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Manhattan Charter School

Charter | K-5 | 268 students

 

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Living in New York

Situated in an inner city neighborhood. The median home value is $525,000. The average monthly rent for a 2 bedroom apartment is $1,270.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted April 28, 2014

I highly recommend MCS, the teachers are amazing, their family coordinator, Ms. Larrequi Is extremely helpful in every aspect imaginable. Ms. DePolo, the principal makes it her business to get to know the parents, and the names of Bach student,she knows each students personality and quality of work. She works with her teachers to offer the best education they can for the students.
—Submitted by a parent


Posted August 1, 2013

Every morning each child is greeted with a smile, and a handshake.Each child is greeted by their name, amazes me year after year how the principal is able to memorize all those names.The scores my child bring home are excellent, every year she has take. The exam she has scored an over above score. The nurturing,mcaring development that each child is given.
—Submitted by a parent


Posted February 28, 2013

I am surprised to see such negative reviews for Manhattan Charter. Yes, there is a focus on test scores, but, to me, that means they are accountable for student achievement. My child has thrived since staring MCS! Their staff also helped me through every step of getting my child an IEP and much needed services. MCS is the best!
—Submitted by a parent


Posted February 8, 2013

All this school looks at is test scores. The teachers have the best intentions, yet the administration hinders progress. The schools has extremely high turn over rates of staff. The administration runs good teachers out of the school. The school has so much potential, but the administration, the principal specifically, is destroying the school and its culture. If only the charter and the mission of the school were carried out, then this would be one of NYC's top schools. Unfortunately, because of the administration, the teachers cannot fulfill both. A new board and administration is what this school needs to succeed. It is a real shame, because there is untapped potential within those walls. The principal harasses, intimidates, and bullies her staff. If she does that to her staff, imagine how the students feel. Changes need to be made.


Posted June 19, 2011

This school just looks good from the outside. All they care about is the test scores they don't care about the kids. Especially if the kid has any kind of disability. I regret putting my child in this school, they killed his love for learning. So glad it's over now since he will be going to a new school.
—Submitted by a parent


Posted June 6, 2011

My son was transferred into MCS in the middle of his 1st grade year and I am so happy that I transferred him in. The teachers have been excellent. The principle is a wonderful woman who greets each kid with a handshake every single morning and salted each one by their name. The staff i always very helpful and they do often provide flyers that indicated information pertaining to the kids. I have never heard of any incident where a teacher was rude to a child or have I ever been treated with disrespect as one parent below commented. My son has made a tremendous improvement in reading and math and is excelling in science thanks to his wonderful teachers at MCS.
—Submitted by a parent


Posted September 29, 2010

A Great school that really challenges students to reach their full potential.
—Submitted by a parent


Posted June 24, 2010

My son started the first year at this school. He was the 1st First Grade, the 1st Second Grade, Third grade, Fourth Grade and graduating fifth grade. He was part of the 100 percentile in reading & math for the 3rd grade, as well as 100 percentile in 4th Grade, the 1st to ace the Science Exam. I have a lot of expectations with this school and my son was able to reach it all. The music program alone is phenomenal for the children. My son learnt french and is excellent in science because of the teachers dedication and Principal's love for the students to have the best. I will definitely recommend this school for the ages this school take the children. My youngest son will go to this school. Because this school was awarded 5 more years. Hiliary Clinton came to our school as well to see the excellence!
—Submitted by a parent


Posted May 4, 2010

I am really happy I transfered my son. He is more confident and happy with his new school and friends. This school definitely works to motivate each child, and no one is left behind. They have a great curriculum and the proof is in the pudding when your own child notices the difference and comments on he prefers the approach to subjects like Math. These teachers care and still offer the firmness need to instill discipline, self respect and respect of others. Pushing them to appreciate all aspects of learning. Great job MCS! I am glad I am there! Wish I was there earlier!
—Submitted by a parent


Posted May 3, 2010

MCS is needs more transparency. We need to get a lesson plan for each subject taught when the year begins. Most parents do not know when the state exams are given. We want to work with our kids. We are kept in the dark. The faculty is rude to the parents and often times to the kids. There is abusive speech. Ask your child, talk to your child. There is a need for more diversity and accountability. Less teaching to the exams. The parents are smart. Teachers are very negative and not supportive. They drive the kids and are unkind to them. We do not know who to go to. I'm afraid that MCS will become a monster with its success. Why? Parents are treated as if they are stupid and so are their minority kids. There is retaliation against the parents and the child if anyone speaks up.
—Submitted by a parent


Posted May 3, 2010

MCS is a good school. In my opinion, they teach to the exam and there is little practical teaching for every day living as the progressive schools do. It's all about the exams, all year round. This is unfortunate because we want PRACTICAL TRAINING. Inviting architects and others to show the kids why certain math is important, etc. There is little to no transparency. There is retaliation for expressing one's self. Parent's are left in the dark and are not communicated with on their level. All communication is based on the exam. Hence, my rating of the school is okay but I am concerned about many things.
—Submitted by a parent


Posted April 29, 2010

Why do you love Manhattan Charter School? The reason I love MCS, is because the school is a great school overall and was the best choose I made for my daughter!
—Submitted by a parent


Posted April 28, 2010

This school has it's problems. They do not except any child with disabilities or with IEP's. (Of course thats why they score well on state exams) Parents and some staff members are rude.
—Submitted by a parent


