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GreatSchools Rating

Ps 221 The North Hills School

Public | PK-5 & ungraded | 107 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
No new ratings
2012:
No new ratings
2011:
Based on 3 ratings

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Parent involvement

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13 reviews of this school


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Posted April 29, 2014

This school is top notch. From the principal, mrs. Bullard, who holds every faculty member accountable and her open door policy, to all the staff members, my children are getting an excellent education as well as being involved in various extracurricular activities. This school is without a doubt an excellent pathway to a successful future for my children. Both socially and academically this school has proven itself and to its community why it was chosen for a blue ribbon school.
—Submitted by a parent


Posted April 18, 2014

This school is great, they have lot of activities going on apart from regular curriculum. They have trips starting from prekindergarten. The only thing missing is they don't have full day prekindergarten.
—Submitted by a parent


Posted April 4, 2014

I have a child in Kindergarten in this school. The teachers seems very interested in teaching the kids. There is a good mixture of old and young teachers at the school so there is a good balance of old and modern teaching ways. At all the parents events I have seen either the vice principal or principal or sometimes both so it is nice to see that educators are also interested in the welfare of the kids and parents. There is Gym every week but sometimes the Gym classes are done in the classroom because of fairs or activities carried out in the gym. They do not have a Gifted & Talented class but the school is a Blue Ribbon School. They should really consider adding G&T class to their school so that they can also retain some the areas best and brightest. Regardless without a G&T program this school already contains kids who I think are up to part with G&T kids.
—Submitted by a parent


Posted December 5, 2011

Parents who complain the most happen to be the ones who are very dedicated to their kid's academic progress and expect a lot from the school (in academics)...or parents who dedicate the least time to their kids (and usually care more about the extra curricular stuff). For some to complain of lack of extra curricular activities; where does that come from? I have attended a play, a fieldtrip, a dance festival, and she is only in K. Kids learn many songs, plays; have activities for thanksgiving, Christmas, even halloween; participate in an annual community parade, have their own annual dance festival...isn't this good enough? If you want your kids to succed academically, THIS IS the school to be...if you want a school that offers more extra curricular activities, try Flushing or Jackson Heights; teachers prefer to give children more "extra curricular" activities than having them taking classes in a bathroom, or try a gym, or soccer or baseball league, because academics do not seem to be the problem with PS221, right?...Not coming back next year? I am sad for you kids, but two other kids will benefit from your decision big time...
—Submitted by a parent


Posted July 18, 2011

I love PS 221. I am a mother of two kids. Both of my kids are in PS 221. I am not sure why a parents said it has no gym on a weekly basis. My son was in Kindergarten and he had a gym class every week. In addition to that, my son learned a lot of songs and dances. Every year, PS 221 has a dance festival for grade K to three. I don't know why someone is complaining there is no other activities. My son also got extra helped with his academic study. All teachers and staffs are nice. Both of my kids love this school and my neighbors are also have kids in this school. They also love this school.
—Submitted by a parent


Posted July 14, 2011

I moved here in September and had all 3 of my children enrolled in PS 221. Academically the school is great, other than that they have nothing to offer. No music, arts, or sports programs. My son who was in Kindergarten didnt even have gym on a weekly basis. My son was having some difficulty and I reached out to his teacher who was did not handle the situation in the proper manner, so I went to the principal and was still unsatisfied. Needless to say my children will not be attending 221 next year. If all you care about is your child doing well academically this is the school to be in...but if you want a school that offers extra ciricular activites and is more involved this is not the school to be in.
—Submitted by a parent


Posted November 2, 2010

I Love this school in terms of my teachers nad friends and memories-but the curriculum was insane. There was hardly any really fun events, and you know what our walkathon was? MArching around the recess yard five times. The 110 fith graders were crammed into a tine stone yard for recess. In first grade, we werent even allowed to run at recess. Those of us who did got yelled at by the aids and Principal, who often came to watch us. The fourth grades were pummeled every night by ELA and Math assesments, so when it came to the state tests, where were brainwashed into knowing every single answer. I understand about the competition but come on! We hardly had any good assemblies or events. My teachers were amazing though! They were really helpfull and patient with all of us.


