female91%
Male89%
African Americann/a
Asian/Pacific Islander92%
Hispanic91%
Multiracialn/a
Native Americann/a
White83%
Economically disadvantaged91%
Not economically disadvantaged87%
Students with disabilities76%
General population94%
English language learners60%
Proficient in English96%
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 Students32%
Female46%
Male23%
African Americann/a
Asian/Pacific Islandern/a
Hispanic34%
Multiracialn/a
Native Americann/a
White17%
Economically disadvantaged29%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population35%
English language learners0%
Proficient in English41%
Migrantn/a
Non-migrant32%

Math

All Students33%
Female50%
Male23%
African Americann/a
Asian/Pacific Islandern/a
Hispanic29%
Multiracialn/a
Native Americann/a
White19%
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population36%
English language learners5%
Proficient in English43%
Migrantn/a
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

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

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a

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 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

Living Environment

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

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 "A" 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 41% 48%
Hispanic 25% 23%
Asian or Asian/Pacific Islander 24% 9%
Black 9% 19%
American Indian/Alaska Native 1% 1%
Two or more races 0% 1%
Source: NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 125%N/A8%
Students eligible for free or reduced-price lunch program 274%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 61%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 355 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
8.1
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.4
 

Teachers

This school

 
8.0
 

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
8.0
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.5
 

Teachers

This school

 
7.6
 

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
8.0
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.1
 

Teachers

This school

 
8.0
 

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
8.3
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.3
 

Teachers

This school

 
8.3
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents31358%
Teachers4289%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MR. JOSETTE PIZARRO

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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62-10 108th St
Forest Hills, NY 11375
Phone: (718) 592-3030

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