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GreatSchools Rating

Jhs 226 Virgil I Grisson

Public | 6-8 & ungraded | 1329 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 7 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

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Parent involvement

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40 reviews of this school


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Posted July 1, 2014

This School is doing better and better,has great teachers and an excellent Prinicipal Ms White,also the assistant principals they work very hard
—Submitted by a parent


Posted June 29, 2014

This school is the best my son graduate with honors also with National society junior , he did very good never had a problem , thanks to mIss white to make this school a better place for kids , assistant principal miss sherley miss adams my randol, all the teacher from 6 grade to 8 grades in the Arp clases I will miss you all I miss a part of my sould since my son graduate I feel the school like my second home that the way I feel like I went there to study instead of my son , no jokes I really wlll miss you guys the awards and all your good compliments towards parents and the kids I feel like I am moving to another state when son graduate I feel for all of you I love you guys will always be in my heart a proud mother of ms226 2014 my son graduate with Honors I will recommend this school to all parents who want a better place future for the kid MSS 226 has demonstrated the best os caring for the kids with afterschool program and good teachers
—Submitted by a parent


Posted September 12, 2013

STUDENT: I LOVED this school!!! I'm currently and sophomore in high school and still can't stop talking about all the good times I had here. I had so much fun and had really good ARP teachers (Advanced Regents Placement). I had mrWood,mrMoses mrSugrim,mrAngelo and more but those were my favorite especially mrWood. He cared so much about everyone and really wanted us to learn. He didn't even give up on the kids who didn't care themselves and he made everyone in my class pass the math test with a 4 and only two people in my class got a 3 no one got lower. My friends and I had so much fun joking around and I enjoyed it. But i wasn't always this happy. My 6th grade year was really bad. But it wasn't just me, eveyone said their 6th grade year was bad. I believe it cause 6th graders tried to act cool and didn't know anything until they got to 7th grade. Sixth grade won't be fun (except for the massive amount of trips! I went on 16 in just 6th grade!) but don't transfer out cause of that. TRUST me by 7th grade you'll love it. I highly recommend this school. Had lots of fun and learned a lot


Posted April 1, 2013

A blue ribbon school is born from the hard work of the village, including the neighboring community of the school. When there is no community, as it does take the village, climbing the mountain to success is near impossible. For whatever reason, most middle school parents do not comprehend that their presence in the school and their strong involvement is a necessary component in reaching the acme of success for their child and for the school. This will NEVER come to be when there are four or five parents at a PTA meeting or when their is an emergency meeting about another school colocating in our building and less than 40 parents of more than 1300 are present. Parents take back your school and make it a real community school where lifelong learners are molded. I am in my 47th year of teaching, 22 at MS 226Q and I have established relationships with students and parents far beyond the school house doors. My students are now attorneys, Doctors, teachers who work with me now and I also have a former student who is now a pilot. We can do this parents. Francine Davis
—Submitted by a teacher


Posted February 8, 2013

MS 226 is not a great school at all. They have kids drinking and smoking in the school and nothing is being done. I am the parent of a 6th grader also and he is very well raised!!!!!! The teachers give up on students and don't want to teach them. My son gets homework like twice a week and is being taught things that a 4th grader will be learning. Sometimes it will be 8:30 am and crowds of kids are hanging out in front of the school. The schools hides the bad things that happens so that the board of Ed won't find out. Parents that raise there kids right and with respect should have there kids attend a school that is SAFE!!!!! Some people think this school is good that is funny because this school has a failing grade and is not safe!!!! So please stop the nonsense in trying to back this school up.
—Submitted by a parent


Posted February 4, 2013

I am a parent of a child in elementary school, middle school and high school. I am also a teacher in Brooklyn. It is extremely difficult holding down a full time job and being a single parent. My child is a 6th grade students and is doing very well in MS226. Her teacher is extremely helpful, personable and is always their in supporting me with my child's education. I find today that most parents do not take responsibility for their childs education. It is not totally the schools responsibility. Parents need to support the teacher. Parents are the first teachers, and without the proper guidance and support from HOME it will be very difficult for any child to succeed. So parents start taking responsibilty for your child and support the teachers who are their caring for your precious little ones for 7 hours a day. Remember you have 1 to 5 children, the teachers have 30!
—Submitted by a parent


Posted February 1, 2013

During the week of Monday January 21, 2013 to Friday January 25, 2013, various students who graduated from MS. 226 last year returned to tell our stories of our high school experience and how it was like to attend school at MS. 226 last year. We visited both seventh and eight grade classes & discussed with them our experiences in high school so far. All of us had been students in the Advanced Regents Placement classes (ARP)at MS 226. We shared why it was so great to be in an advanced eighth grade class because you get to the take your regents examination early and earn credits even before entering high school. We are all currently enrolled in awsome high schools. The students were receptive to our advice and liked having us there as guides as we were just in their shoes a year ago and could relate to how school is for them now! We also explained how great of a leap Ms. White has granted to us, and how they should work hard in ALL classes. All of us were glad to be back in our old school once more and were ecstatic that we were able to answer questions about our high school experience so far . We love MS 226 and visit often to assist in the school's library.


