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GreatSchools Rating

Ps 191 Amsterdam

Public | PK-8 & ungraded | 550 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 6 ratings
2012:
No new ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted March 29, 2014

Great staff with a awful supervisors. I have been working in this school this year so I have an insider's point of view. There are many children with emotional disabilities, learning disabilities and behavior disabilities who are students here. Poverty is a difficult obstacle to overcome and this school mostly serves poor children. The classes are overflowing with children who have IEP's but there is only so much a teacher can do. The principal bullies the staff and yet never helps with any of the behavior issues. She doesn't meet with parents unless a catastrophe happened. The staff feels under-appreciated and harassed by the administration yet continue to do a good job in a difficult situation.
—Submitted by a teacher


Posted March 12, 2014

My daughter has gone to PreK and Kindergarten at this school. My job is in education, so I know what a great school looks like. This is a great school. It has a bad reputation and maybe it wasn't very good in the past, but that is no longer the case! The staff cares deeply for the students and it shows. The teachers are fabulous. My only complaint is the principal could be a bit more polite, but she gets the job done. There is now chess once a week during the school day. There's going to be a new media center this fall. I am confident my daughter is getting a great education here. This school has been much maligned but it is a GEM.
—Submitted by a parent


Posted February 21, 2014

My daughter is in kindergarten this year. There are wonderful things and awful things about this school. There are 2 kindergarten classes and both have wonderful teachers. In fact, all of my daughter's teachers are great. She thinks her music teacher (Ms. Feder) is terrific and loves going to dance. However, the behavior issues she sees o a daily basis scare her. For what I see, nothing is ever done about the behavior problems and the same troubled kids come every day and create chaos in the school. The principal is invisible and when she does show her face seems incompetent. Overall, it seems a shame, because with the right leadership we might have another good school on the Upper Westside.
—Submitted by a parent


Posted December 6, 2013

My Pre K son attends this school 2013-1014. I am IN LOVE with the school, faculty, and parents (for the most part; but can only speak to the lower grades). This school has a reputation for being 'rough', which it is a little bit (20% in lower grades). The PTA and faculty are extremely dedicated to continuing to gendrify and grow the school. The faculty I face daily (teachers, admin and parent/teacher coor, aides are all so warm, amazing and genuinely want the best for these children. I have attended several PTA meetings and field trips and am so impressed with the organization, dedication and amount of work being put into this school to move it forward and be a more competitive option for the neighborhood. I highly recommend this school to anyone in elementary school.
—Submitted by a parent


Posted November 20, 2013

PS 191. This school works. Check the test scores, as the students move up through the grades their scores get better which indicates that the school is actually teaching the children. The partnership with museums is a plus. Music and Dance instruction in the lower grades is also bonus
—Submitted by a parent


Posted October 1, 2013

This school is a disaster. I am a licensed NYS teacher, however, I am a substitute teacher and I subbed for this school last year. The principal is not visiable during the day. She is in her office. The only time I saw her is when I arrived and she was very abrupt and told me that I had a group of children waiting for me upstairs and I did not have time to go to the bathroom. I went to the bathroom. The assistant principal was available, (thank God) during the day and I and the co-teacher had to deal with students that were rude, obnoxious and unruly. I wrote everybody up and sent it to the principal via e-mail. I can't understand how a principal could let his or her school get so out of control. I would be ashamed if a visitor teacher or anyone came to my school and the students, especially grades 4 and up, acting as if their next school might be Spofford. I appreciated the help of the assistant principal and I feel that she should take over and the principal step down and call it a day. I am writing a memoir about my substitute teacher experiences and this school will be featured. This school and 111 in Queens run neck and neck when it comes to being unsatisfactory.
—Submitted by a teacher


Posted September 30, 2013

This school is horrible.. The administrative staff never gets anything done.. You will be calling and never get a call back.. Make a complaint to the board of eddy cation and still nothin gets done.. The 3rd grade curriculum is even worst.. My son came home everyday with one math problem and read a book.. He has state tests he has to take and this school was both equip to help him with that.. I transferred out as soon as I could.. If you have standards for what a school should be, this school will never hold up.. You've been warned.
—Submitted by a parent


Posted August 1, 2013

This school is out of control, disrepectful students run in the halls, the staff is stressed out, incompetant office stff and supervisors. it should be reorganized or shut down.


