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GreatSchools Rating

Ps 64 Robert Simon

Public | PK-5 & ungraded | 42 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 6 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted April 6, 2014

Great school for my son and also appreciate the student-teacher-parent relationship. After school program can use some work.
—Submitted by a parent


Posted March 20, 2014

my family was SO lucky to find this school. as latecomers, it was initially an accident, but now we truly feel we have a home here. my daughter's teacher, mrs alexander, has decades of experience and has already taught my daughter so much. she has been a real help to me, helping me find learning tools best for my daughter. the principal, mr hosang, has been tremendously helpful and even stops to check in on my child in her classroom. all the staff here has been warm, friendly and helpful above and beyond to my family. I look forward to my son attending this school when he's old enough. finding this school has been the most useful tool to me as a parent thus far.
—Submitted by a parent


Posted February 14, 2014

This school isn't rated 2 of 10 for nothing. But the Teachers honestly do their very best to encourage the students that want to learn. New regulations, changes in administration, even a dress code (which most families openly ignore). My child has been here for three years, each day wears the "required" school required uniform, does homework on time, works hard and remains one of few children that do. Parents are far from involved, most of the "involved" parents or "promising" children are only there to await a space in Earth School (in the same building) or some other placement. We wanted to keep her here in support of local public schools, and a general distain for overpriced private education in the city. However increasing student bullying and growing concern for the lack of improvement in the school has persuaded us that it is time to move our child to another district altogether.
—Submitted by a parent


Posted September 30, 2013

P.S.64 It a great community school the Principal and staff always help and friendly. always there to answer your questions. I like the fact that the school has a old tradition way of teaching.
—Submitted by a parent


Posted September 10, 2013

We are a second generation of students at P.S 64. I was only in Kindergargen when I attended. My older son graduated from P.S 64 when Mrs. Litrico was Principal and now is in High School at Chelsea MBA. His fondest memories was of Mrs. Archangelo a new Mom now as well as me. My little one is now graduating and he also is very grateful to have Mrs. Archangelo a great teacher and now Vice President and Mr Hosang Principal as his leaders of P.S 64 by Tomkins Square in the Village. In all the years I have been a part of this great school, The Principle rule was to show up. Bring your concerns even if you become that squeaky wheel you are a voice and your better understood. Sign up for SLT you'd be amazed how not only attending PTA but including yourself in enhancing the education of your children will be. I am a proud Mother of two wonderful boys who got there first start at PS64. They deserve to win.
—Submitted by a parent


Posted July 11, 2012

Great school and my child has made a difference. I'm so happy that this is the first school who work with the parents closely on their child progress. As for the PTA they always welcome the parent and they facilitate the helpful information also. As a parent I participate instead of complaining. A parent is the voice of your child. I highly recommend this school.
—Submitted by a parent


Posted July 6, 2012

First off i must say my children went and still go to this school because it is a convenience, at one point this was a perfect school but it is going down hill starting with the office staff they need to be trained all they do is yell at the kids it's disturbing they talk like they come straight from the street they are not educated at all. As for the PTA if there weren't so many restrictions then parents would get involved, and the Principal i really dont know how to pin point him he plays both sides he acts like he is out to help a parent then goes behind their backs, he hires teachers who are not friendly orientated and blames the parent for not understanding their ways. If it werent for my child almost graduating and being so familiar with everyone i would take my child out !
—Submitted by a parent


Posted July 5, 2012

The teachers are all excellent. They are genuinely concerned for their students. The PTA continues to struggle with parent participation, although it has gotten better over the years. I think that the lack of parental involvement continues to be a challenge and a barrier to student progress. The PTA has tried to engage more parents through various activities. However, participation is still lacking. There are a number of parents who complain a lot about the school administration but don't participate in the PTA or SLT to make things better.
—Submitted by a parent


Posted July 4, 2012

This school COULD be great with the proper leadership. It USED to have a wonderful reputation and increasing progress. Since the current administration has taken over it is a downhill journey. The principal's agenda is focused on pettiness and attacking staff. He knows very little about how to actually educate students. It is sad. The teachers that work there don't even send their own kids to this school. What does that tell you?


Posted March 19, 2012

This school is fortunate to have such good teacher. The administration needs to step up and make the office staff accountable for being more professional towards parents and students. He needs to welcome parents as volunteers. And he is not very good with follow thru when he is approached with concerns. This is a neighborhood school it is sad to see that in our neighborhood so many of our schools have low grades. I hope Mr Housan can bring this school up. I gave it 3 stars average because of its teaching staff...
—Submitted by a parent


Posted March 17, 2012

THE END RESULT... It was officially posted that P.S. 64 Robert E. Simon (064) received a Progress Report Leter Grade of C. the Administrators are quick to blame the system and the formula the DOE uses. But like i said in the past, present and future..you made it your mission to exclude parents from being involved in the school. The staff is constantly chasing parents out of the school as to welcoming them. Perhaps this was your, "WAKE UP CALL"!!
—Submitted by a parent


Posted November 6, 2010

All o my children attended this small but family oriented community school. The staff and teachers really care about all the students. Parents are also familar with students.
—Submitted by a parent


Posted November 5, 2010

I am crazy about this school. I had my son transferred there last year, and couldn't be happier. The staff treats each other like family, Principal Hosang and Assistant Principal D'Arcangelo have an enormous amount of respect for their staff, parents and students, many services are made available to the children who need that extra help, AND the teachers are just awesome!! This is what school should be about. Thank you...
—Submitted by a parent


Posted October 12, 2010

I love Robert Simon School because it rocks, the afterschool program is the best, and children are having a fun, productive and very educational tim.


