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P.S. 132 Juan Pablo Duarte

Grades K-5 · 185 WADSWORTH AVENUE · Manhattan

Jessica Torres-Maheia, Principal · 212-927-7857

About

P.S. 132 Juan Pablo Duarte is a K-5 elementary school in Manhattan, serving a small student body of approximately 200 children. The school has a high proportion of students with significant needs, including a very high percentage of students in temporary housing and English Language Learners. Academically, students demonstrate math proficiency slightly above the citywide median, while ELA proficiency is slightly below the median. The school maintains an excellent attendance rate and reports no suspensions, with chronic absenteeism rates significantly better than the citywide average. Parents express exceptionally high satisfaction with the school, with 100% positive responses on recent surveys, reflecting a strong school climate and positive relationships with families. The school benefits from small average class sizes. P.S. 132 offers a Spanish Dual Language program and provides a variety of enrichment activities funded by the PTA, including visual arts, music, technology, and partnerships with organizations like TADA! Youth Theater and Solar One. While internal metrics and parent sentiment are very strong, some external academic ratings suggest the school has faced challenges compared to broader district and state averages. The school shares its building with Dos Puentes Elementary School.

Sources (16)

Academics

State test proficiency rates and acceleration.

ELA proficiency

47%

Math proficiency

60%

Kindergarten (06M132)Balancedhigh confidence

Kindergarten Spanish Dual Language (06M132)Balancedhigh confidence

Proficiency rates are from the Grade 3–8 NYS state test (school-level).

Attendance rate

97%

Avg class size (general ed)

Avg class size (ICT)

16.5

Average class size by classroom setting: general education vs. ICT (Integrated Co-Teaching, where general- and special-education students learn together with two teachers). NYC DOE Class Size Report, 2021–22.

Community & climate

Demographics, attendance, school survey results, and DOE quality ratings.

Quality signals

FacultyExcellentAI-estimated

Parent survey · overall positive

95%100% response rate

Teacher survey · overall positive

95%100% response rate

Survey topics

Safety95%city 89%

My students are safe…outside around this school.91%
My students are safe…traveling between home and this school.82%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.100%
My students are safe…in my class(es).100%
Conflicts are resolved fairly in my school.100%

Each question’s favorable response rate; the topic score (95%) is their average, vs 89% citywide.

Bullying prevention14%city 42%

At this school students harass, bully, or intimidate other students.14%

Each question’s favorable response rate; the topic score (14%) is their average, vs 42% citywide.

Emotional support93%city 84%

How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.95%
How many adults at this school…tell their students they believe they can achieve high academic standards?.95%
How many adults at this school…teach students how to advocate for themselves?.95%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.86%

Each question’s favorable response rate; the topic score (93%) is their average, vs 84% citywide.

Academic expectations86%city 87%

In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.100%
How many students in your classes…have to work hard to do well?.71%

Each question’s favorable response rate; the topic score (86%) is their average, vs 87% citywide.

College & career guidance88%city 90%

It’s a priority at this school that adults…provide students with guidance on the high school application process.88%
It’s a priority at this school that adults…provide families with guidance on the high school application process.88%

Each question’s favorable response rate; the topic score (88%) is their average, vs 90% citywide.

Family outreach100%city 94%

At this school…teachers understand families' challenges and concerns.100%
At this school…teachers work closely with families to meet students' needs.100%
At this school…staff regularly communicate with families about how they can help students learn.100%
At this school…school staff value families' race, ethnicity, culture, family structure, and background.100%
School staff regularly communicate with me about how I can help my child learn.100%
Teachers work closely with me to meet my child's needs.100%
My child's school communicates with me in a language that I can understand.100%
I am greeted warmly when I contact or visit the school.100%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 94% citywide.

Parent–teacher trust100%city 95%

I feel respected by my child's teachers.100%
Staff at this school work hard to build trusting relationships with parents/guardians like me.100%
My child's teachers treat me as a partner in educating my child.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 95% citywide.

