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GreatSchools Rating

Ps 30 Westerleigh

Public | K-5 & ungraded | 149 students

 

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Last modified
Community Rating

4 stars

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

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16 reviews of this school


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Posted May 1, 2014

PS 30 is a great school! My daughter has had wonderful teachers and is doing great in all her classes. She has learned alot. If you have questions or concerns the teachers and staff are very accomodating. The principal and AP are great. All the activities and fundraising events are also fun to be involved with. Bottom line, Great School!
—Submitted by a parent


Posted April 30, 2014

A welcoming environment with a true sense of community. I would and do recommend this school as a wonderful place to send children.
—Submitted by a parent


Posted April 29, 2014

simply as our old school motto stated "A Great Place to Grow" and now we use the motto " Leaping to the Top' since we have chosen a jaguar as our school mascot. The school is a very welcoming place to learn and grow. We cherish each child as if they were our own. We have made great strides in making our school a warm environment and THE PLACE to learn. We have a very dedicated staff and parent population. We are a multi generational school with a lot of parent involvment. Our Parents have monthly fndraisers supporting the school in each and every step of the way. We do not receive frederal funding as most others do so we work hard together to get what the children and staff need. We are very supportive to each other and work very hard day and night to make PS 30 tgthe place we call home!
—Submitted by a teacher


Posted January 27, 2013

Time for Spina to go!!!!!!!!!!! no room for the 4 & 5 grade since Pre-k . the 4 and 5 grade need to be outside due to no room and staff in he building. Such a shame. Do the right thing Spina and leave our once great school!!!!
—Submitted by a parent


Posted November 7, 2012

This past yearsssss, PS30 isn't as good as it use to be. Is it due to change of principal?? And this year PS30 started Pre-K, throw the 4th and 5th grade outside the school yard in early cold morning till class start. Cold,windy,rain,snow or shine- it doesn't matter, poor kids be outside waiting due to school doesn't have enough space to put kids in before class start. So I don't understand why PS30 open for Pre-K since it doesn't have enough spacing for student to stay indoor!!!
—Submitted by a parent


Posted May 18, 2010

its a geeat school, and always helping the children who need it most!
—Submitted by a parent


Posted May 15, 2010

Great staff, students & P.T.A....strong academics & arts programs!!
—Submitted by a teacher


Posted May 14, 2010

The teachers are great. Especially the fine arts program... Music, performing arts and visual arts. Oh and the ballroom dancing teams and music memory teams continue to place when competing with other boroughs. Go P.S. 30!


Posted May 13, 2010

I went to P.S.30 as a child and now my son is going there. I loved the school then and I still love it now. Great kids, great teachers and great parents.
—Submitted by a parent


Posted May 4, 2010

PS 30 is a great school and wonderful learning environment with the best teachers!!
—Submitted by a parent


Posted May 4, 2010

PS 30 is a wonderful school. We have the best teachers, bet kids and best parents around.
—Submitted by a parent


Posted December 13, 2009

My son has been attending PS 30 for three months now, and I absolutely love the school. I keep constant communications with his teacher, and we work hand-in-hand to ensure that he is where he is supposed to be in his educational barometer. My sons loves his teachers and is optimistic about going to school every day. I am sure that things will continue to get better.
—Submitted by a parent


Posted April 23, 2009

PS 30 used to be a great school. Now classes are no longer tracked, school trips will be cut for 2009-2010, and there was almost a total ban on water bottles. Add to this the recent cut of 1 school nurse who will be serving more than 800 kids. Early pickup of your child for an appointment used to be a breeze, now you have to go back & forth between administrators. This school still has wonderful teachers and teacher aides, but there's too much that's gone downhill.
—Submitted by a parent


Posted October 14, 2008

Great school, sending my children to p.S.30 Was the best thing I could have done for them.
—Submitted by a parent


Posted March 17, 2008

When my son entered the first grade I was concerned with the new principal and recent changes implemented. PS 30 has a good mix teachers and the new principal keeps herself visible and available to parents (a big plus). The children go on a couple of field trips for rounding out desk work. Afterschool activities are very sparse however with the current PTA burning midnight oil in improving the school for all kids some activites with other schools are available. The staff seem to be dedicated, which is why I reccommend this school.
—Submitted by a parent


Posted January 24, 2008

When my daughter was entering the second grade I nervously made the transition from Catholic to Public school. It was the best decision I ever made. PS 30 has excellent teachers who never cease in their pursuit of academic excellence. They are all extremely dedicated professionals. The new principal is not of the same calibre as the former prinicpal, but the teachers have made up the difference. I would highly reccommend this school to anyone.
—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.

143 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
60%

2011

 
 
75%
Math

The state average for Math was 34% in 2013.

145 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
67%

2011

 
 
79%
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.