Posted January 31, 2013

I am a teacher at MS226 for the past 10 years. MS226 is up to date with the new educational policies. MS226 is up to date with preparing our curriculum to align with the new common core standards. The majority of the teachers here at 226 work extremely hard in their classrooms and have a great raport with students. Sincerely, a dedicated teacher of 226, Ms. Pisano
—Submitted by a teacher


Posted January 17, 2013

I am a mother of an 11 yr old. My daughter complain to me all the time about this school,this is her first year there and she already wants to transfer. I asked her why, she said she doesn't like the teachers and the students there are annoying.She has Mrs White as her 6 grade teacher and my child say she says things to student that a teacher shouldn't say. ever other day she talk about transferring. So I am looking into it now.I know this school is a failing school a "D" grade it shouldn't be a problem of transferring her. I did some research on no child left behind.
—Submitted by a parent


Posted December 7, 2012

This school still needs a lot of work. The staff sometimes discipline the good kids for minor infractions (like not wearing their uniforms) to scare off or set an example to the bad kids to show that the school is enforcing a no tolerance policy, while the real bad kids are making a mockery of the entire school with violent bullying and uncontrollable mayhem. The Principal and some staff members have great intention for the school, but lacks total support from the entire school to bring about drastic and immediate changes or improvements.
—Submitted by a parent


Posted July 27, 2012

I am 40 years old now and I believe it was Mr. Baxter that was either the Principle or Assist. Principle. He was caring and down to earth. Always concerned for everyone. Unfortunately I had horrible memories of the kids in that school. Many bullies. Female ones that picked on random people. I hope this is changed. I remember one girl that really traumatized most of the girls in that school. She was oversized I guess from getting left back all of the time. She was known as COCO. Horrible person that she was. I hope she changed. Anyway, good to see some changes there! Good Luck with ALL.


Posted July 3, 2011

My daughter graduated with a 97% average and will start High School in September. This school have made a great comeback thanks to the new Principal Mrs White. The wonderful teachers played an important role in my child accomplishments, we love MS 226. My daughter had a wonderful time at 226. She will always fondly remember 226 and she will miss the school very much.
—Submitted by a parent


Posted June 29, 2011

I graduated from MS226 in 2009, the school is the ideal school for all communities. Though the school was New York State's most dangerous school two years running, it's a home for all the kids that go there. Most of my friend and I that attended that school came from broken families and struggling communities, but this school provided hope for us. In high school, I find myself and my fellow 226 alumni far more intelligent and mature than other minors. The school is dangerous, but it teaches your kids how to handle themselves in the real world. Providing exposure to explicit realities, 226 will mold your child into a more mature adolescent. The that I had teachers here *Atangi, Miller, Foster, Davis, Turner, and the late Imafidon* were just examples of the great mentors this school provides. They gave you hope and motivation to yearn to be prosperous, unlike others whom fail you for missing homework although your test scores are excellent. This school worked with kids and their at home problems; teachers showed compassion and loyalty to their students. Maybe this school is dangerous, but your child will learn more here than anywhere else in their life.


Posted June 27, 2010

I went to school here about 16 years ago and now I am trying to move so that my daughter does not go to this school. My time at this school was the hardest time of my education. There were gangs at the school and I was almost jumped on more than one occassion. I cannot speak to the education because everyday was an obstacle and I lost focus. I started cutting school (which was not difficult) and thank God I was able to get myself back on the right track. Although it's true if you want an education and follow the right crowd, you will do well but it is extremely difficult to do so if you are worried about your general safety. I don't know what the current situation is now but I don't want my daughter there.
—Submitted by a parent


Posted December 15, 2009

i am now a senior in JHS 226 and will be going on to high school next year. My experience in 226 has been great! Yes, some kids do act up in school more than they should, but there are teacher and deans who take care of that matter. Since I was in ARP for all three years, Iwas able to be taught by many amazing teacher and i maintained a high 90 above average. This place is like my second home and everyone - even the kids- make me fel welcome. Words of advice, pay attention in class and if your having trouble, there are several after school programs offerd here. Plus if your into sports, music, dance or drama, there are programs for that too..my teacher even taught dance.
—Submitted by a student


Posted December 6, 2009

Hi. i am a senior at 226,and i must say that this school is the best.
—Submitted by a student


Posted September 11, 2009

this is an amazing school
—Submitted by a student


Posted July 12, 2009

M.s.226 is not such a bad school if you go and do what you gotta do not paying attention to some students you will get good grades i graduated from 226 and know i am heading out for high school. The teachers there make sure what you do what you have to do and the deans keep the place in check the assistant priciples talk about collage and theres many programs that help students
—Submitted by a student