Posted September 23, 2010

The staff is excellent.............
—Submitted by a parent


Posted September 23, 2010

P.S. 64 is one of the best schools on the Lower East Side.


Posted August 13, 2010

my niece attended this school and graduated valent victorian with top honor's its a great school and i am very happy to have my son in this school he is very happy and will be in his second yr with the school going to kindergarden from pre k
—Submitted by a parent


Posted October 23, 2009

Three of my children have attended this school. I have one still attending and would not it any other way. This is a great, fun environment for children. The principal is a strong character and the children like him very much. We achnowledge our students achievements and strive for them to continue for their future.
—Submitted by a parent


Posted October 7, 2008

This school is excellent. I attended this school when I was a child back in 1991 and compared to the way it is now, it has changed dramatically. The principal is very caring and personal. He takes the time to get to familiarize himself with the children and the parents. The teachers are wonderful, caring, attentive and they keep communication consistent throughout the year. I will recommend this school to anyone. It is a very family oriented enviornment. The Educational Alliance program has unfortunately had some budget cuts this year so they were unable to accept as many students as they normally do. Ms.R who runs the program is an excellent Director. She really cares aboutt he children.
—Submitted by a parent


Posted September 18, 2008

I think is school is great, The principal is very helpful and he is very much, involved in all school activities. The PTA are trying their best to make things happen for this school, but the Educational Alliance program is not fair to all students.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

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

31 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
21%

2011

 
 
35%
Math

The state average for Math was 34% in 2013.

32 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
40%

2011

 
 
30%
Scale: % proficient or advanced

About the tests


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

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

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 30% in 2013.

41 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
41%

2011

 
 
26%
Math

The state average for Math was 36% in 2013.

41 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
61%

2011

 
 
34%
Science

The state average for Science was 90% in 2013.

40 students were tested at this school in 2013.

2013

 
 
70%

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

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

39 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
38%

2011

 
 
33%
Math

The state average for Math was 30% in 2013.

39 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
49%

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

All Students10%
Female8%
Male11%
African Americann/a
Asian/Pacific Islandern/a
Hispanic11%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population8%
English language learnersn/a
Proficient in Englishn/a
Non-migrant10%

Math

All Students6%
Female7%
Male6%
African Americann/a
Asian/Pacific Islandern/a
Hispanic5%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population4%
English language learnersn/a
Proficient in Englishn/a
Non-migrant6%
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 Students5%
Female4%
Male6%
African Americann/a
Asian/Pacific Islandern/a
Hispanic4%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged3%
Not economically disadvantagedn/a
Students with disabilities8%
General population3%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant5%

Math

All Students5%
Female0%
Male11%
African Americann/a
Asian/Pacific Islandern/a
Hispanic4%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged6%
Not economically disadvantagedn/a
Students with disabilities8%
General population3%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant5%

Science

All Students70%
Female59%
Male83%
African Americann/a
Asian/Pacific Islandern/a
Hispanic71%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged68%
Not economically disadvantagedn/a
Students with disabilities67%
General population72%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant70%
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 Students21%
Female23%
Male18%
African Americann/a
Asian/Pacific Islandern/a
Hispanic19%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged19%
Not economically disadvantagedn/a
Students with disabilities0%
General population31%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant21%

Math

All Students18%
Female19%
Male18%
African Americann/a
Asian/Pacific Islandern/a
Hispanic12%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged16%
Not economically disadvantagedn/a
Students with disabilities0%
General population27%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant18%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

Algebra II/Trigonometry

The state average for Algebra II/Trigonometry was 66% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Chemistry

The state average for Chemistry was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Earth Science

The state average for Earth Science was 72% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
English

The state average for English was 77% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
French

The state average for French was 95% in 2011.

2011

 
 
n/a
Geometry

The state average for Geometry was 74% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Global History and Geography

The state average for Global History and Geography was 71% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Algebra

The state average for Integrated Algebra was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Italian

The state average for Italian was 98% in 2011.

2011

 
 
n/a
Living Environment

The state average for Living Environment was 77% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Spanish

The state average for Spanish was 94% in 2011.

2011

 
 
n/a
U.S. History and Government

The state average for U.S. History and Government was 80% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass the tests.

Source: New York State Education Department

Algebra II/Trigonometry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

Earth Science

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

English

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Global History and Geography

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Integrated Algebra

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Living Environment

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

U.S. History and Government

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass the tests.

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

Source: New York State Education Department

In 2009-2010, this school was given a grade of "C" for the elementary school level.

About the tests


Progress Report Grades measure the school's contribution to student learning in three areas: School Environment, Student Performance and Student Progress. Schools can receive additional credit for achieving exemplary performance progress among high-needs students. Progress Report Grades range from A to F.

Source: New York City Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 61% 23%
Black 24% 19%
Asian or Asian/Pacific Islander 8% 9%
White 6% 48%
American Indian/Alaska Native 2% 1%
Two or more races 0% 1%
Source: NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 110%N/A8%
Students eligible for free or reduced-price lunch program 284%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 13%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 47%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 223 responses

This school provides ... 1

A safe and respectful environmentWhat's this?

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

Close
 
This school
9.0
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.4
 

Teachers

This school

 
9.5
 

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
8.9
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.5
 

Teachers

This school

 
9.5
 

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
8.8
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.1
 

Teachers

This school

 
9.6
 

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.

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This school
8.8
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.3
 

Teachers

This school

 
9.6
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents19478%
Teachers2985%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. MARLON L. HOSANG

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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600 E 6th St
New York, NY 10009
Phone: (212) 673-6510

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