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GreatSchools Rating

Ps 19 Asher Levy

Public | PK-5 & ungraded | 54 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 4 ratings

Teacher quality

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Parent involvement

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23 reviews of this school


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Posted April 8, 2014

My kid goes to preK i live on upper east side and go all the way from 81st street to 14th and do not regret. My daughter's teacher MS TORRES has to be the most experienced teacher. My daughter has learnt so much from her. Love the fact her class is so diverse ethnicity wise. They work very hard preparing kids for K. It is very safe place they will not allow a pre K kid leave until they see a card provided by them. Principal parent coordinator teachers very friendly and welcoming. GREAT EXPERIENCE
—Submitted by a parent


Posted May 28, 2013

I disagree with the teachers comment because perhaps they say that the school is safer but that is not the truth. If a child gets hurt in the school they down play it and say it was a mistake. This is how the principal along with the teachers play games. They never tell you what is learned in the classroom. They have a weird way of showing concern. My child attended this school and this year it is time to leave! The principal should address the safety of the school and she does not. My child got hurt multiple times which caused his grades to go down!
—Submitted by a parent


Posted April 18, 2013

As a staff member of PS 19, it is my viewpoint that the school has increased its overall quality and functioning these past few years. I believe this has to do with the high level organization and commitment of the principal, who is here at 6 a.m. everyday and works tirelessly to ensure a positive work environment and a rigorous curriculum across all grades. Although there have been growing pains, the school overall is a safer and a more professional environment and the kids definitely pick up on it. I have noticed that the parents who are most vocal about the perceived failures of the school are not seeing all the interventions and approaches that staff utilize with struggling learners. There is a high level of parental outreach and educational workshops are held regularly. Transparency is a key concept here, and the fact that parents/caregivers can't freely enter and exit has cut down on many, many issues that arose because of easy access to the building. In this day of increasingly strict safety measures, PS 19 strives to keep the building as protected as possible. This is a great school and getting better each day.
—Submitted by a teacher


Posted January 31, 2013

I am very disappointed with the Public School System and expecially PS 19. The teachers do not make the parents aware of what is learned in the classroom. The kids are not prepared for their state exams. They don't care if the homework assignments are sloppy. They accept them. They don't want parents to enter the building because they don't want to let you see how they truely are. There are too many accidents. THey don't return phone calls and in some cases there is no one there to pick up the phone. You can not reach them after 2PM or before 8:30AM. THey are cold and inexperience. NO books... Children don't write notes. Choose another school. If you look at PS19 , they don't care about your child. Too much bullying....
—Submitted by a parent


Posted October 4, 2012

I had a child in this school's ASD Nest Program for 2 years. Fantastic program for high function ASD kids. We had great 2 years, the location is great, my child's class mates were very nice, and nice school trips, I liked the people in PTA very much (needs a lot more member to help them!!). Unfortunately, we moved far away, so we had to say "good bye" to the school :( The principal is very nice and understanding, responds quickly to parents. I think she should be relaxed a bit though, she works too much by herself, let other people work more???? The school is trying very hard with parent workshops etc. They have one or two workshops a month. (more parents should participate!!) Once a month Family Morning was great, but the academic is not too good yet, and a lot to do with the parents. More parents should reach out "Go Project" which helps kids who have difficulty with academic or social emotional in lower Manhattan. It's almost free!!!!! You can enroll through the parent coordinator in this school. School and the class sizes are small, it's a super big bonus for NYC!!!!. Music class at Third Street Music School. Free after school art program. Free lunch for all the kids.
—Submitted by a parent


Posted March 27, 2012

Well,this is my children first year at P.S.19, I am not to happy with many things that happen in the school. The first one is parents that have children in kindergarten and first grade are allow to walk their children in the morning to the lunchroom but parents that have children in second grade are not allow. The second one is second grade down are allow to wear Halloween costumes for their Halloween parties,but third grade to fifth grade not. The third one is any time the teacher is absent the kids are sent to other class room. The principal have to apply rules to everyone and every grades. Every students and parents should be treated equally. I also notice that there are certain parents that are allow in the building without signing. I have seen many students without uniforms and if that is the rule,the principal should apply it,don't let them in. We have to show our children that rules should alway be follow and respected. Every where we go we have rules. One mayor thing children don't get is any award for their good grades. The only award they get is a copy of perfect attendance without their names,black and white paper very unprofessional. I just throw it out.
—Submitted by a parent


Posted February 29, 2012

This is my child's second year at PS19. Some of the changes that have been made are good. The building is more secure than before. Some parents don't like being able to walk there child to the classrooms. However, they need to understand that there are a lot of problems having massive amounts of adults in the building. The staff cannot be expected to recognize every parent, babysitter or family friend of every student. Now if there is any adult in the building that is not staff a red flag goes off. Before, anyone could get in the building. Parents used to hang out in the parent center all day, and treat it like their clubhouse. Not a big fan of the uniform. If kids want to bully, they will regardless. The focus should be on teaching respect. It has cost me $$$ too. The school has made efforts to increase parent involvement. There are now workshops where you can observe your child in class. The biggest problem is resource allocation. There is no music or art teacher and no subs. Class are split up when a teacher is absent, and sent to other classes. There is no excuse for this kind of disruption. It really makes me question the priorities of the administration.
—Submitted by a parent