Show all survey topics

Rigorous Instruction

Strong Core Instruction100%city 91%

In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [English as a New Language (ENL)].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [English as a New Language (ENL)].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [English as a New Language (ENL)].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [English as a New Language (ENL)].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 91% citywide.

Quality of Student Discussion83%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.77%
How many students in your classes…use data or text references to support their ideas?.68%
How many students in your classes…show that they respect each other’s ideas?.95%
How many students in your classes…provide constructive feedback to their peers/teachers?.82%
How many students in your classes…participate in class discussions at some point?.95%

Each question’s favorable response rate; the topic score (83%) is their average, vs 67% citywide.

Collaborative Teachers

Peer Collaboration98%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.100%
At this school…teachers design instructional programs (e.g. lessons, units) together.95%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.100%

Each question’s favorable response rate; the topic score (98%) is their average, vs 87% citywide.

Quality of Professional Development98%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.95%
Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.100%
Overall, my professional development experiences this year have...directly related to my students’ needs.100%

Each question’s favorable response rate; the topic score (98%) is their average, vs 82% citywide.

Cultural Awareness and Inclusive Classroom Instruction98%city 92%

I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.95%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.100%
I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.100%
I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.91%
I am able to…ensure instruction represents multiple races and ethnicities.100%
I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).100%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.100%
I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.100%
I am able to...distinguish linguistic/cultural differences from learning difficulties.100%
I have conversations about race and racism at my school that help me examine my own beliefs around identity.86%

Each question’s favorable response rate; the topic score (98%) is their average, vs 92% citywide.

Innovation and Collective Responsibility97%city 79%

How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.95%
How many teachers at this school…are actively trying to improve their teaching?.95%
How many teachers at this school…take responsibility for improving the school?.100%
How many teachers at this school…are eager to try new ideas?.95%
How many teachers at this school…feel responsible that all students learn?.100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 79% citywide.

School Commitment95%city 83%

I usually look forward to each working day at this school.95%
I would recommend this school to parents/guardians seeking a place for their child.100%
I would recommend this school to other teachers as a place to work.91%

Each question’s favorable response rate; the topic score (95%) is their average, vs 83% citywide.

Supportive Environment

Classroom Behavior76%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.82%
How many students in your classes…follow the rules in class?.82%
How many students in your classes…respond to challenging questions in class?.55%
How many students in your classes…do their work when they are supposed to?.86%

Each question’s favorable response rate; the topic score (76%) is their average, vs 66% citywide.

Effective School Leadership

Inclusive Leadership100%city 95%

The principal/school leader at this school…puts decisions made with families into action.100%
The principal/school leader at this school…works to create a sense of community in the school.100%
The principal/school leader at this school…ensures families are comfortable communicating with the school.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 95% citywide.

Program Coherence100%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.100%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.100%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 83% citywide.

Instructional Leadership99%city 86%

The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.100%
The principal/school leader at this school...understands how children learn.100%
The principal/school leader at this school...sets high standards for student learning.100%
The principal/school leader at this school...participates in instructional planning with teams of teachers.100%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.100%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.100%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.100%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.100%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.91%

Each question’s favorable response rate; the topic score (99%) is their average, vs 86% citywide.

Teacher Influence93%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.100%
How much influence do teachers have over school policy in...hiring new professional personnel?.86%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.91%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.91%
How much influence do teachers have over school policy in...setting standards for student behavior?.95%

Each question’s favorable response rate; the topic score (93%) is their average, vs 66% citywide.

Strong Family-Community Ties

Strong Relationships100%city 90%

At this school, my child receives what they need to achieve their Individualized Education Plan (IEP) goal(s). [Families of students with IEPs].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 90% citywide.

Parent Involvement in School67%city 63%

Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.100%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.100%
I know how to contact the Parent Coordinator at my child’s school.0%

Each question’s favorable response rate; the topic score (67%) is their average, vs 63% citywide.

