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GreatSchools Rating

Cross Hill Academy

Public | PK-8 | 675 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

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Parent involvement

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9 reviews of this school


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Posted Monday, August 18, 2014

The school administration is excellent, very involved and attentive. The PTA is also very involved and great advocates for the students. Almost all of the teachers my children have had are great as well (going into 3rd grade and Kindergarten). The older (irrelevant) reviews are based on a school and leadership that is no longer involved. Exceptional teachers - Ms. Crespo, Ms. Sajdak and I'm sure many others!
—Submitted by a parent


Posted August 7, 2014

Cross Hill Academy has grown in leaps and bounds. I have seen how under new leadership CHA withstand the filtering process which helped cultivate and produce what is CHA today. I love the staff and the environment of CHA. I can send my children to school with an assurance that they will receive all the tools needed to be a great student. My children has been attending CHA since 2010 and I heave seen how the teachers come together to create a learning environment that is well balanced for all students. Not only is Cross Hill Academy a wonderful place to send your child but CHA has also created a place that is loving, inviting and safe.
—Submitted by a parent


Posted July 9, 2014

Cross Hill Academy,a new school 4 years ago,has certainly proven to be a wonderful & encouraging school.It has outstanding & quality teachers.Typically, in schools you may have 1 or 2 teachers that set themselves apart from their peers,however at Cross Hill Academy; there are so many great teachers.These teachers truly care & are passionate about academics. They do the right thing for their students.The administrators are strong leaders with great vision for the school.It s a compassionate & diversified school.I m impressed with how dignified the school handles challenges & the progress it s made.This school has come a long way and we need to embrace the positive that this school offers- why not talk about the good, it's part of our city? As a parent, I m proud that my children attend this school & more importantly, I know they are happy & excited about learning. It s very difficult to put into words but if I had to sum it up in one sentence, I was hesitant 4 years ago about the uncertainty of putting my child at Cross Hill Academy mainly because it was a new turn around school; I took a chance, & today I wouldn t think of any other school that I would want them to be at.
—Submitted by a parent


Posted May 30, 2014

Hi, My son attended Cross Hill Academy in 2012 for only half a year because we moved from FL. My son was already behind from past schools BUT i most say that Ms. Sherman did what ever was in her power and always communicated to me what she was doing and what should do... Her effort in my son made the difference from 20's and 30's my son manage to bring his grades up to 80's and 90's!! he successfully passed to the next level 4th grade. MY mistake was changing him from school!!! there was an opening at the Charter School of Educational Excellence so I thought even better! boy was i wrong .. they only go by the book... no individual interest , they keep moving forward and they all about protocols... sad to say my son was held back to 4th grade... I'm transferring him again to Cross Hill Academy! where i know my son will get the education he needs!
—Submitted by a parent


Posted November 26, 2012

This school has changed since 2010 when the old Emerson School was closed and the new school started as Cross Hill Academy. It started with Kindergarten, First, Second and Seventh and Eight Grades only. None of the reviews here are accurate anymore since they represent Emerson and not Cross Hill. The school has a whole new set of administrators, teachers and staff - so it is a different school in all aspects. My daughter has been going to this school from KG in 2010 and she is now in the second grade. Her teachers were awesome - plenty of attention & enough homework to prepare them for the tougher grades ahead. Her current second grade teacher won the Teacher of the Year for the entire Yonkers School District. The Principal is well spoken, qualified and has a great personality - he certainly commands respect of the parents and his staff. From my perspective, the little things matter too - the school events like plays & parades were well arranged and coordinated by the teachers and staff and very importantly - started right on time - all of it shows that there is tremendous co-operation among the entire staff. I thank you for creating this great learning environment in Yonkers.
—Submitted by a parent


Posted June 13, 2012

hey i was a former student attending emerson a.k.a cross hill and i agree with the 13% of the angry people here by saying this school and yonker shool disrect has a terrible ....there was fight every week ,lunch detention everyday ...please dont send your hildren there unless you want they to come home to you crying and bloody faces


Posted March 4, 2005

everyone who is reading this please take my words seriously, emerson is a wonderful school. It has many academical programs and afterschool curricular activities_ parents may feel very secured when their child is in this school. As long as the child knows his/her limits they will have a wonderful time. The teachers are experts in teaching and they repeat work as often as necessary. The staff don't rush your childeren, they give them time but not the students sweet time. There are rules due to dresscode, behaviour etc... but you must realize its only for their good. The parents get involved a lot. We let them know every step of their childs' success. After school activities are numerous and transportation is available. They also provide teacher help after school to move your child further. In emerson we have 2 - 3 honor classes in each grade, where the students learn more!
—Submitted by a student


Posted March 4, 2005

Dear all readers emerson is a very good school. The teachers are involved in their students work and they are there for every step of your childs success_ you might've heard many rumors as in the fights but you should know it takes two hands to make a noise, so unless your child is involved in a fight or has misbehaved he/she will not get any consequences. The rule applies for everyone principles son or the janitors daughter. DOES NOT MATTER. But anyways it has many extra curriculas avtivities and the parents always recieve up to date reviews of your childs success. They have after school help so your child can stay up to date with us. they don't just provide work they also have dances and proms and bakesale and etc... you'll only know when your child is in here. He/she works hard, sure to be scholars. Choose emerson! Thanks
—Submitted by a parent


