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Ps 84 Lilian Weber

Public | PK-5 & ungraded | 489 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted April 12, 2014

My children have been at this school since 2008 and I can't say enough how impressed I am with the changes since that time. The principal is much more open and accommodating to parents who have concerns and to those who want to help or be involved with their child's education. The student body is very diverse and extremely international (as a result of the dual language programs which are excellent - especially the French). In the French program the teachers are very strong and communicative with parents and they are well liked and respected by the students. The parent community in this program is particularly strong. My sons are very different and they are both very happy and thriving. The only negative is that due to the popularity of the French program, class sizes can be very large and a few disruptive children really can affect the learning got the entire class. The administration is pretty good about handling this but if class sizes were kept smaller, everyone would benefit.
—Submitted by a parent


Posted April 4, 2014

This is solid school that is continuously improving year after year. Definitely one of the underrating/lesser known gems as far as schools go in the UWS.
—Submitted by a parent


Posted April 26, 2012

I have 2 girls in PS 84, the eldest in 3rd grade. We really like the school, all of the teachers have been very good, academically as well as personally. They really know the kids, their strengths and weaknesses. Principal Sundick is very connected with the school and has her finger on the pulse. She knows the children by name, and who's class they attend. She also knows many of the parents by name and child/dren belonging to them. That is a feat! The principal has a tough job. She has tons to juggle with many details and all within the complex DOE regulations. She does so well while remaining calm and very good natured. Remarkable!! There is a very active bunch of parents at school. They are friendly and welcoming. There are lots of activities organized by the PTA, movie night, book fair, international pot luck dinner, spring fair, etc. In which parents work together to create the event and parents and children attend. I have frequently heard of parents donating books, paper and school supplies to the school. I feel that the school is really a community in which the children, parents and administration know each other and work to the benefit of the whole.
—Submitted by a parent


Posted May 29, 2011

My daughter is in second grade in the dual language Spanish program, and we could not be happier. The teacher is outstanding, the principal shows wonderful leadership, and the parental involvement is extremely high. After coming out of a "boot camp" style charter school, this is what school should be. My daughter excels academically, and absolutely enjoys every day at PS 84. It is a wonderful, nurturing environment where children can enjoy learning.
—Submitted by a parent


Posted April 29, 2010

Our daughter went to Pre-Kindergarten at PS84 and had a terrific experience. For Kindergarten, we won a much coveted lottery spot at MSC (PS 333). Given the reviews and reputation we could not miss this opportunity, so we switched schools. Unfortunately, it turned out to be a poor decision for our daughter. When we looked to change back to PS84 in the middle of the school year, we were thrilled that she was welcomed back. It felt like being home again. The teachers and administration have been great. As PS84 is gaining momentum again and neighborhood children are now attending the school, it is truly a gem on the UWS. The parent involvement has been getting stronger with each year.
—Submitted by a parent


Posted April 19, 2010

My son is in first grade in the Spanish Dual Language program. The teachers are amazing, the principal is approachable, listens to concerns, and has great priorities. We have loved our experience here.
—Submitted by a parent


Posted January 26, 2010

My son has been at this school for three years as a part of the dual language program, and so far he has done well, I must say that his teachers are wonderful, involved teachers that strive for excellence. We at times want to blame the school for what it is not doing rather than looking at ourselves as parents for what should be doing to be a part of our childrens education. I have overall been very satisfied with ps 84, one thing I can say is faculty and staff are trying to help this school and its students excel, however some of our parents need to step up and get involved. Thanks ps 84 for your hardwork and dedication!
—Submitted by a parent


Posted December 7, 2009

In the last two years families have been more involved with the PTA, a garden is being built, K educators are fantastic, the expansion of dual-language programs in Fr/Eng and Spa/Eng is nurturing great cultural diversity and seem to bear fruits in fostering stronger academic performance from the kids. This school which was once overlooked in the neighborhood is now attracting many interesting families contributing their time, energy and resources to support their kids education.
—Submitted by a parent


Posted November 29, 2009

P.S. 84 is a fabulous school with a fantastic, energetic principal. Great things are happening here!
—Submitted by a parent


Posted May 4, 2009

this school really isn't doinq anything to help the students they need to get on their job a 3 out of 10 that's not looking good
—Submitted by a parent


Posted September 21, 2008

As a teacher, I know that all the teachers in PS 84 are hard working and we truly care for our students. We try our best to help and guide our students to achieve in academic areas as well as to guide them to be a leader in this world. Because we know that life can be 'hard' for some of our students... For many of us, we are not just a teacher to these kids, but a sister, mom, dad, or just someone who is just there for them.
—Submitted by a teacher


Posted March 20, 2008

My child has been in this school for 5 years. This school is also very quick to label a child and say they are going to help you but in reality only give negative feedback on the child and not really help. All they do is just label them and inform the other teachers of the child's disabilities or issues that they may have. Instead of keeping it private and letting the new teachers get to know the child on there own. They need to have an investigator watch them in action. It would really help. My child instead of getting better they are fustrated and always saying that there picking on them. They have no patients for children that have issues or disibilities. Rescue these children in needs from this school. Education is very important and there not really get that. No motivations to want to go to school. Help!
—Submitted by a parent


