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Bedford Park Elementary School

Grades K-5 · 3177 WEBSTER AVENUE · Bronx

CAROLYN HEREDIA, Principal · 718-696-6400

schools.nyc.gov

About

Bedford Park Elementary School, located in the Bronx, serves students from pre-kindergarten through fifth grade. Opened in 2014 to address overcrowding, the school is known for fostering a supportive and family-like culture that promotes both personal growth and academic development. Parents consistently report exceptionally high satisfaction with the school, particularly regarding relationships and the overall environment. The school emphasizes global connections and celebrates diverse heritages, offering an English and Spanish dual language program starting in pre-K. It also provides a full-time music teacher and additional arts instruction through partnerships, alongside afterschool arts programs. The school maintains a very low suspension rate, which is a notable strength. While the school is praised by families for its welcoming environment and dedication to student safety, academic proficiency in both ELA and Math falls below the citywide 25th percentile. The school also faces challenges with student attendance, which is below the citywide 25th percentile. The school shares its building with a District 75 program for children with severe disabilities, and the two schools participate in building-wide events and a buddy program.

Sources (6)

Academics

State test proficiency rates and acceleration.

ELA proficiency

39%

Math proficiency

36%

Kindergarten (10X077)Balancedlow confidence

Pre-K - School DayBalancedlow confidence

Pre-K - Spanish Dual LanguageBalancedlow confidence

Kindergarten Spanish Dual Language (10X077)Balancedlow confidence

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

Attendance rate

94%

Avg class size (general ed)

20.67

Avg class size (ICT)

22.5

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

FacultyGoodAI-estimated

Parent survey · overall positive

90%100% response rate

Teacher survey · overall positive

86%60% response rate

Survey topics

Safety92%city 89%

My students are safe…outside around this school.96%
My students are safe…traveling between home and this school.96%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.96%
My students are safe…in my class(es).100%
Conflicts are resolved fairly in my school.71%

Each question’s favorable response rate; the topic score (92%) is their average, vs 89% citywide.

Bullying prevention44%city 42%

At this school students harass, bully, or intimidate other students.44%

Each question’s favorable response rate; the topic score (44%) is their average, vs 42% citywide.

Emotional support82%city 84%

How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.76%
How many adults at this school…tell their students they believe they can achieve high academic standards?.92%
How many adults at this school…teach students how to advocate for themselves?.80%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.79%

Each question’s favorable response rate; the topic score (82%) is their average, vs 84% citywide.

Academic expectations88%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.88%
How many students in your classes…have to work hard to do well?.88%

Each question’s favorable response rate; the topic score (88%) is their average, vs 87% citywide.

College & career guidance100%city 90%

It’s a priority at this school that adults…provide students with guidance on the high school application process.100%
It’s a priority at this school that adults…provide families with guidance on the high school application process.100%

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

Family outreach96%city 94%

At this school…teachers understand families' challenges and concerns.96%
At this school…teachers work closely with families to meet students' needs.96%
At this school…staff regularly communicate with families about how they can help students learn.92%
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.95%
Teachers work closely with me to meet my child's needs.94%
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.98%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.95%

Each question’s favorable response rate; the topic score (96%) is their average, vs 94% citywide.

Parent–teacher trust98%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.96%
My child's teachers treat me as a partner in educating my child.97%

Each question’s favorable response rate; the topic score (98%) is their average, vs 95% citywide.

Show all survey topics

Rigorous Instruction

Strong Core Instruction92%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].90%
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].90%
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].80%
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].90%
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].90%
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].86%
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].86%
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].93%
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].93%
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].86%
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)].80%
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)].80%
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)].80%
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 (92%) is their average, vs 91% citywide.

Quality of Student Discussion67%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.62%
How many students in your classes…use data or text references to support their ideas?.46%
How many students in your classes…show that they respect each other’s ideas?.85%
How many students in your classes…provide constructive feedback to their peers/teachers?.58%
How many students in your classes…participate in class discussions at some point?.85%

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

Collaborative Teachers

Cultural Awareness and Inclusive Classroom Instruction94%city 92%

I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.93%
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.96%
I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.85%
I am able to…ensure instruction represents multiple races and ethnicities.89%
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).96%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.96%
I am able to...develop appropriate Individualized Education Programs for my students with disabilities.96%
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.96%
I have conversations about race and racism at my school that help me examine my own beliefs around identity.85%

Each question’s favorable response rate; the topic score (94%) is their average, vs 92% citywide.

School Commitment90%city 83%

I usually look forward to each working day at this school.96%
I would recommend this school to parents/guardians seeking a place for their child.89%
I would recommend this school to other teachers as a place to work.85%

Each question’s favorable response rate; the topic score (90%) is their average, vs 83% citywide.

Peer Collaboration90%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.92%
At this school…teachers design instructional programs (e.g. lessons, units) together.92%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.85%

Each question’s favorable response rate; the topic score (90%) is their average, vs 87% citywide.