Posted October 29, 2011

I think this parent is wrong!! Uniform: They have exceptions for someone who can't afford. She just had to sign the form they gave to everyone. And uniform idea was brought up by parents, and voted by parents as well. Parents in school: They give parent passes to walk in with lower grade kids, and it is very safe, because only limited people can come in. Security is a lot better than before. Teachers' contact: They do give out teachers' contact e-mails, look at the school website, or just call if you have concern, and they have Family Instruction Morning every month to visit your kids' classes, also a lot of workshops for parents to support their kids. Is she reading all the prints from school? important ones are in Spanish as well.
—Submitted by a parent


Posted October 5, 2011

PS 19 as soon as pricipal change the school was went down that I could seen clear. as soon as new pricipal come up she asked for uniform and she should know uniform is very expensive alot of perent could not paid for that with that expence now. Also this new pricipal was stopping parent walk with their kids in side school. I don't fell safe like that for my kid. Also is very hard to contact with the child's teacher if you want to know how your kid study you have to wait until the parent and teacher conference with report card came out by that time is that to late for your kids rate if they already fell. the school should provide each teachter email address so parent could get contact them easy
—Submitted by a parent


Posted May 17, 2011

PS 19 would appear as normal as any other grade school within the area. The faculty seems pleasant enough with the children and parents and the environment is evidently orderly. What I sensed was an overall unease towards the principal by several teachers (to be left unnamed for obvious reasons) and numerous outspoken parents. My 8yr old child has attended Asher Levy for 3 years and has been a model student with excellent grades. However, he has indicated to both myself and his father in no uncertain terms that the new principal apparently makes it a point to interject herself into every aspect of the school day and that the teachers themselves have shown increasing frustration with this pattern of behavior. Of course, I cannot confirm nor deny any of these rumblings but I have spoken in confidence with several of my son s teachers who have implied that things are NOT the same at the school. Their expressions, mannerisms and demeanor are quite telling. I do not feel confident in the direction that PS 19 is heading in and have taken the steps necessary to take my son out of the school for the new school year come this fall.
—Submitted by a parent


Posted April 13, 2011

My son currently is enrolled at PS19. The teacher that he has is great. She is doing a excellent job. The principal is always approciable and always there if you need her. This school does have excellent teachers, great leadership and great parent involvement.
—Submitted by a parent


Posted October 1, 2010

I agree with the previous comments that this school used to be excellent, but after a change in the principal, the test scores seem to have plummeted and so seems has the moral of the teachers. Many of the excellent teachers have left, although I am not sure why but perhaps many had an allegiance to the old principal who retired. In years past, I had my older children in this school and was incredibly happy, but this year I took out my child and moved them to PS 40, as overall the school is certainly not the same. The school appears to lack leadership, does not exude the friendly feeling it used to, and I just feel that since the change in principals, it is not the same at all and has gone down hill completely. Sad.
—Submitted by a parent


Posted July 22, 2010

Lower rating? Do mean test scores? I know at least one parent who is taking their kids over to PS 40. So I checked that schools rating. Wow, an impressive 9. Should I consider the move also? Well, I looked at PS 19's test scores and their improvement is equally inspiring as PS 40's rating. For example - PS 19's third grade English rose from 60% in 2008 to 88% in 2009. Math: 82% in 2008 to 94% in 2009. All exceed the state average. On reflection, I see no reason to make the switch.
—Submitted by a parent


Posted June 24, 2010

I have 3 kids in this school and what stands out the most to me is the Principal, the Teachers & Staff they really care about all the kids & Parents, today they put tears in my eye's as my oldest grauated from 5th grade, I have to 2 more to go and hopefully they will challenge them just has hard to reach there goal thank you PS19.... for all the hard work...
—Submitted by a parent


Posted June 14, 2010

This school seems to have really gone down hill since the old principal left. Lower ratings and a new principal who seems to be overly stressed have me very concerned as I have a child in the 3rd grade. I will be taking out my child as I don't think the environment works anymore. Shame as 19 was a great school with great ratings before.
—Submitted by a parent


Posted September 21, 2009

School has a new principal, Jacqueline Flanagan, who is doing a great job. Bright and airy building with good test scores. School is very underrated.
—Submitted by a parent


Posted February 18, 2008

Ok, who knew? My daughter who lives in Brazil was here visiting her father (me) for a couple of months. I wanted to put her in school but was reluctant as she didn't speak english. Well, I shouldn't have worried, from the very first day all the staff from the security guards to the principle couldn't of been more helpful. She was put in a first grade class that had not one but two teachers. Add the special english class she attended each day and the music teacher once a week and that's an impressive number of recourses PS 19 provides to a seven year old. In the future if my daughter decides to live here we'll both be happy if she returns to PS 19.
—Submitted by a parent


