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GreatSchools Rating

Ps 239

Public | PK-5 & ungraded | 139 students

 

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Last modified
Community Rating

3 stars

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

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Parent involvement

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13 reviews of this school


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Posted August 1, 2013

My daughter was at P.S. 239 from Pre-k to 5th grade and we love the school, my son is doing the same, there's lots of great teachers at 239 like: Ms Kutch, Ms Healey, Ms Isgro, Ms Hamtom, and more of them are very nice and responsible. I'm really proud of the great job they been doing with my kids.
—Submitted by a parent


Posted November 16, 2011

teacher have not patience they suppose help the kids very disappointed i spoke to the teacher and she told me that my daughter was doing good when i check my daughters report card was like the opposite the she said
—Submitted by a parent


Posted March 27, 2010

cont'd... Instead of parents taking initiative and actively participating in their child's academic development, they wonder what 'else' the school and the teachers can do. The curriculum is set by the NYCDOE and followed strictly by the teachers. This is opart of the problem, not the teachers or their abilities. Why do more than 80 percent of the students here start Kindergarten UNABLE TO READ OR COUNT???
—Submitted by a parent


Posted March 17, 2010

I do not like this school at all.teachers are focused it seems more on themselves than their students.P.T.A meetings are nothing more than a gathering for neighborhood gossip.New teaching methods should be considered fast.There's a reason this school is rated a 2 out of 10.There is no room in this state nor budget in this time and economy for low rating schools.It is the Principals' sole duty to ensure every child has the proper learning material so that all students can learn affectively on their grade levels.
—Submitted by a parent


Posted December 21, 2009

To the parent who voiced lack of parent involvement. Yes there are some who lack participation because they either have to work and cannot take out time to go to pointless pta meetings that look like a roundabout. Same issues come up and nothing is done. How about lack of motivation from some of the teachers. For example one class may get take home worksheets to practice and learn. Another, nothing but an assignment to write on his or her own. How about at meetings the principle lacking to show some involvement or by stopping by the class and observe the teacher and read there work agenda for that week and prior weeks. I feel the classes should all get similar assignments and they don't. In the finale of it all some teachers are there to teach and some are there to make money and go home.
—Submitted by a parent


Posted December 3, 2009

this school is great i love what it has done to my children i will never forget this school it is the school.the teachers are nice the school is very clean the students learn discipline and respect i really recommend this school
—Submitted by a parent


Posted March 31, 2009

One of the problems with the school is the lack of parent involvement. On a good night, a small batch of parents can be found at the monthly parent teacher meetings. Too many parents want everything to be handed to them and don't want to be active participants in their child's learning. It is the not the school that id inferior to those in Europe, it is the parenting that is superior there. Too many kids at this school lack discipline at home and it carries over to the classroom. Wake up my fellow parents!
—Submitted by a parent


Posted February 4, 2009

This is my daughter's first year in P.S. 239, Even though the school is new, The teachers and principal are trying to do their best. I believe there should be more activities but thats for the BofE to work out. My daughter loves her teachers and enjoys going to school.
—Submitted by a parent


Posted November 23, 2008

I am happy with the education my child is getting in this school. I believe the teachers are caring and are very helpful. I do wish there were more gym activities. my son has no gym at all in the 4th grade and my other son only goes to gym once a week. I feel we need that.
—Submitted by a parent


Posted October 3, 2008

There is definately still tons of room for improvement. My daughter was just transfered to this school in Sept. of 08 entering 4th grade. Her previous school gave them spelling words, weekly test, harder math sheets, etc. Now in this school she has no words which isn't helping boarden her vocabulary skills and the math is not up to par where she was before. They need to push children harder so they can become excellent achievers and successful leaders for the furture!
—Submitted by a parent


Posted August 20, 2008

PS 239 was the school my son graduated from this year. It is a VERY inconsistent school, teachers change so much, even 2 times a year! Just opened 5yrs ago, it is a new school, this being the first graduating class. The curriculum is not followed properly, test preparation is non-existent, and 4th and 5th graders are still doing carpet reading, like in kindergarten ! My son came from Europe, and while he was supposed to be put in 1st grade (b-day 29th of Sept.), they decided he should SKIP, go straight to second, mostly due to his height and superior education received in Europe. Naturally, I was concerned, and was told that if he won't pass, he will simply repeat the grade! (Inadmissible!) He DID pass, but as his age increased, his grades decreased, he was constantly bullied, I do NOT recommend. (ran out of space
—Submitted by a parent


