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GreatSchools Rating

School Of The Future High School

Public | 6-12 | 673 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted June 22, 2014

Great school if you are not Latino or of African American descent. Especially, if you do not have an household income below of $80,000.00. Minority boys don't exactly flourish here. The school will want to transfer them to City-as-School instead of finding a better way to help the child. Don't get me wrong, they do have very dedicated teachers here, but for how long? The school showers those students who are not minorities with so much accolades and acclimation. Proof was made during graduation. The majority of awards given to students during graduation ceremony was given to students of Caucasion or Asian descent. My daughter was so happy and relieved to graduate from this school. I pray that she is prepared for the University she will attend.
—Submitted by a parent


Posted May 2, 2014

This is a great school. I have a son who went to Salk and loved it and I have a son at SOF and loves it. Despite what people say this is a traditional school. The teachers are very engaged and so is the principal. I have to say that you need to be prepared for at least 2-3 hours a night of homework. It is a very diverse student body both in nationalities and level of academics. there are kids who are super smart to kids who have been left back a few times I have to say that my son at SOF is much more prepared academically for high school then my son that went to Salk. I have to say the negative is administration. All in all great school!!! Best of all the school goes through high school. I have met many of the high school teachers and they all seem super involved and look like they genuinely like their jobs. Not sure my son will stay but it is a great option to have!
—Submitted by a parent


Posted February 17, 2014

SOF is an interesting school. Honestly, the high school is much better than the middle school. Not only that, but its teachers are amazing, the most dedicated and inspiring people you will ever meet. SOF is not the most academically-rigorous school, but you are made to think critically and speak clearly of your opinions. However, many of the kids are unmotivated and live life by strolling through their classes with low grades. SOF overall, is a good school. Definitely not the best, but it is good. You will be more or less content here (if you are only here for the high school).


Posted February 17, 2014

School of the Future is a little off the radar but it is a gem. The teachers and the principal are the most creative and dedicated educators you will find anywhere, and seem to really care about each student. The study body is extremely diverse and small enough that there is a strong sense of community. It is a school that emphasizes critical thinking and writing over traditional test taking. The exhibitions the students do in 11th and 12th grade really prepare them for college-level work.
—Submitted by a parent


Posted September 11, 2013

My two kids graduated from the school, they are now struggling in college - they were not prepared well in school.
—Submitted by a parent


Posted September 9, 2013

I am a sophomore student at SOF and on the first day of school, they have completely forgotten to transfer my student i.d. to the 10th grade on pupilpath (how can you forget a student??). Because of this, I had to go through so much trouble (And no student metro card?). They also raise the amount of class fees every year (Poor School?). Not to mention some teachers are rude and are restricted. It's a small crowded school and people are always pushing each other for the elevator and most of the time the elevator doesn't even work at all! Hello 10 floors of hell. Classrooms are very small and there is barely any space. Wish I went to Beacon or Lab.


Posted May 14, 2013

This school is great is you are female. The school used to be an all girls school way back when. The info is in the main lobby. I have witnessed girls behaving in les than respectful manner and their behavior is over looked by the principal and teachers. I feel for the parents of the boys who attend this school especially boys who are not Caucasian as they are not treated with them same understanding and their self esteem diminishes as each day passes. There are a few very few great male role models in the school but this school is really catered to girls no matter how you put it. Boys don't flourish here as much as the girls. It lacks understanding of the adolescent male mind. Hence the female principal (middle school). Enough said. If you have a boy DO NOT SEND HIM HERE EVER.........


Posted March 13, 2012

I went here. It has a great small personal community to it. The teachers and principal really care about your educational growth here and want to see you go off to college.


Posted September 9, 2011

Small class size, dedicated teachers and in depth study are the best features of this school. My son loves it and is highly motivated. I believe it is best for self starters and students interested in humanities.
—Submitted by a parent


Posted January 1, 2011

School of The Future is a wonderful school with amazing, caring teachers. I went there for middle school, and found it to be a warm and welcoming place. Our teachers would almost always meet during lunch, so they always knew what we were doing in our other classes. The students didn't always get along with each other, but most of the time we did, and since this is middle school we're talking about, getting along most of the time is pretty good! The class sizes are small which is especially nice if someone isn't doing well in one subject or another. The great teachers and staff were what really made our school stand apart from the rest.