Posted January 24, 2013

My son is in Kindergarten here and I am totally impressed. He is a mainstream student in an ICT class and he is truly benefiting from the amazingly patient, competent and driven teachers. These teachers care! At first I was nervous about sending him. However, the scores online DO NOT depict what is really going on there. They are working so hard at bringing up these scores and it is evident. The classrooms have ipads, laptops and smartboards. He is learning piano, dance and doing gorgeous art projects. My son has learned so much. The parent coordinator knows every student personally and takes such great care of them (and their parents). Everyone talks about how great the pre-k is but I have to say, the Kindergarten is wonderful too. Take a tour. You will be surprised.
—Submitted by a parent


Posted June 11, 2011

I am the proud parent supporter of The Museum Magnet school for Inquiry Innovation and Imagination formerly known as PS 191. I am writing on behalf of my daughter to commend her Pre-K G-6 teachers for all their leadership, commitment, hard work, and support throughout year. I expected great things this year and I have not been disappointed. So often we hear complaints from parents and teachers that the other is not doing their job. It is hard for teachers to understand the strengths and challenges of parents and parents often feel like outsiders in the school world. So I am very thankful we are breaking down barriers fostering positive communication between teachers and strong school to home connection through face to face dialogue, emails, phone calls, weekly newsletters, etc... I believe it is vital to have an excellent rapport with your child's teacher because it will lead to better outcomes for your child. I highly recommend sending your child here very please with the curriculum!
—Submitted by a parent


Posted June 11, 2011

We have had a great experience with the preK program this year. The teachers and the staff--particularly the parent coordinator, Damaris Carrion--are dedicated and wonderful. I am excited about the direction this school is headed as the Museum Magnet school. My son gets free art classes from Studio in a School and free after school yoga from Kids Creative. There have been field trips to the theater, a farm, botanical gardens and the Metropolitan Museum of Art. There's a partnership in the works with Lincoln Center. And their winter and spring shows are not to be missed! (Blew me away, really.) Mr. Piccorelli, the music teacher, is great. I'm aware of the poor ratings this school gets and I can't speak to the upper grades, but I was very happy with the preK program and I have heard good things about kindergarten as well. We have had a wonderful experience this year and I see that this school is actively working to improve and best meet the needs of its students.
—Submitted by a parent


Posted June 10, 2011

I remember pouring over online reviews in the yr before my little guy started pre-K. I hoped to find a school that would be fun, challenging, and enjoyed; a perfect fit. His year of preschool (year before PS 191) was abysmal. He attended a wonderful, expensive, very social preschool. My son hated it. Going to school daily was intensely difficult. If you saw a mom with a stroller and a screaming thrashing child going up WEA during 2009-2010, that might have been us. What a gift this year has been. My son's teacher has 18 kids in her class. She is assisted by a full time teachers assistant, and during half of the year, by a student teacher. His teacher addresses my sons academic strengths and weaknesses. Ms. B. handles the behavioral difficulties that occur in any classroom, but seem to be intense at this developmental stage as kids try to be separate. The music program, and work with Lincoln Center Inst, field trips to look at one hundred year old buildings, sculpture, etc., is amazing. The teacher, asst teacher, principal, parent coordinator, music and art teacher have all been very receptive and accessible. With the magnet grant the future continues to look bright.
—Submitted by a parent


Posted June 8, 2011

My son is currently in the 7th grade. he has been in the school for 2yrs now. From day one the teachers, counselor, assistant principal have been supportive and provide me with information constantly in regards to his behavior both good and bad. My son has struggled with his behavior which in fact affects his grades but the staff has not given up on him and are working diligently to bring out his potential. Up until 6th grade my sons grades were nearly excellent and they are helping me to bring him back non stop.
—Submitted by a parent


