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GreatSchools Rating

Ps 50 Talfourd Lawn Elementary School

Public | PK-5 & ungraded | 783 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

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Parent involvement

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12 reviews of this school


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Posted November 8, 2013

The school is excellent. The watch over my daughter and they always let me know if she has a problem. The teachers she has had are excellent and really care about her . The only problem I have with the school is the PTA makes it in possible for parents that work to participate in important decisions. Like the elections and informative meetings. They only cater to the parents who sit home on welfare and don't work. Working parents have no say everything is do between 8am and 11am. Some of us work! I am subtracting a star for the failure of the PTA to get parents involved. Teachers and administration are great.
—Submitted by a parent


Posted June 5, 2011

This school is great for my student in 5th grade. Teacher's Are doing a great job of teaching. This School is wonderful for students in Pre-k to 5th grade.The Principal is wonderful with students and parents.Thank You PS50Q
—Submitted by a parent


Posted May 3, 2011

This school has deteriated in the past months with the new principal. Many things have been covered up behind closed doors, which parents are still confused as to what purpose does this principal serve? She was or hasn't fully reached out in a warm and inviting way to the parents of PS50. There have been more than five times where the police was called to the school without a brief explaination of why or was the safety of our children was ever a concern when parents saw the police vehicles outside the school. How parents are restricted from using the building (which from the rules and regulations of the nyc chancelaor) parents are welcomed and are incouraged to be part of the school' s enviroment. How can parents be misguided about the the basic truth about their children and the way that this process of a millitant order is and has been established, which takes away the rights the as parents, we ADVOCATE for from the first day they were born. Something should change the way the GOD complex with principals, have confused and strayed their really purpose of what their job details states. For those that are still in search, ASK FOR MORE RESULTS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
—Submitted by a parent


Posted September 28, 2010

I know my child is in good hands when she walks through those school doors in morning. There are staff members in the school who knows her by name and she can go to in cases of need. I believe the principal has put her best foot forward thus far in the progress of the school.
—Submitted by a parent


Posted April 28, 2010

We have a new principal and it seems like she is interested about parent involvement, she seems easier to talk to compare to the last principal we had. Let's give her time to settle in.
—Submitted by a parent


Posted April 28, 2010

Basically, it's the 6th graders setting bad example for the lowers grades. As a parent of this school I think the school should be k-5 grade maybe discipline might be easier to enforce.
—Submitted by a parent


Posted April 22, 2010

This school has to many issues with discipline, children do not respect the teachers, and some teachers do not respect the children in the way they speak to them. Parents involvement is very poor, and safety and discipline is not longer a priority. The school used to be great, but it has come down to be very bad in the last 3 years.
—Submitted by a parent


Posted April 20, 2010

To many conflicting rules and regulations, which only serves to undermind our children and seperate them into racial classfications. There are to many of the DOE polices that aren't followed with the protection and nurturing of our children and parents/guardians of our community. The lunch period starts at 9:40am ach day for the students that start school at 8am. Other issues which concerns our school are the proper supervision of the upper grades with alcoholic drinks, sexual misconduct, the inproper way of addressing our children, improper security that safe guards our children, lack of clean bathrooms for our children to use(including the smell of urine), ill equiped custodians with keeping the school's cafeteria, inexperienced school nurse that is unqualified to treat any child that has any issue of cuts,bruises and or broken limbs, and the closed door policy that has engaged our parents with the school administration.
—Submitted by a parent


Posted January 3, 2010

the teachers are to hard on kids and give them too much homework
—Submitted by a parent


Posted September 21, 2009

my son just started first grade and i think the school is well organize ,because my son home work is checked everyday by his class teachers and they seems to be on top of things,even though it's early in the school year .lets hope they will keep it up .
—Submitted by a parent


Posted June 20, 2005

This is an excellent multicutral magnet school. Beside it be diverse it has many afterschool programs (drama, music and more). The teachers are caring, and hardworking. There's a lot of parent involvement within and out the school grounds.
—Submitted by a parent


Posted April 4, 2005

The outcome of PS 50 efforts in teaching my child was enhanced by me involvement in their homework, activities and projects. It is a hands on approach when it comes to supporting the teachers, enlightening them on the child's personal issues and strengths. It is a team that looks out for the good of the student when all players do their part. My kids were involved in many extracurricular activities (chess, theater, etc) and the counsellor was quite helpful in giving me information on preparing for middle schools.
—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.

108 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
66%

2011

 
 
56%
Math

The state average for Math was 34% in 2013.

110 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
83%

2011

 
 
68%
Scale: % proficient or advanced

About the tests


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

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

Source: New York State Education Department

English Language Arts

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

143 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
57%

2011

 
 
57%
Math

The state average for Math was 36% in 2013.

146 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
80%

2011

 
 
71%
Science

The state average for Science was 90% in 2013.

144 students were tested at this school in 2013.

2013

 
 
90%

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 31% in 2013.

108 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
56%

2011

 
 
44%
Math

The state average for Math was 30% in 2013.

111 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
71%

2011

 
 
64%
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 Students19%
Female23%
Male16%
African American20%
Asian/Pacific Islandern/a
Hispanic17%
Multiracialn/a
Native American25%
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population21%
English language learners0%
Proficient in English22%
Non-migrant19%

Math

All Students34%
Female36%
Male31%
African American33%
Asian/Pacific Islandern/a
Hispanic30%
Multiracialn/a
Native American42%
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population36%
English language learners0%
Proficient in English40%
Non-migrant34%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

English Language Arts

All Students33%
Female42%
Male22%
African American26%
Asian/Pacific Islander39%
Hispanic30%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Students with disabilities8%
General population39%
English language learners6%
Proficient in English36%
Migrantn/a
Non-migrant33%

Math

All Students44%
Female41%
Male46%
African American36%
Asian/Pacific Islander48%
Hispanic42%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged45%
Not economically disadvantagedn/a
Students with disabilities23%
General population48%
English language learners21%
Proficient in English47%
Migrantn/a
Non-migrant44%

Science

All Students90%
Female92%
Male87%
African American85%
Asian/Pacific Islander100%
Hispanic87%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged89%
Not economically disadvantagedn/a
Students with disabilities81%
General population91%
English language learners79%
Proficient in English91%
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 Students24%
Female30%
Male15%
African American16%
Asian/Pacific Islander45%
Hispanic16%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged24%
Not economically disadvantagedn/a
Students with disabilities0%
General population29%
English language learners7%
Proficient in English25%
Migrantn/a
Non-migrant24%

Math

All Students33%
Female34%
Male32%
African American26%
Asian/Pacific Islander58%
Hispanic29%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Students with disabilities0%
General population41%
English language learners6%
Proficient in English39%
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

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
Hispanic 2 40% 23%
Black 2 31% 19%
American Indian/Alaska Native 2 14% 1%
Asian or Asian/Pacific Islander 2 13% 9%
White 1 2% 48%
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 218%N/A8%
Students eligible for free or reduced-price lunch program 290%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 4%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 48%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 483 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
7.6
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.4
 

Teachers

This school

 
6.9
 

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
7.7
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.6
 

City average

 
8.5
 

Teachers

This school

 
6.8
 

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
7.7
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.1
 

Teachers

This school

 
7.2
 

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

 
8.4
 

City average

 
8.3
 

Teachers

This school

 
7.6
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents43569%
Teachers4896%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. RINA MANJARREZ

Resources

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

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143-26 101st Ave
Jamaica, NY 11435
Website: Click here
Phone: (718) 526-5336

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