Posted June 23, 2003

Parents please don't believe what you read about Emerson Middle School. This is the first year my daughter has attended, and will be the last. I could not believe what I saw with my own two eyes when I visited the school in May 2003. Children walking through the halls during class time, not one class I passed by on the second floor were in their chairs or doing any work, and substitute teachers sitting in corners reading the newspaper. I decided to visit the school to try and resolve an issue with my daughter who was suspended because she was trying to defend herself from a boy in her class. She was told that if she had gone to a teacher, things would've been different. How could she alert a teacher when out of her 7 teachers, 5 are substitutes (we all remember what we did when a substitute teacher lead the class... Nothing!) Obviously while the little boy was bothering her in the classroom, the teacher thought nothing of it. To make my point quickly, the school is too overcrowded, teachers are overwhelmed and have no control over the kids, and they have cut funding so badly - there are no extracurricular activities for the children. Someone should take the time and update Emerson's website so that parents logging on who would like to enroll their children will know the truth. My daughter's grades have never been so low in all her years of school (mind you, she started off the school year on the honor roll... so much for that). So, in closing, if you're serious about your child's education, this is not the school your child should attend.


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.

53 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
38%

2011

 
 
n/a
Math

The state average for Math was 34% in 2013.

53 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
46%

2011

 
 
n/a
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.

50 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
n/a

2011

 
 
n/a
Math

The state average for Math was 36% in 2013.

49 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
n/a

2011

 
 
n/a
Science

The state average for Science was 90% in 2013.

47 students were tested at this school in 2013.

2013

 
 
76%

2011

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Math

The state average for Math was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Math

The state average for Math was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
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.

125 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
11%

2011

 
 
14%
Math

The state average for Math was 27% in 2013.

122 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
16%

2011

 
 
16%
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.

163 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
14%

2011

 
 
7%
Math

The state average for Math was 27% in 2013.

164 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
9%

2011

 
 
7%
Science

The state average for Science was 69% in 2013.

34 students were tested at this school in 2013.

2013

 
 
3%

2011

 
 
23%
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 Students9%
Female12%
Male7%
African Americann/a
Asian/Pacific Islandern/a
Hispanic10%
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
Non-migrant9%

Math

All Students13%
Female8%
Male19%
African Americann/a
Asian/Pacific Islandern/a
Hispanic16%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged14%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General population14%
English language learnersn/a
Proficient in Englishn/a
Non-migrant13%
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 Students8%
Female10%
Male7%
African Americann/a
Asian/Pacific Islandern/a
Hispanic12%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged10%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant8%

Math

All Students2%
Female5%
Male0%
African Americann/a
Asian/Pacific Islandern/a
Hispanic0%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged2%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant2%

Science

All Students76%
Female74%
Male79%
African Americann/a
Asian/Pacific Islandern/a
Hispanic73%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant76%
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 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

Math

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: % 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 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

Math

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: % 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 Students2%
Female5%
Male0%
African American3%
Asian/Pacific Islandern/a
Hispanic2%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged1%
Not economically disadvantaged18%
Students with disabilities0%
General population3%
English language learners0%
Proficient in English3%
Migrantn/a
Non-migrant2%

Math

All Students2%
Female4%
Male0%
African American0%
Asian/Pacific Islandern/a
Hispanic3%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged2%
Not economically disadvantaged0%
Students with disabilities0%
General population2%
English language learners0%
Proficient in English2%
Migrantn/a
Non-migrant2%
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 Students2%
Female0%
Male3%
African American4%
Asian/Pacific Islandern/a
Hispanic0%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged1%
Not economically disadvantaged17%
Students with disabilities2%
General population2%
English language learners0%
Proficient in English2%
Migrantn/a
Non-migrant2%

Math

All Students1%
Female0%
Male1%
African American0%
Asian/Pacific Islandern/a
Hispanic0%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantaged0%
Not economically disadvantaged7%
Students with disabilities2%
General population0%
English language learners0%
Proficient in English1%
Migrantn/a
Non-migrant1%

Science

All Students3%
Female0%
Male4%
African Americann/a
Asian/Pacific Islandern/a
Hispanic5%
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities3%
General populationn/a
English language learnersn/a
Proficient in English4%
Migrantn/a
Non-migrant3%
Scale: % proficient or advanced

About the tests


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

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

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

Source: New York State Education Department

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 2 53% 23%
Black 2 36% 19%
White 2 7% 48%
Asian or Asian/Pacific Islander 1 3% 9%
American Indian/Alaska Native 1 1% 1%
Two or more races 2 0% 1%
Source: NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 10%N/A8%
Students eligible for free or reduced-price lunch program 284%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 0%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 60%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

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School basics

School Leader's name
  • MR. MICHAEL WALPOLE

Resources

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

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160 Bolmer Ave
Yonkers, NY 10703
Phone: (914) 376-8300

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