Posted October 29, 2008

My son is in Pre-k and I must admit I was apprehensive before he started but am now totally won over. The teacher's are dedicated, professional and very qualified. Recently school uniforms were introduced and they have really added to student pride and a sense of community. The level of parent support is improving. There are regular fund raisers - raffles, bake sales etc. Ms. Carrion, the parent co-ordinator and the Principal, Ms Verdesoto are doing an excellent job at making this a great school.
—Submitted by a parent


Posted November 22, 2006

I have three children in this school and they are all very different children and this school manages to accommodate each child. One of my children struggles with reading while the other is in the gifted and talented program and the one who struggles with reading gets a lot of extra help it just really works out well for all of them I give the school two thumbs up!
—Submitted by a parent


Posted October 11, 2006

My son attends P.S. 191 and it is a wonderful school, the staff is very caring and the Parent Coordinator Mrs. Carrion is very professional and always answer questions asked and not asked. i am looking forward to my son learning in this school I beklieve with the kind of teachers and staff this school possess he and all other children attending will go far.
—Submitted by a parent


Posted September 30, 2006

The new middle school here, Hudson Honors, is still a work in progress, but coming along quite nicely. I look at what my child has learned compared with what other kids know as well as what the high schools want and I am pleasantly surprised. I think they could teach to a higher level here, however, even though a good number of kids aren't at grade level. Threre is good after-school stuff and lots of extra academic help from the teachers for kids who want it--though some clearly need it and don't ask. Every kid takes Spanish too, and that is a plus. Bad thing is not enough gym time for these youngsters. But on the whole, a good staff, serious principal, and mostly well-behaved kids.
—Submitted by a parent


Posted September 27, 2005

This is my daughter's first year in New York City Public School and I'm very happy to have her at P.S.191. The class size is good (<25 in 4th grade) and her teacher is excellent. Academically I feel she is being challenged and is nightly bringing home useful homework, no busy-work. The staff at the school is incredible. Administrators are always available to speak with parents, and they make us feel welcome daily by either greeting us at the door, holding open house discussions, and even serving coffee regularly in the parent room where parents and staff can discuss school topics. The school works frequently with community projects to bring extra-cirricular activities in art, science, social studies, and sports to the students. My daughter is getting a quality education in a very pleasant atmosphere. I have an excellent impression of this school.
—Submitted by a parent


Posted May 20, 2005

The quality of academics is poor. It's hard for children to learn because there are too many kids per class, my child was in kindergarten in this school and he had 27 kids in his class'. He came home almost everyday saying he didn't learn anything while in school. my child is five years old he loved to go to school but now he don't want to go. 191 is not a good school.
—Submitted by a parent


Posted September 8, 2004

This is a great school I give it a thumbs way up. Anybody and everybodys child should go there.
—Submitted by a former 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.

42 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
46%

2011

 
 
41%
Math

The state average for Math was 34% in 2013.

42 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
60%

2011

 
 
63%
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.

35 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
41%

2011

 
 
25%
Math

The state average for Math was 36% in 2013.

35 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
63%

2011

 
 
53%
Science

The state average for Science was 90% in 2013.

34 students were tested at this school in 2013.

2013

 
 
91%

2011

 
 
71%
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.

45 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
26%

2011

 
 
31%
Math

The state average for Math was 30% in 2013.

44 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
41%

2011

 
 
55%
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.

56 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
40%

2011

 
 
46%
Math

The state average for Math was 30% in 2013.

58 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
48%

2011

 
 
52%
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.

62 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
27%

2011

 
 
25%
Math

The state average for Math was 27% in 2013.

62 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
59%

2011

 
 
46%
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 33% in 2013.

77 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
36%

2011

 
 
37%
Math

The state average for Math was 27% in 2013.