Posted February 18, 2010

Our kindergarden child went to a public school for pre-k last year. We were not happy with the p.s. experience. In nov of his pre-k year, our child came home with a footprint on his back. When april came around, my husband called the school to ask the principle not to put the 2 kids in the same class. Instead of quelling our worries, the principal hung up the phone on my husband. We knew we could not send out child back to this school. We now have our child at mcs. My husband and i could not be happier with mcs. Not only is there a strong academic curriculum, there is a great sense of the arts with classes in art, french and music (his favorite) everyday. Thank goodness for mcs!!!!
—Submitted by a parent


Posted February 11, 2010

I have 2 children in this school and my children rather travel 2 hours in public transportation then change to a closer school. They enjoy there days @ school. My children are what matters, happiness.There education is important. Have never had a problem with the Principle or any teachers. We will stay there until the end 2016..
—Submitted by a parent


Posted November 20, 2009

My son has attended MCS since kindergarden. I love it! The principal and the staff are great. They have a good music program and french program. I also love the dress code...
—Submitted by a parent


Posted July 17, 2008

MCS is a very enhanced school with superb teachers with a very disciplined dress code for the children that I feel is dynamite! I like a structurized environment and that is what MCS provides. The school is still fairly new but they are getting off to a great start. They have parents that care about their childrens future and a Principal that will see to it that the children will not fail under her watch. Keep up the good work MCS!
—Submitted by a parent


Posted April 17, 2008

Mcs have great teacers and my daughter has learned a great deal .She can read music ,and she is above her reading level ,she has learned about differnt counties, and really enjoys her studies. I am very happy with the school and the wonderful staff. Keep up the good work mcs.
—Submitted by a parent


Posted September 5, 2006

Well,I believe the academic program is great program. It help my daughter learn a lot in the last year. When my daughter came to the school. She barely could read and now she on second grade reading level where she belongs. Manhattan Charter School, has wonderful music program. Which my daughter has learned how to read, write and sing music and she is only 7 years old. There is a average amount of parents that are involved in the school. Given the fact that majority of the parents are working parents. Overall, I M.C.S as great school with a bright future.
—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.

42 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
70%

2011

 
 
68%
Math

The state average for Math was 34% in 2013.

42 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
79%

2011

 
 
75%
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.

37 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
64%

2011

 
 
64%
Math

The state average for Math was 36% in 2013.

37 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
79%

2011

 
 
79%
Science

The state average for Science was 90% in 2013.

37 students were tested at this school in 2013.

2013

 
 
92%

2011

 
 
86%
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.

37 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
67%

2011

 
 
69%
Math

The state average for Math was 30% in 2013.

38 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
82%

2011

 
 
81%
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 Students21%
Female12%
Male28%
African Americann/a
Asian/Pacific Islandern/a
Hispanic18%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged6%
Not economically disadvantaged58%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English21%
Non-migrant21%

Math

All Students34%
Female18%
Male44%
African Americann/a
Asian/Pacific Islandern/a
Hispanic29%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged26%
Not economically disadvantaged50%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English34%
Non-migrant34%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

English Language Arts

All Students36%
Female50%
Male26%
African Americann/a
Asian/Pacific Islandern/a
Hispanic43%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population42%
English language learnersn/a
Proficient in English36%
Migrantn/a
Non-migrant36%

Math

All Students36%
Female28%
Male39%
African Americann/a
Asian/Pacific Islandern/a
Hispanic29%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged29%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population39%
English language learnersn/a
Proficient in English36%
Migrantn/a
Non-migrant36%

Science

All Students92%
Female93%
Male91%
African Americann/a
Asian/Pacific Islandern/a
Hispanic90%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population90%
English language learnersn/a
Proficient in English92%
Migrantn/a
Non-migrant92%
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 Students30%
Female54%
Male17%
African Americann/a
Asian/Pacific Islandern/a
Hispanic36%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged30%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English30%
Migrantn/a
Non-migrant30%

Math

All Students40%
Female42%
Male37%
African American33%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged39%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English40%
Migrantn/a
Non-migrant40%
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

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 2 59% 23%
Black 1 35% 19%
White 2 4% 48%
Asian or Asian/Pacific Islander 1 2% 9%
American Indian/Alaska Native 1 0% 1%
Two or more races 1 0% 1%
Source: NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 44%N/A49%
Male 56%N/A51%
Limited English proficient 0%N/A8%
Students eligible for free or reduced-price lunch program 279%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 6%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 24%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 243 responses

This school provides ... 1

A safe and respectful environmentWhat's this?

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

Close
 
This school
8.6
out of 10
 

Parents

This school

 
9.0
 

Teachers

This school

 
8.2
 
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
8.2
out of 10
 

Parents

This school

 
9.1
 

Teachers

This school

 
7.3
 
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
7.9
out of 10
 

Parents

This school

 
8.6
 

Teachers

This school

 
7.1
 
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
8.2
out of 10
 

Parents

This school

 
8.6
 

Teachers

This school

 
7.8
 

Based on surveys from:

 RespondentsResponse rate
Parents22096%
Teachers23100%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. GENIE DEPOLO
Fax number
  • (212) 533-2820

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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100 Attorney St
New York, NY 10002
Website: Click here
Phone: (212) 533-2743

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