Posted November 13, 2010

Our school is a great little school that does amazing things and is often ignored by the DOE and parents who feel the competition that is created by the NY DOE as if schools were meant to compete with each other. This is a school that thrives on diversity, education and is just plain smart!
—Submitted by a parent


Posted October 20, 2010

i went to school of the future for middle school and almost everyone who did is now going to the high school. i still speak to a lot of them every day and they all HATE it. i, personally, am going to bard and i LOVE it so i know it's not just a "silly high schoolers" type of thing. they do not like their teachers, they do not like the principle and they hate their classes. they also hate each other, but that's something else entirely. they aren't challenged (and to be completely honest, not all of them are that bright, and that's saying something.) a lot of the people there are less motivated and more unhappy because either they didn't get in anywhere else or they felt trapped so they didn't try. does that make up a good school? from experience, i think not


Posted April 13, 2010

The academics, the relationship among teachers and students and the diversity of the school community.
—Submitted by a parent


Posted September 29, 2009

Great teachers working together and small class size
—Submitted by a parent


Posted September 19, 2009

i am a student and this school is great for middle school definatly prepares you well for the real world and high school i have to say the middle school is better than the high school. the school has gotten better 2 years ago a lot of fights there are sometimes but there are improvements
—Submitted by a student


Posted May 16, 2009

As I am just leaving for college, I have to say I had my doubts about this school. I spent 3 years in the MS and 4 years in the HS. It has its ups and downs. I would say if you want your kid to have a real High School experience to choose Stuyvesant, or Laguardia. This school best prepares you for the Future (No pun intended), you dont have your typical nerds, jocks or rebels in this school, everyone is accepted. With that though, theres no home games for any sport and can be frustrauting for the highly talented athletes, theirs no lockers, no individual desks, no bell system, no AP classes and much more. What makes this school so special is the teachers, they never offend anyone and love their job. Also a very safe school.
—Submitted by a student


Posted April 24, 2009

This is an amazing school. My daughter just entered 6th grade and absolutely loves it. The teachers anre fantastic. They are engaged, helpful, encouraging but firm. They teach excellent work habits that will assure success at the college level. Their lesson plans are interesting and original and they have a really good after school/extracurricular program. The administration is responsive and the parents are very involved in a positive way.
—Submitted by a parent


Posted November 30, 2008

i just came to this school and i love it.there are many things to participate in.the teachers are very strict about the homework and if you dont do it the principal has to deal with it.also the teachers help you if it is needed.also when they teach they make it kind of fun.only 3 kids from my elementary school class made it there.it is a great school
—Submitted by a student


Posted April 30, 2008

This is a great school to go to because of all the new friends and fun activities. I LOVE this school it has so much fun learning and awesome teachers who are really willing to help. If you want to send your child here I suggest you do!
—Submitted by a student


Posted March 5, 2008

My son loves the school, teachers are involved and have great after school programs
—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 30% in 2013.

93 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
75%

2011

 
 
88%
Math

The state average for Math was 30% in 2013.

92 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
97%

2011

 
 
97%
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.

93 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
74%

2011

 
 
67%
Math

The state average for Math was 27% in 2013.

93 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
95%

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 33% in 2013.

87 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%

2011

 
 
67%
Math

The state average for Math was 27% in 2013.

87 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
83%

2011

 
 
83%
Science

The state average for Science was 69% in 2013.

86 students were tested at this school in 2013.