77 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
43%

2011

 
 
34%
Science

The state average for Science was 69% in 2013.

72 students were tested at this school in 2013.

2013

 
 
57%

2011

 
 
74%
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 Students24%
Female29%
Male17%
African American17%
Asian/Pacific Islandern/a
Hispanic26%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population28%
English language learnersn/a
Proficient in Englishn/a
Non-migrant24%

Math

All Students38%
Female30%
Male50%
African American33%
Asian/Pacific Islandern/a
Hispanic30%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population39%
English language learnersn/a
Proficient in Englishn/a
Non-migrant38%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

English Language Arts

All Students9%
Female6%
Male12%
African Americann/a
Asian/Pacific Islandern/a
Hispanic11%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilities0%
General population12%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant9%

Math

All Students12%
Female6%
Male18%
African Americann/a
Asian/Pacific Islandern/a
Hispanic6%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilities0%
General population17%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant12%

Science

All Students91%
Female89%
Male94%
African Americann/a
Asian/Pacific Islandern/a
Hispanic94%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged89%
Not economically disadvantagedn/a
Students with disabilities90%
General population92%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant91%
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 Students22%
Female35%
Male5%
African American14%
Asian/Pacific Islandern/a
Hispanic9%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population25%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant22%

Math

All Students20%
Female28%
Male11%
African American13%
Asian/Pacific Islandern/a
Hispanic10%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged20%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population24%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant20%
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 Students6%
Female4%
Male6%
African American8%
Asian/Pacific Islandern/a
Hispanic4%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged4%
Not economically disadvantagedn/a
Students with disabilities0%
General population7%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant6%

Math

All Students12%
Female21%
Male3%
African American8%
Asian/Pacific Islandern/a
Hispanic4%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged6%
Not economically disadvantagedn/a
Students with disabilities0%
General population15%
English language learnersn/a
Proficient in English8%
Migrantn/a
Non-migrant12%
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 Students13%
Female8%
Male17%
African American15%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantaged19%
Students with disabilities0%
General population17%
English language learnersn/a
Proficient in English15%
Migrantn/a
Non-migrant13%

Math

All Students8%
Female4%
Male11%
African American9%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged4%
Not economically disadvantaged19%
Students with disabilities0%
General population10%
English language learnersn/a
Proficient in English9%
Migrantn/a
Non-migrant8%
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 Students12%
Female20%
Male3%
African American3%
Asian/Pacific Islandern/a
Hispanic11%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantaged19%
Students with disabilitiesn/a
General population13%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant12%

Math

All Students16%
Female14%
Male17%
African American9%
Asian/Pacific Islandern/a
Hispanic14%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged7%
Not economically disadvantaged38%
Students with disabilitiesn/a
General population16%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant16%

Science

All Students57%
Female58%
Male56%
African American48%
Asian/Pacific Islandern/a
Hispanic55%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged49%
Not economically disadvantaged79%
Students with disabilitiesn/a
General population59%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant57%
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 and middle 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%
Black 1 39% 19%
Asian or Asian/Pacific Islander 1 8% 9%
White 1 6% 48%
American Indian/Alaska Native 1 0% 1%
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 29%N/A8%
Students eligible for free or reduced-price lunch program 167%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 10%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 38%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 661 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
6.6
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.4
 

Students

This school

 
5.3
 

City average

 
7.2
 

Teachers

This school

 
6.6
 

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
7.2
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.5
 

Students

This school

 
7.3
 

City average

 
7.8
 

Teachers

This school

 
6.2
 

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
6.7
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.1
 

Students

This school

 
5.7
 

City average

 
7.2
 

Teachers

This school

 
6.5
 

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
7.5
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.3
 

Students

This school

 
7.2
 

City average

 
8.1
 

Teachers

This school

 
7.3
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents40891%
Students21398%
Teachers4095%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. MARIA VERDESOTO

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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210 W 61st St
New York, NY 10023
Phone: (212) 757-4343

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