Posted April 3, 2008

This is a great school. Wonderful teachers and students.
—Submitted by a parent


Posted September 19, 2006

PS 239 is a great school, the teachers are wonderful and are always willing to help the children as well as to teach the parents how to teach their children. The Parent Coordinator of the school has a great personality and is always willing to help the parent as well as the child; she is a great asset to the school. This school has made me want to be involved 100% even though I'am working the staff is willing to help out. As for my child's progress she is improving with all the help she can get, also when the school senses a child may need extra help they will inform the parent asap so that everyone involved with the child can help.
—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.

124 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
43%

2011

 
 
39%
Math

The state average for Math was 34% in 2013.

129 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
57%

2011

 
 
46%
Scale: % proficient or advanced

About the tests


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

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

Source: New York State Education Department

English Language Arts

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

106 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
38%

2011

 
 
35%
Math

The state average for Math was 36% in 2013.

108 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
53%

2011

 
 
53%
Science

The state average for Science was 90% in 2013.

105 students were tested at this school in 2013.

2013

 
 
86%

2011

 
 
88%
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.

121 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
39%

2011

 
 
30%
Math

The state average for Math was 30% in 2013.

124 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
85%

2011

 
 
62%
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 Students23%
Female26%
Male19%
African Americann/a
Asian/Pacific Islandern/a
Hispanic20%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities12%
General population26%
English language learners3%
Proficient in English30%
Non-migrant23%

Math

All Students21%
Female19%
Male23%
African Americann/a
Asian/Pacific Islandern/a
Hispanic19%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities8%
General population25%
English language learners11%
Proficient in English25%
Non-migrant21%
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 Students11%
Female13%
Male6%
African Americann/a
Asian/Pacific Islander25%
Hispanic9%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities0%
General population12%
English language learners0%
Proficient in English14%
Migrantn/a
Non-migrant11%

Math

All Students20%
Female18%
Male23%
African Americann/a
Asian/Pacific Islander38%
Hispanic20%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities0%
General population23%
English language learners6%
Proficient in English26%
Migrantn/a
Non-migrant20%

Science

All Students86%
Female86%
Male87%
African Americann/a
Asian/Pacific Islander85%
Hispanic85%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities75%
General population89%
English language learners80%
Proficient in English89%
Migrantn/a
Non-migrant86%
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 Students17%
Female16%
Male17%
African Americann/a
Asian/Pacific Islander21%
Hispanic16%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged16%
Not economically disadvantagedn/a
Students with disabilities3%
General population22%
English language learners4%
Proficient in English21%
Migrantn/a
Non-migrant17%

Math

All Students14%
Female10%
Male16%
African Americann/a
Asian/Pacific Islander31%
Hispanic12%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged15%
Not economically disadvantagedn/a
Students with disabilities0%
General population19%
English language learners6%
Proficient in English16%
Migrantn/a
Non-migrant14%
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 "B" 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 2 76% 23%
Asian or Asian/Pacific Islander 2 11% 9%
White 2 9% 48%
Black 1 4% 19%
American Indian/Alaska Native 2 0% 1%
Two or more races 1 0% 1%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 31%N/A8%
Students eligible for free or reduced-price lunch program 90%N/A43%
Source: NYSED, 2011-2012

Teacher experience

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

Teacher education levels

  This school District averageState average
Master's degree and above 41%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 473 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
8.5
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.4
 

Teachers

This school

 
8.6
 

City average

 
8.0
 
Clear, useful communication about educational goalsWhat's this?

This score measures whether parents, students and teachers feel that the school provides information about the school's educational goals and offers appropriate feedback on each student's learning outcome.

Close
 
This school
8.3
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.5
 

Teachers

This school

 
8.3
 

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
7.8
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.9
 

City average

 
8.1
 

Teachers

This school

 
7.8
 

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
8.2
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.2
 

City average

 
8.3
 

Teachers

This school

 
8.3
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents41867%
Teachers5596%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. ROBIN CONNOLLY

Resources

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

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17-15 Weirfield St
Ridgewood, NY 11385
Phone: (718) 381-4009

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