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GreatSchools Rating

Future Leaders Institute Charter School

Charter | K-8 | 351 students

 

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Living in New York

Situated in an inner city neighborhood. The median home value is $535,100. The average monthly rent for a 2 bedroom apartment is $1,210.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted April 24, 2014

Unlike public schools the staff are paid more and so they come for the check and could careless about your kids or they're belongings when traveling with staff. The school is understaffed. Everything offered is selectively provided I was told there's no space in Saturday academy in late September despite several automated calls saying all students are welcome to attend. Most staff members are very young and moody or sensitive. They're not capable of teaching professionalism to a child. Good schools have quiet halls organized movement of children group bathroom breaks working fountains everywhere text books and holding teachers accountable as much as students if children wear jeans they get detention but teachers wear spandex jeans sweat suits Jordan's and it's ok I feel sorry the kids rummaging through the lost and found everyday and there's entirely too many parents floating through out the school at three o'clock there's things that could help the school kids and parents the school doesn't communicate enough with the parents and if a parent try's to communicate with staff the school gets annoyed. Anywhere where a parent waits for pick up there's no seats except 2 in the office.
—Submitted by a parent


Posted April 23, 2014

My son has been at FLI for two years and is in 4th grade. There have been great changes taking place, especially with the addition of the tutoring program. My son is able to get extra help after school and on saturdays. His teacher is always open to meeting with me and the weekly reports that get sent home are helpful in knowing what is happening in my sons classroom. I am happy with FLI!
—Submitted by a parent


Posted January 8, 2014

We have been a member of the FLI family for almost 5 years and am extremely happy with the positive changes over the years. Not only has my child had great, caring, qualified teachers, but she has grown emotionally/socially because ALL levels of staff work on building a well rounded student...not just a good test taker. One of my favorite improvements has been accountability! There seems to be more structure for staff, teachers, students and parents and everyone knows what is expected. After all these years, I am still shocked at the lack of parent involvement. How can any parent not find some time to be included in the educational growth and success of their child??!!?? I've found that the biggest parent complainers have the worst student success...but then instead of taking responsibility for their shortcomings, they blame it on the school. I have NEVER had a problem scheduling meetings with anyone at FLI to discuss positive and negative circumstances. I've also found follow up on issues to be timely and appropriate. I really hope the parent that posted below was able to have her issues resolved in order to enjoy FLI as the great school it is!
—Submitted by a parent


Posted January 7, 2014

I've had my kids in this school for three years and I have seen positive changes every year. The teachers have been responsive to me and I find the head of lower school and the principal to be people you can talk to to fix any concerns. As a parent who cares about FLI it makes me upset to read bad things about this school that are just not the case. If you have problems at the school you need to talk to the administration and they will help you. That has always been the way I have expereinced this school.
—Submitted by a parent


Posted January 6, 2014

This school is terrible the principal is very mean and not social at all. Most people think the office manager is the principal.She doesn't correct anyone.So everyone thinks shes the pricipal.Some kids get to eat late breakfats but its based on favortism of the student who have attended longer.But new student the secretary will demand they sit away from her desk isolating them from the regulars.
—Submitted by a parent


Posted August 1, 2013

They are very supportive and are helpful when trying to engage the students to learn activities. They are well rounded and overall have a winning staff. I would recommend this school because of their hard work and dedication for the students learning pattern. They have a rigorous curriculum that always allows the students to really get into the learning experience.
—Submitted by a parent


Posted July 6, 2013

Future leaders is an ok school. The teachers are motivated and well rounded. As far as the children behavior begins at home. We can't expect for the teachers to do all the work! Parents must assist and do their part!
—Submitted by a parent


Posted June 22, 2012

FLI has greatly improved this past year. Politics still exist but administration is really working hard to get it back to where it was when Gianna and Mark ran it. The biggest plus is that the classes are small - less than 20 kids in most of them. This means that your child will get a lot of attention. Most of the teachers are very young but they are also enthusiastic and not burned out from teaching yet. I have been with FLI over 6+ years and have been through 4 administrations! I finally feel comfortable again recommending FLI to any students that may be struggling. If your child is gifted then pass because there are no advanced courses and no Regents classes offered. The enrichment program is outstanding still. Lots of programs to choose from and does a real job keeping kids engaged. FLI has also stepped up the tutoring for all students.
—Submitted by a parent