Posted November 17, 2007

This particular school has had major issues with parent involvement. It is not that parents do not want to be involved, their concerns and ideas are not welcomed by the administration. I strongly advise the parents who are concerned and want a voice in this school to go to the region and demand parent support specifically for the PTA. In addition, parents were regularly trying to get involved, but were misguided and misinformed. This school is also very quick to label a child. They do not work with the parent to figure out other ways to teach a child or find adequate help for the child. A child with special needs in this school will definitely fall through the cracks and fail. Overall the school lacks support for parents, student and community. This school is a joke.
—Submitted by a parent


Posted November 1, 2007

We are in our second year at this school. There are a lot of new things going on; parents should take a look. Hundreds of thousands of dollars have been raised for teaching assistants in all the K and 1st grade classes, and the classes are relatively small to begin with (my daughter's first grade class has 20 students). The teachers we have had are stellar -- hard-working and caring. The principal is very accessible and hard-working as well. There is a new after-school program in the works. New parents in the Pre-K and K classes are bringing new resources. Yes, it's still hard to get over 25 at a PTA meeting, but we are trying!
—Submitted by a parent


Posted February 27, 2007

My child has been there for 4 years and despite Principle changes the School is a great school for learning.Currently there is no real PTA for the past 2 years no real parent involvement, but overall it is a good school.
—Submitted by a parent


Posted October 4, 2006

I had my son in this school for 2 years and although the teacher are great the school has no parent involvement. It was pretty sad when pta meeting came every month to see 3 to 4 parent show up.
—Submitted by a parent


Posted September 5, 2005

I have been happy with the teachers at this school and the extracurricular activities
—Submitted by a parent


Posted July 13, 2004

This school has a Rhythm band. There are two gardens in the school. There are so many computers. The band has kids and it has very beautiful music. The ages are 7-10. Alot of other kids also fixed up the garden, stayed until 6:00 and 8:00. It is a really great school.
—Submitted by a student


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.

65 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
58%

2011

 
 
51%
Math

The state average for Math was 34% in 2013.

66 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
65%

2011

 
 
50%
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.

73 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
56%

2011

 
 
41%
Math

The state average for Math was 36% in 2013.

74 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
67%

2011

 
 
62%
Science

The state average for Science was 90% in 2013.

74 students were tested at this school in 2013.

2013

 
 
97%

2011

 
 
82%
Scale: % proficient or advanced

About the tests


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

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

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 31% in 2013.

55 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
30%

2011

 
 
33%
Math

The state average for Math was 30% in 2013.

55 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
65%

2011

 
 
43%
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%
Female41%
Male27%
African Americann/a
Asian/Pacific Islandern/a
Hispanic17%
Multiracialn/a
Native Americann/a
White74%
Economically disadvantaged8%
Not economically disadvantaged75%
Students with disabilitiesn/a
General population41%
English language learnersn/a
Proficient in Englishn/a
Non-migrant36%

Math

All Students34%
Female31%
Male37%
African Americann/a
Asian/Pacific Islandern/a
Hispanic16%
Multiracialn/a
Native Americann/a
White65%
Economically disadvantaged8%
Not economically disadvantaged68%
Students with disabilitiesn/a
General population38%
English language learnersn/a
Proficient in English33%
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 Students43%
Female46%
Male41%
African American37%
Asian/Pacific Islandern/a
Hispanic20%
Multiracialn/a
Native Americann/a
White72%
Economically disadvantaged26%
Not economically disadvantaged67%
Students with disabilitiesn/a
General population48%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant43%

Math

All Students57%
Female50%
Male64%
African American37%
Asian/Pacific Islandern/a
Hispanic36%
Multiracialn/a
Native Americann/a
White96%
Economically disadvantaged36%
Not economically disadvantaged85%
Students with disabilitiesn/a
General population61%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant57%

Science

All Students97%
Female95%
Male100%
African American95%
Asian/Pacific Islandern/a
Hispanic96%
Multiracialn/a
Native Americann/a
White100%
Economically disadvantaged95%
Not economically disadvantaged101%
Students with disabilitiesn/a
General population97%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant97%
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 Students18%
Female19%
Male17%
African American8%
Asian/Pacific Islandern/a
Hispanic10%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged12%
Not economically disadvantaged39%
Students with disabilitiesn/a
General population19%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant18%

Math

All Students24%
Female31%
Male17%
African American8%
Asian/Pacific Islandern/a
Hispanic23%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged17%
Not economically disadvantaged46%
Students with disabilitiesn/a
General population25%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant24%
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 "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 1 46% 23%
White 2 26% 48%
Black 2 24% 19%
Asian or Asian/Pacific Islander 1 4% 9%
American Indian/Alaska Native 1 0% 1%
Two or more races 1 0% 1%
Source: NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 18%N/A8%
Students eligible for free or reduced-price lunch program 159%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 9%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 31%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 258 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
8.5
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.4
 

Teachers

This school

 
8.7
 

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
8.3
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.5
 

Teachers

This school

 
8.4
 

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
8.3
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.8
 

City average

 
8.1
 

Teachers

This school

 
8.7
 

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
8.4
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.3
 

Teachers

This school

 
8.7
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents22955%
Teachers2978%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. ROBIN SUNDICK

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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32 W 92nd St
New York, NY 10025
Phone: (212) 799-2534

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