2013

 
 
91%

2011

 
 
n/a
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 Students53%
Female53%
Male52%
African American36%
Asian/Pacific Islander54%
Hispanic48%
Multiracialn/a
Native Americann/a
White61%
Economically disadvantaged45%
Not economically disadvantaged56%
Students with disabilities29%
General population58%
English language learnersn/a
Proficient in English53%
Migrantn/a
Non-migrant53%

Math

All Students80%
Female78%
Male81%
African American54%
Asian/Pacific Islander100%
Hispanic65%
Multiracialn/a
Native Americann/a
White89%
Economically disadvantaged71%
Not economically disadvantaged84%
Students with disabilities31%
General population90%
English language learnersn/a
Proficient in English80%
Migrantn/a
Non-migrant80%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

English Language Arts

All Students54%
Female58%
Male48%
African American60%
Asian/Pacific Islander69%
Hispanic25%
Multiracialn/a
Native Americann/a
White56%
Economically disadvantaged48%
Not economically disadvantaged58%
Students with disabilities27%
General population57%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant54%

Math

All Students53%
Female55%
Male53%
African American50%
Asian/Pacific Islander77%
Hispanic30%
Multiracialn/a
Native Americann/a
White53%
Economically disadvantaged53%
Not economically disadvantaged55%
Students with disabilities18%
General population58%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant53%
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 Students63%
Female55%
Male71%
African Americann/a
Asian/Pacific Islandern/a
Hispanic55%
Multiracialn/a
Native Americann/a
White82%
Economically disadvantaged47%
Not economically disadvantaged73%
Students with disabilitiesn/a
General population65%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant63%

Math

All Students63%
Female52%
Male74%
African Americann/a
Asian/Pacific Islandern/a
Hispanic58%
Multiracialn/a
Native Americann/a
White74%
Economically disadvantaged49%
Not economically disadvantaged72%
Students with disabilitiesn/a
General population66%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant63%

Science

All Students91%
Female88%
Male96%
African Americann/a
Asian/Pacific Islandern/a
Hispanic90%
Multiracialn/a
Native Americann/a
White97%
Economically disadvantaged87%
Not economically disadvantaged94%
Students with disabilitiesn/a
General population97%
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

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.

12 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
89%

2011

 
 
88%
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 Students100%
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-migrant100%

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 "B" for the middle school level. The school received a grade of "A" for the high 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
White 2 38% 48%
Hispanic 1 26% 23%
Asian or Asian/Pacific Islander 2 16% 9%
Black 1 12% 19%
Two or more races 1 6% 1%
American Indian/Alaska Native 1 1% 1%
Source: NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 12%N/A8%
Students eligible for free or reduced-price lunch program 129%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 5%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 36%N/A39%
Source: NYSED, 2011-2012

Teacher credentials

  This school District averageState average
Teachers with no valid teaching certificate 2%N/A0%
Source: NYSED, 2011-2012

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Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
School leaders can update this information here.
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 1106 responses

This school provides ... 1

A safe and respectful environmentWhat's this?

This score measures whether parents, students and teachers feel that the school creates a physically and emotionally secure environment in which everyone can focus on student learning.

Close
 
This school
7.9
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.4
 

Students

This school

 
7.7
 

City average

 
7.2
 

Teachers

This school

 
8.0
 

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
7.6
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.5
 

Students

This school

 
7.8
 

City average

 
7.8
 

Teachers

This school

 
7.0
 

City average

 
7.8
 
Strong parent, teacher and student engagementWhat's this?

This score measures how engaged parents, students and teachers feel they are in an active and vibrant partnership to promote student learning.

Close
 
This school
7.4
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.7
 

City average

 
8.1
 

Students

This school

 
7.2
 

City average

 
7.2
 

Teachers

This school

 
7.4
 

City average

 
7.8
 
High academic expectations for all studentsWhat's this?

This score measures how well parents, students and teachers feel that the school develops rigorous and meaningful academic goals that encourage students to do their best.

Close
 
This school
8.0
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.3
 

Students

This school

 
7.9
 

City average

 
8.1
 

Teachers

This school

 
8.1
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents42565%
Students65094%
Teachers3163%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. STACY PAIGE GOLDSTEIN

Programs

Specific academic themes or areas of focus

Don't understand these terms?
  • Humanities
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Busses - M1, M101, M14AD, M15, M2, M23, M34A-SBS, M5, M9. Subways - 4, 5, L, Q to 14th St-Union Square; 6, F, M, N, R to 23rd St
  • Passes/tokens for public transportation
School leaders can update this information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Soccer
  • Sofbtall
  • Volleyball
School leaders can update this information here.

Upcoming Events

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127 E 22nd St
New York, NY 10010
Website: Click here
Phone: (212) 475-8086

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