Posted March 3, 2012

Despite what I've heard-I decided to accept the lottery results and enroll my daughter into FLI. I can not count the amount of times my daughter has had issues with teachers and some bullies. The school's curriculum is well and my daughter has certainly grown academically but the mandatory Enrichment program is horribly staffed and disorganized. The disciplinary actions they take at the school with disrespectful children is next to none. My overall experience with FLI in just 8 months is horrible and makes me say that the school has FAILED my child! This is her first and last year at FLI!
—Submitted by a parent


Posted August 26, 2011

The teachers are great and qualified however the environment is terrible students are very disrespectful and not willing to learn or to follow the rules. I regret sending my children to this school as they learned bad manners and language .....school should not select such students into the school
—Submitted by a parent


Posted May 1, 2011

I think that the recent changes in staffing comes at a vulnerable time. This has been a difficult year for the FLI family, and we are committed to move forward for the sake of our students. I believe that returning parents will be pleasantly surprised in the fall because the summer will be spent making changes in structure, staffing, curriculum and discipline policy. The new parents will be pleased and will wonder what all the fuss was about.
—Submitted by a teacher


Posted April 29, 2011

FlI is a school that you should not send your child. The children are very disrespectul to the teachers and the turnover rate of teachers and staff is bad. There is no discipline witht he children. Many behavorial issues. If you are thinking of having your child atttend Middle School please do not sent your child at FLI. This school progress reported scored a D.
—Submitted by a parent


Posted April 22, 2011

As I read previous reviews on FLI seems as if nothing has changed; my child is currently in kindergarten and he will not attend this school for first grade. There is definitely a lack of discipline in the majority of the children. This is not an atmosphere I want my child to spend 35 hours a week in.
—Submitted by a parent


Posted November 25, 2010

I think this school has taken a drastic dive in its student behavior.My child has gotten into numerous altercations with the antagonistic , foul mouthed children in this school. If you are an academically conscious parent then this is not the environment to put your child in , run far away from this school as you can..
—Submitted by a parent


Posted May 25, 2010

FLI is a wondful learning opportunity. My child is completing the 6th grade and second year. Though I will agree that there are behavoral issues, I don;t imagine there is a school without them. Without passing judgement on anyone's home life we would be better served to find creative ways to partner with the school and assist. Parents can come and sit in classes, observe Enrichment and other things. The pressence of addtional adults in the room would likely discourage at least some negative behaviors. . The monthly Breakfast w/the Head of school, Family dinner night, Math night and other activities are wonderful out of the box events for the entire family.
—Submitted by a parent


Posted January 12, 2010

Great teachers, staff and curriculum! But I agree the parent who posted on Dec 21st, 2009. I thought that charter school would be a great learning opportunity. But many kids come from the troubled homes and their mouths are really bad. No respect. I'll transfer my kid to the better school next year. My kid needs a better learning environment. I wouldn't recommend...
—Submitted by a parent


Posted December 21, 2009

This is my daughter's first year in the school. The school is great with the homework and enrichment programs. The security is the best. The problem with the school is the student's. Their mouths are terrrible. The have no respect for each other. I know that teaching comes from home but the school have to put a stop to the behavior that is going on.
—Submitted by a parent


Posted April 1, 2009

Very good school, great curriculum, I love what they are doing with the 1st grade science program, excllent - it got me really involved with my grandson HW assignments. Math program is very good. Hats off to security, they are doing a wonderful job keeping our childrens safe.
—Submitted by a parent


Posted December 18, 2008

Good school! Great curriculum and great Scienes Program and afterschool activities. Math program they are using is good too. Would recommend to other parents.
—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

 
 
17%

2012

 
 
43%

2011

 
 
24%
Math

The state average for Math was 34% in 2013.