Posted July 1, 2009

My daughter went to MS226 for 2 years. I became worried in January, because her behavior had changed. She has always been in the 'A' class, and in the Arp classes in 226. She is one of those students that always need a little push, and my husband and I always check her homework. She stopped handing in work,and several teachers contacted me at home.I felt this year she had an excellent bank of teachers, because they watched and steered her back. She was inducted into The National Junior Honor Society, and she went from failing two classes, to getting 5 90's, and the lowest grade was an 85. It is not, I repeat, not the school, it is the students going to the school, that gives the school its rating. Hats off to the ARP teachers for 7th grade in MS226!
—Submitted by a parent


Posted May 15, 2009

This school is not as bad as what many are saying it to be. My son will be graduating soon from this school and has maintained an over 90 average throughout his years at this middle school. Parents as a whole has a very important part to share in a child academic and general well-being, and if a child properly trained it would reflect in the child's general attitude to thier surroundings, peers, teachers and those in authority. Parents - step up! do your part admist of the busy lifestyle of nyc and your efforts would not be in vain. Proud mom!
—Submitted by a parent


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

About these ratings

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

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

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

424 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
39%

2011

 
 
37%
Math

The state average for Math was 30% in 2013.

432 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
45%

2011

 
 
52%
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.

394 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
30%

2011

 
 
25%
Math

The state average for Math was 27% in 2013.

398 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
45%

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

The state average for English Language Arts was 33% in 2013.

464 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
34%

2011

 
 
22%
Math

The state average for Math was 27% in 2013.

469 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
46%

2011

 
 
38%
Science

The state average for Science was 69% in 2013.

430 students were tested at this school in 2013.

2013

 
 
36%

2011

 
 
36%
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 Students13%
Female12%
Male13%
African American12%
Asian/Pacific Islander17%
Hispanic10%
Multiracialn/a
Native American4%
White9%
Economically disadvantaged10%
Not economically disadvantaged20%
Students with disabilities1%
General population15%
English language learnersn/a
Proficient in English13%
Migrantn/a
Non-migrant13%

Math

All Students14%
Female13%
Male16%
African American11%
Asian/Pacific Islander21%
Hispanic14%
Multiracialn/a
Native American9%
White9%
Economically disadvantaged14%
Not economically disadvantaged14%
Students with disabilities2%
General population17%
English language learners0%
Proficient in English15%
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

English Language Arts

All Students13%
Female16%
Male10%
African American11%
Asian/Pacific Islander20%
Hispanic12%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged14%
Not economically disadvantaged10%
Students with disabilities2%
General population16%
English language learners0%
Proficient in English14%
Migrantn/a
Non-migrant13%

Math

All Students11%
Female10%
Male10%
African American6%
Asian/Pacific Islander15%
Hispanic11%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged9%
Not economically disadvantaged11%
Students with disabilities2%
General population12%
English language learners0%
Proficient in English11%
Migrantn/a
Non-migrant11%
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%
Female22%
Male13%
African American12%
Asian/Pacific Islander19%
Hispanic19%
Multiracialn/a
Native American26%
Whiten/a
Economically disadvantaged18%
Not economically disadvantaged14%
Students with disabilities0%
General population19%
English language learners5%
Proficient in English17%
Migrantn/a
Non-migrant17%

Math

All Students16%
Female19%
Male12%
African American8%
Asian/Pacific Islander26%
Hispanic15%
Multiracialn/a
Native American17%
Whiten/a
Economically disadvantaged15%
Not economically disadvantaged17%
Students with disabilities2%
General population17%
English language learners8%
Proficient in English16%
Migrantn/a
Non-migrant16%

Science

All Students36%
Female33%
Male40%
African American27%
Asian/Pacific Islander51%
Hispanic31%
Multiracialn/a
Native American43%
Whiten/a
Economically disadvantaged38%
Not economically disadvantaged33%
Students with disabilities11%
General population40%
English language learners23%
Proficient in English37%
Migrantn/a
Non-migrant36%
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

In 2009-2010, this school was given a grade of "C" for the middle 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
Black 1 41% 19%
Asian or Asian/Pacific Islander 1 31% 9%
Hispanic 2 22% 23%
American Indian/Alaska Native 2 6% 1%
White 2 1% 48%
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 16%N/A8%
Students eligible for free or reduced-price lunch program 278%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 2%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 53%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 1856 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
6.4
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
7.4
 

City average

 
8.4
 

Students

This school

 
5.7
 

City average

 
7.2
 

Teachers

This school

 
6.2
 

City average

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

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

Close
 
This school
7.0
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
7.7
 

City average

 
8.5
 

Students

This school

 
7.4
 

City average

 
7.8
 

Teachers

This school

 
6.0
 

City average

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

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

Close
 
This school
6.8
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
7.3
 

City average

 
8.1
 

Students

This school

 
7.0
 

City average

 
7.2
 

Teachers

This school

 
6.1
 

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
7.5
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
7.7
 

City average

 
8.3
 

Students

This school

 
8.1
 

City average

 
8.1
 

Teachers

This school

 
6.7
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents65955%
Students112986%
Teachers6883%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MR. RUSHELL WHITE

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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121-10 Rockaway Blvd
South Ozone Park, NY 11420
Phone: (718) 843-2260

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