Posted December 6, 2009

There is no perfect school with perfect teachers, the same with ps 221. Some teachers are great, like teacher richmond, monsanto, kim while others are just so so.
—Submitted by a parent


Posted November 26, 2009

Some teachers are kind of annoying and other's are sweet. The principal takes learning a bit too seriously. Needs more fun events!
—Submitted by a student


Posted May 27, 2009

Thanks to P.S. 221's wonderful reading, writing, and many other activities. And thanks to the Guard lady's paying attention to details, friendly to all parents and students, and watch strangers. She is excellent and I feel safe to have my daughter in school. The trafic monitoring lady is also great which I saw many times she helped young students cross the street safely because some parents drop off their children far to walk to school (which it's dangerous)because the parents cannot find parking. Thanks to the traff control lady and school guard - this is based on what I saw everytime I walked my daughter to school. The staff is great in this school.
—Submitted by a parent


Posted July 31, 2008

This school is the most greatest school ever!1!
—Submitted by a student


Posted March 12, 2008

As a parent I have been involved with this school for the past 10 years. I have seen many changes at the school. Three principals and many teachers. Overall, this is a very strong school in terms of student achievement, parent involvement, teacher expertise and administrative leadership. Since the students are so high performing, I would like to see more enrichment activities to balance out the curriculum. I would also like to see more differentiation in general. Teachers should challenge students who are advanced and give extra help to those who are struggling. I would recommend this school to other parents.
—Submitted by a parent


Posted July 7, 2003

I have a very wonderful teacher who worked with my daughter to improve her learning skills. She is great! Ms. Oakes, I commend you for your dedication to educating our children!


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.

112 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
90%

2011

 
 
85%
Math

The state average for Math was 34% in 2013.

118 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
93%

2011

 
 
95%
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.

104 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
92%

2011

 
 
89%
Math

The state average for Math was 36% in 2013.

106 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
100%

2011

 
 
98%
Science

The state average for Science was 90% in 2013.

106 students were tested at this school in 2013.

2013

 
 
96%

2011

 
 
100%
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.

86 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
91%

2011

 
 
89%
Math

The state average for Math was 30% in 2013.

87 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
100%

2011

 
 
95%
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 Students64%
Female68%
Male60%
African Americann/a
Asian/Pacific Islander70%
Hispanicn/a
Multiracialn/a
Native Americann/a
White58%
Economically disadvantaged50%
Not economically disadvantaged72%
Students with disabilities11%
General population75%
English language learnersn/a
Proficient in Englishn/a
Non-migrant64%

Math

All Students71%
Female75%
Male67%
African Americann/a
Asian/Pacific Islander81%
Hispanicn/a
Multiracialn/a
Native Americann/a
White58%
Economically disadvantaged62%
Not economically disadvantaged76%
Students with disabilities42%
General population75%
English language learnersn/a
Proficient in English72%
Non-migrant71%
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 Students69%
Female73%
Male66%
African Americann/a
Asian/Pacific Islander78%
Hispanicn/a
Multiracialn/a
Native Americann/a
White50%
Economically disadvantaged66%
Not economically disadvantaged72%
Students with disabilities25%
General population75%
English language learnersn/a
Proficient in English69%
Migrantn/a
Non-migrant69%

Math

All Students80%
Female79%
Male81%
African Americann/a
Asian/Pacific Islander89%
Hispanicn/a
Multiracialn/a
Native Americann/a
White56%
Economically disadvantaged72%
Not economically disadvantaged86%
Students with disabilities50%
General population84%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant80%

Science

All Students96%
Female96%
Male96%
African Americann/a
Asian/Pacific Islander99%
Hispanicn/a
Multiracialn/a
Native Americann/a
White100%
Economically disadvantaged92%
Not economically disadvantaged100%
Students with disabilities100%
General population96%
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 Students65%
Female71%
Male60%
African Americann/a
Asian/Pacific Islander70%
Hispanicn/a
Multiracialn/a
Native Americann/a
White53%
Economically disadvantaged56%
Not economically disadvantaged73%
Students with disabilities18%
General population72%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant65%

Math

All Students80%
Female83%
Male78%
African Americann/a
Asian/Pacific Islander85%
Hispanicn/a
Multiracialn/a
Native Americann/a
White74%
Economically disadvantaged73%
Not economically disadvantaged87%
Students with disabilities27%
General population88%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant80%
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
Asian or Asian/Pacific Islander 67% 9%
White 21% 48%
Hispanic 10% 23%
Black 3% 19%
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 211%N/A8%
Students eligible for free or reduced-price lunch program 136%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 62%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 416 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
9.2
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.6
 

City average

 
8.4
 

Teachers

This school

 
9.7
 

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
9.2
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.5
 

City average

 
8.5
 

Teachers

This school

 
9.9
 

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
9.0
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.1
 

Teachers

This school

 
9.8
 

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
9.1
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.3
 

Teachers

This school

 
9.8
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents38778%
Teachers2991%

12012-2013 New York City Department of Education School Survey

This school has not yet provided program information.


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57-40 Marathon Pky
Little Neck, NY 11362
Website: Click here
Phone: (718) 423-8825

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