42 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
50%

2011

 
 
32%
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.

49 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
32%

2011

 
 
44%
Math

The state average for Math was 36% in 2013.

49 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
49%

2011

 
 
50%
Science

The state average for Science was 90% in 2013.

48 students were tested at this school in 2013.

2013

 
 
94%

2011

 
 
78%
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.

44 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
31%

2011

 
 
29%
Math

The state average for Math was 30% in 2013.

44 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
46%

2011

 
 
38%
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

 
 
7%

2012

 
 
39%

2011

 
 
32%
Math

The state average for Math was 30% in 2013.

41 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
69%

2011

 
 
20%
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.

44 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
34%

2011

 
 
44%
Math

The state average for Math was 27% in 2013.

44 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
43%

2011

 
 
25%
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.

34 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
29%

2011

 
 
48%
Math

The state average for Math was 27% in 2013.

34 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
44%

2011

 
 
27%
Science

The state average for Science was 69% in 2013.

34 students were tested at this school in 2013.

2013

 
 
59%

2011

 
 
44%
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 Students17%
Female23%
Male10%
African American15%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population16%
English language learnersn/a
Proficient in Englishn/a
Non-migrant17%

Math

All Students40%
Female36%
Male45%
African American36%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged37%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population46%
English language learnersn/a
Proficient in Englishn/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

English Language Arts

All Students22%
Female26%
Male20%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilities10%
General population26%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant22%

Math

All Students20%
Female17%
Male23%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilities0%
General population26%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant20%

Science

All Students94%
Female90%
Male96%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantagedn/a
Students with disabilities90%
General population95%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant94%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

English Language Arts

All Students18%
Female26%
Male12%
African American18%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged19%
Not economically disadvantaged17%
Students with disabilitiesn/a
General population22%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant18%

Math

All Students7%
Female5%
Male8%
African American8%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantaged0%
Students with disabilitiesn/a
General population8%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant7%
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 Students7%
Female7%
Male7%
African American8%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population9%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant7%

Math

All Students27%
Female23%
Male36%
African American28%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged26%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population32%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant27%
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 Students20%
Female20%
Male21%
African American16%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged23%
Not economically disadvantaged14%
Students with disabilitiesn/a
General population24%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant20%

Math

All Students9%
Female4%
Male16%
African American8%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged10%
Not economically disadvantaged7%
Students with disabilitiesn/a
General population11%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant9%
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 Students15%
Female11%
Male19%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged15%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population17%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant15%

Math

All Students3%
Female0%
Male6%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged4%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population3%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant3%

Science

All Students59%
Female73%
Male44%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged63%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population65%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant59%
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
Black 2 86% 19%
Hispanic 2 11% 23%
American Indian/Alaska Native 2 1% 1%
Asian or Asian/Pacific Islander 2 1% 9%
Two or more races 1 1% 1%
White 1 1% 48%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 23%N/A8%
Students eligible for free or reduced-price lunch program 258%N/A43%
Female 151%N/A49%
Male 149%N/A51%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 56%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 0%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 310 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.

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This school
7.6
out of 10
 

Parents

This school

 
8.1
 

Students

This school

 
6.8
 

Teachers

This school

 
7.8
 
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.

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This school
8.0
out of 10
 

Parents

This school

 
8.5
 

Students

This school

 
8.0
 

Teachers

This school

 
7.5
 
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.

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This school
7.5
out of 10
 

Parents

This school

 
8.1
 

Students

This school

 
7.2
 

Teachers

This school

 
7.2
 
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
8.1
out of 10
 

Parents

This school

 
8.4
 

Students

This school

 
8.2
 

Teachers

This school

 
7.6
 

Based on surveys from:

 RespondentsResponse rate
Parents16051%
Students11999%
Teachers31100%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MR. ISMAEL COLON
Fax number
  • (212) 666-2749

Resources

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

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134 W 122nd St
New York, NY 10027
Website: Click here
Phone: (212) 678-2868

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