Quality of Professional Development81%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.77%
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.73%
Overall, my professional development experiences this year have...directly related to my students’ needs.92%

Each question’s favorable response rate; the topic score (81%) is their average, vs 82% citywide.

Innovation and Collective Responsibility69%city 79%

How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.70%
How many teachers at this school…are actively trying to improve their teaching?.74%
How many teachers at this school…take responsibility for improving the school?.59%
How many teachers at this school…are eager to try new ideas?.56%
How many teachers at this school…feel responsible that all students learn?.85%

Each question’s favorable response rate; the topic score (69%) is their average, vs 79% citywide.

Supportive Environment

Classroom Behavior66%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.65%
How many students in your classes…follow the rules in class?.88%
How many students in your classes…respond to challenging questions in class?.31%
How many students in your classes…do their work when they are supposed to?.79%

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

Effective School Leadership

Inclusive Leadership98%city 95%

The principal/school leader at this school…puts decisions made with families into action.95%
The principal/school leader at this school…works to create a sense of community in the school.99%
The principal/school leader at this school…ensures families are comfortable communicating with the school.99%

Each question’s favorable response rate; the topic score (98%) is their average, vs 95% citywide.

Program Coherence91%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.88%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.92%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.92%

Each question’s favorable response rate; the topic score (91%) is their average, vs 83% citywide.

Instructional Leadership90%city 86%

The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.88%
The principal/school leader at this school...understands how children learn.92%
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.88%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.92%
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.85%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.88%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.80%

Each question’s favorable response rate; the topic score (90%) is their average, vs 86% citywide.

Teacher Influence62%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.96%
How much influence do teachers have over school policy in...hiring new professional personnel?.48%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.56%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.48%
How much influence do teachers have over school policy in...setting standards for student behavior?.60%

Each question’s favorable response rate; the topic score (62%) is their average, vs 66% citywide.

Strong Family-Community Ties

Building Families' Capacity as their Child's Primary Teacher100%city 96%

My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].100%
My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 96% citywide.

Strong Relationships91%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].91%

Each question’s favorable response rate; the topic score (91%) is their average, vs 90% citywide.

Parent Involvement in School74%city 71%

Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.94%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.95%
My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%
I know how to contact the Parent Coordinator at my child’s school.5%

Each question’s favorable response rate; the topic score (74%) is their average, vs 71% citywide.

Trust

Parent-Principal Trust96%city 94%

I feel respected by my child's principal/school leader.96%
I trust the principal/school leader at their word (to do what they say that they will do).96%
The principal/school leader is an effective manager who makes the school run smoothly.97%

Each question’s favorable response rate; the topic score (96%) is their average, vs 94% citywide.

Teacher-Principal Trust88%city 84%

I feel respected by the principal/school leader at this school.96%
The principal/school leader at this school is an effective manager who makes the school run smoothly.93%
The principal/school leader has confidence in the expertise of the teachers at this school.89%
I trust the principal/school leader at their word (to do what they say that they will do).85%
The principal/school leader looks out for the personal welfare of the staff members.89%
The principal/school leader places the needs of children ahead of personal interests.96%
The principal and assistant principals function as a cohesive unit.70%

Each question’s favorable response rate; the topic score (88%) is their average, vs 84% citywide.

Teacher-Teacher Trust80%city 86%

Teachers in this school trust each other.74%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.81%
I feel respected by other teachers at this school.85%

Each question’s favorable response rate; the topic score (80%) 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

94%

Chronic absenteeism

41%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

79%

Students per teacher

10:1

Teaching out of certification

28%

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]

Asian 18%
Black 5%
Hispanic 69%
White 7%

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

Gender^[4]

Female 50%
Male 50%

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

Enrollment

403

Economic Need Index

91%

Free / reduced lunch

89%

English learners

36%

Students with IEPs

24%

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 (10X077)

Program code 10X077KG · Cycle 2024-2025

Zoned

52 applicants · 50 seats last year; every priority group with applicants received offers.

priority group	Seats	Applicants	Apps / seat
General education	50	52	—
↳ Students who live in the zone and have a sibling at the school.	—	—	—
↳ Other students who live in the zone.	15	15	1.00
↳ 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.	—	—	—
↳ Students who live in the district who are currently enrolled at the school for pre-K.	—	—	—
↳ Students who live outside the district who are currently enrolled at the school for pre-K.	—	—	—
↳ Other students who live in the district.	20	20	1.00
↳ Other students who live outside the district.	10	10	1.00

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 (10X077)

Program code 10X077SP · Cycle 2024-2025

Zoned

29 applicants · 25 seats last year.

priority group	Seats	Applicants	Apps / seat
General education	25	29	—
↳ 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.	—	—	—
↳ Students who live in the district who are currently enrolled at the school for pre-K.	—	—	—
↳ Students who live outside the district who are currently enrolled at the school for pre-K.	—	—	—
↳ 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.

Get directions ↗

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