Trust

Parent-Principal Trust100%city 94%

I feel respected by my child's principal/school leader.100%
I trust the principal/school leader at their word (to do what they say that they will do).100%
The principal/school leader is an effective manager who makes the school run smoothly.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 94% citywide.

Teacher-Principal Trust97%city 84%

I feel respected by the principal/school leader at this school.91%
The principal/school leader at this school is an effective manager who makes the school run smoothly.100%
The principal/school leader has confidence in the expertise of the teachers at this school.100%
I trust the principal/school leader at their word (to do what they say that they will do).100%
The principal/school leader looks out for the personal welfare of the staff members.91%
The principal/school leader places the needs of children ahead of personal interests.100%
The principal and assistant principals function as a cohesive unit.100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 84% citywide.

Teacher-Teacher Trust92%city 86%

Teachers in this school trust each other.91%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.91%
I feel respected by other teachers at this school.95%

Each question’s favorable response rate; the topic score (92%) is their average, vs 86% citywide.

Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2023-2024). Survey topics are the DOE’s framework measures (each the average favorable response across its questions; expand a topic to see them and the citywide average); the dimension scores themselves are no longer in the public data file.^[3]

Operational health

Attendance

97%

Chronic absenteeism

17%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

81%

Students per teacher

10:1

Teaching out of certification

14%

Teacher experience and certification from the NYSED School Report Card (2024–25); students per teacher = enrollment ÷ reported teachers. Fewer than 4 years counts as inexperienced.

Student body

Race / ethnicity^[4]

Black 4%
Hispanic 91%
White 3%
Multiracial 1%

School-level totals; may not sum to 100% due to rounding and small subgroup suppression.

Gender^[4]

Female 51%
Male 50%

Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.

Enrollment

200

Economic Need Index

95%

Free / reduced lunch

—

English learners

54%

Students with IEPs

37%

Elementary admissions usually start with your zone

Zone first. Most NYC elementary schools give first priority to children who live in the school’s zone; nearly all on-time zoned kindergarten applicants who list their zoned school are placed there.
Apply through MySchools. Kindergarten applications run on MySchools during the winter window; you can rank up to 12 schools, and applying to others never hurts your claim on your zoned school.
Beyond the zone. Seats left after zoned children go by priority group and lottery: typically siblings, then district families, then everyone else, as each program’s table below shows.

Telling us your zoned school in the profile wizard lets the admissions outlook credit zone priority where it applies.

Read our full guide: Applying to kindergarten →

Admissions

2 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.

Kindergarten (06M132)

Program code 06M132KG · Cycle 2024-2025

Zoned

8 applicants · 20 seats last year.

priority group	Seats	Applicants	Apps / seat
General education	20	8	—
↳ Students who live in the zone and have a sibling at the school.	—	—	—
↳ Other students who live in the zone.	—	—	—
↳ Students who live in the district and have a sibling at the school.	—	—	—
↳ Students who live outside the district and have a sibling at the school.	—	—	—
↳ Other students who live in the district.	—	—	—
↳ Other students who live outside the district.	—	—	—

Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).

Kindergarten Spanish Dual Language (06M132)

Program code 06M132SP · Cycle 2024-2025

Zoned

4 applicants · 20 seats last year.

priority group	Seats	Applicants	Apps / seat
General education	20	4	—
↳ Students who live in the zone and have a sibling at the school.	—	—	—
↳ Other students who live in the zone.	—	—	—
↳ Students who live in the district and have a sibling at the school.	—	—	—
↳ Students who live outside the district and have a sibling at the school.	—	—	—
↳ Other students who live in the district.	—	—	—
↳ Other students who live outside the district.	—	—	—

Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).

How to read Apps / seat and where the outlook buckets come from is explained in our methodology.

Location & commute

Where the school is and how to get there.

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