129 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
78%

2011

 
 
70%
Math

The state average for Math was 36% in 2013.

130 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
86%

2011

 
 
79%
Science

The state average for Science was 90% in 2013.

130 students were tested at this school in 2013.

2013

 
 
96%

2011

 
 
93%
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.

133 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
66%

2011

 
 
56%
Math

The state average for Math was 30% in 2013.

134 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
85%

2011

 
 
84%
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 Students43%
Female53%
Male34%
African Americann/a
Asian/Pacific Islandern/a
Hispanic26%
Multiracialn/a
Native Americann/a
White48%
Economically disadvantaged35%
Not economically disadvantaged48%
Students with disabilities16%
General population50%
English language learnersn/a
Proficient in Englishn/a
Non-migrant43%

Math

All Students41%
Female40%
Male42%
African Americann/a
Asian/Pacific Islandern/a
Hispanic32%
Multiracialn/a
Native Americann/a
White44%
Economically disadvantaged23%
Not economically disadvantaged51%
Students with disabilities12%
General population47%
English language learnersn/a
Proficient in Englishn/a
Non-migrant41%
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 Students33%
Female44%
Male22%
African Americann/a
Asian/Pacific Islandern/a
Hispanic21%
Multiracialn/a
Native Americann/a
White35%
Economically disadvantaged19%
Not economically disadvantaged42%
Students with disabilities14%
General population38%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant33%

Math

All Students41%
Female41%
Male40%
African Americann/a
Asian/Pacific Islandern/a
Hispanic20%
Multiracialn/a
Native Americann/a
White44%
Economically disadvantaged32%
Not economically disadvantaged48%
Students with disabilities33%
General population43%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant41%

Science

All Students96%
Female95%
Male97%
African Americann/a
Asian/Pacific Islandern/a
Hispanic95%
Multiracialn/a
Native Americann/a
White97%
Economically disadvantaged93%
Not economically disadvantaged99%
Students with disabilities83%
General population100%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant96%
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 Students43%
Female46%
Male41%
African Americann/a
Asian/Pacific Islandern/a
Hispanic19%
Multiracialn/a
Native Americann/a
White48%
Economically disadvantaged28%
Not economically disadvantaged53%
Students with disabilities19%
General population49%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant43%

Math

All Students38%
Female34%
Male41%
African Americann/a
Asian/Pacific Islandern/a
Hispanic22%
Multiracialn/a
Native Americann/a
White42%
Economically disadvantaged26%
Not economically disadvantaged47%
Students with disabilities7%
General population45%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant38%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

Algebra II/Trigonometry

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Chemistry

The state average for Chemistry was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
English

The state average for English was 77% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
French

The state average for French was 95% in 2011.

2011

 
 
n/a
Geometry

The state average for Geometry was 74% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Global History and Geography

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Algebra

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Italian

The state average for Italian was 98% in 2011.

2011

 
 
n/a
Living Environment

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Spanish

The state average for Spanish was 94% in 2011.

2011

 
 
n/a
U.S. History and Government

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % passing

About the tests


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

Source: New York State Education Department

Algebra II/Trigonometry

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

Chemistry

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

Earth Science

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

English

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

Geometry

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

Global History and Geography

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

Integrated Algebra

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

Living Environment

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

Physics

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

U.S. History and Government

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

About the tests


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

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

Source: New York State Education Department

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

About the tests


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

Source: New York City Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 68% 48%
Hispanic 19% 23%
Asian or Asian/Pacific Islander 7% 9%
Black 5% 19%
Two or more races 1% 1%
American Indian/Alaska Native 0% 1%
Source: NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 13%N/A8%
Students eligible for free or reduced-price lunch program 239%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 7%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 66%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 336 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
8.2
out of 10
 
City average
8.0
out of 10
 

Parents

This school

 
8.4
 

City average

 
8.4
 

Teachers

This school

 
8.1
 

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
6.8
out of 10
 
City average
8.1
out of 10
 

Parents

This school

 
8.3
 

City average

 
8.5
 

Teachers

This school

 
5.3
 

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
7.6
out of 10
 
City average
7.8
out of 10
 

Parents

This school

 
8.0
 

City average

 
8.1
 

Teachers

This school

 
7.1
 

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
7.8
out of 10
 
City average
8.2
out of 10
 

Parents

This school

 
8.1
 

City average

 
8.3
 

Teachers

This school

 
7.4
 

City average

 
8.1
 

Based on surveys from:

 RespondentsResponse rate
Parents29446%
Teachers4271%

12012-2013 New York City Department of Education School Survey

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School basics

School Leader's name
  • MS. DENISE N. SPINA

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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200 Wardwell Ave
Staten Island, NY 10314
Phone: (718) 442-0462

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