Posted October 26, 2007

I am a proud parent of a child in Kindergarten at PS 19. My daughter's teacher is energetic, constantly smiling and there is never a morning my child refuses to go to school. Since my daughter struggles with letter writing and sounds, Ms D continues to give her extra support through morning program, letter writing sheets for the weekend, and gives me advice as a parent as to how to help my daughter at home with her homework. The school has an amazing staff and the principal cannot be anymore parent friendly than he is. The only negative aspect is the security guards in the front of the building, they are cold and non-inviting. I could not recommend this school anymore than I have, stop by and see for yourself.
—Submitted by a parent


Posted October 24, 2007

Last spring, I took my daughter to sit in on a Pre-K class at P.S. 19 and she loved the school and the teacher. We were accepted at the Children s Workshop School but after a visit there my daughter decided that she liked P.S. 19 better. In September, she started Pre-K and was assigned to a new teacher. She is doing great and she loves her teacher and the teacher s aide, and she looks forward to going to school everyday. Academically, she is doing magnificently in all areas. As parents we are very happy with the choice our daughter made. The principal, Mr. Ivan Kushner, is dedicated and hard working as is the entire staff. Mr. Kushner has articulated many plans to further improve the school, including the possibility of becoming a gifted and talented venue. We believe that P.S. 19 will soon be ranked among the best public schools in the city.
—Submitted by a parent


Posted May 31, 2007

My children have been at P.S.19 for 2 years and I have to say it's the best school they have attended. Safety and academic enrichment are the main focuses in the school.Even though there is a middle school in the building I know my children are safe because the middle school children do not interact with the little ones. Academically my children have improved a lot thanks to the work and support of great teachers.The schools scores have gone up and I know that the teachers,principal and the rest of the staff are doing everything they can to ensure that P.S.19 remains with high scores.I'm very proud to be a P.S.19 parent and I encourage everyone to take a look at our school.
—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.

35 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
36%

2011

 
 
32%
Math

The state average for Math was 34% in 2013.

36 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
45%

2011

 
 
27%
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.

41 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
57%

2011

 
 
38%
Math

The state average for Math was 36% in 2013.

42 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
53%

2011

 
 
66%
Science

The state average for Science was 90% in 2013.

43 students were tested at this school in 2013.

2013

 
 
84%

2011

 
 
89%
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.

36 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
47%

2011

 
 
59%
Math

The state average for Math was 30% in 2013.

36 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
84%

2011

 
 
70%
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 Students17%
Female24%
Male12%
African Americann/a
Asian/Pacific Islandern/a
Hispanic6%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged12%
Not economically disadvantaged27%
Students with disabilitiesn/a
General population20%
English language learnersn/a
Proficient in English17%
Non-migrant17%

Math

All Students50%
Female41%
Male58%
African Americann/a
Asian/Pacific Islandern/a
Hispanic47%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged36%
Not economically disadvantaged82%
Students with disabilitiesn/a
General population52%
English language learnersn/a
Proficient in Englishn/a
Non-migrant50%
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 Students10%
Female17%
Male4%
African Americann/a
Asian/Pacific Islandern/a
Hispanic5%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilities0%
General population13%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant10%

Math

All Students31%
Female32%
Male30%
African Americann/a
Asian/Pacific Islandern/a
Hispanic26%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilities20%
General population34%
English language learnersn/a
Proficient in English32%
Migrantn/a
Non-migrant31%

Science

All Students84%
Female80%
Male87%
African American70%
Asian/Pacific Islandern/a
Hispanic82%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged81%
Not economically disadvantagedn/a
Students with disabilities60%
General population91%
English language learnersn/a
Proficient in English84%
Migrantn/a
Non-migrant84%
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 Students25%
Female33%
Male17%
African Americann/a
Asian/Pacific Islandern/a
Hispanic26%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged19%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population29%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant25%

Math

All Students25%
Female17%
Male34%
African Americann/a
Asian/Pacific Islandern/a
Hispanic21%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population29%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant25%
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 "C" 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 50% 23%
Black 26% 19%
Asian or Asian/Pacific Islander 13% 9%
White 8% 48%
American Indian/Alaska Native 2% 1%
Two or more races 1% 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 172%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 12%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 39%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 277 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
8.6
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.5
 

City average

 
8.4
 

Teachers

This school

 
8.6
 

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
8.8
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.5
 

City average

 
8.5
 

Teachers

This school

 
9.1
 

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
8.5
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.1
 

Teachers

This school

 
9.0
 

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
8.7
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.3
 

Teachers

This school

 
9.0
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents24196%
Teachers3697%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. JACQUELINE FLANAGAN

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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185 1st Ave
New York, NY 10003
Website: Click here
Phone: (212) 533-5340

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