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High School of American Studies at Lehman College

Grades 9-12 · 2925 GOULDEN AVENUE · Bronx

ALESSANDRO WEISS, Principal · 718-329-2144

About

The High School of American Studies at Lehman College is a highly selective specialized high school in the Bronx, known for its rigorous academic program with a strong emphasis on American history. It consistently ranks among the top public high schools in New York State and New York City. The school boasts exceptional outcomes, with a 100% graduation rate and 100% college enrollment, both well above citywide medians. Regents pass rates are also nearly perfect across all subjects. Students benefit from a unique affiliation with Lehman College, providing access to college facilities like the library and athletic complex, and opportunities to take credit-bearing college courses in their junior and senior years. Parents and students describe a challenging yet supportive academic environment, fostering a close-knit community due to its small size. While the academic workload is demanding, the school is praised for its dedicated teachers, particularly in the humanities, and a friendly, non-competitive atmosphere. Student and parent surveys reflect overwhelmingly positive sentiment regarding school safety, climate, and overall satisfaction.

Sources (18)

Academics

Coursework, class size, and academic context.

Academic paceHigh-pushhigh confidence

Attendance rate

97%

Avg class size (general ed)

—

Avg class size (ICT)

—

AP & college-level courses^[1]

Algebra II (Advanced Math)
AP Biology
AP Calculus AB
AP English Language and Composition
AP English Literature and Composition
AP Spanish Language and Culture
AP United States History
AP World History: Modern
Arts (College Course [Credited])
Biology (College Course [Credited])
Chemistry (Advanced Science)
Comp Sci/Math Tech (College Course [Credited])
ELA (College Course [Credited])
Global History (College Course [Credited])
Other (College Course [Credited])
Physics (Advanced Science)
Social Studies (College Course [Credited])
US History (College Course [Credited])
World Languages (Advanced World Languages)

19 Advanced Placement / college-level courses offered.

Electives, clubs & activities^[1]

Clubs & activities: Asian American Students' Association, Arista, Art, Band, Black Student Union, Book Club, Chess, Chorus, Committee on Equity and Diversity, Community Service Club, Dance Team, Debate, Drama, Economics Team, Environmental Club, Fragrance Club, Geography Club, Girls Who Code,Gender Sexuality Alliance (GSA), Jewish Student Union, Mock Trial, Model UN, Moot Court, Muslim Students' Association, Latinx Club, Lion Dance Club, Literary Magazine/Newspaper, Poetry, Pre-Medical Club, Senior Government, Spanish Honors Society, Senior Government, Student Government, Table Tennis, Women's Empowerment Club, Yoga

Offerings vary year to year.

Arts offerings^[1]

Traditional and Studio Art
General Visual Arts
Music Industry & Contemporary Music
Exploring Music

Arts and music courses offered.

Outcomes

^[6]

Graduation, test scores, and what happens after senior year.

4-year graduation rate

100%

Enrolled in college within 6 months

100%

College & career ready

96%

Where graduates enroll

4-year college 92%
2-year college 7%
Other program 1%

Share of graduates by destination within 6 months. “Not enrolled” covers graduates not in a tracked postsecondary program (work, military, or unreported).

College entrance exams

SAT Math695

SAT Reading & Writing710

Average score among this school’s test-takers. Few NYC schools report the ACT, so those rows appear only where published.

Regents pass rates

Algebra I100%

Algebra II98%

Chemistry99%

English100%

Geometry94%

Global History100%

Living Environment100%

Physics97%

U.S. History100%

World Languages100%

Share of students who took each Regents exam this year and scored 65 or higher. Exams with too few test-takers to report are omitted. Bars compare against NYC high schools reporting the same exam.

These figures describe recent graduating classes, not a guarantee for any student. College enrollment counts any postsecondary program within 6 months of graduation, and “college & career ready” is the DOE’s 4-year readiness measure.

Community & climate

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

Quality signals

FacultyExcellentAI-estimated

Parent survey · overall positive

85%100% response rate

Teacher survey · overall positive

81%90% response rate

Student survey · overall positive

74%92% response rate

Survey topics

Safety90%city 76%

Conflicts are resolved fairly in this school.84%
I feel safe…outside around this school.89%
I feel safe…traveling between home and this school.78%
I feel safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.99%
I feel safe…in my classes at this school.98%
Conflicts are resolved fairly in my school.92%
School Safety Agents promote a safe and respectful environment.89%
At this school students drink alcohol, use illegal drugs, or abuse prescription drugs.79%
At this school students get into physical fights.95%
At this school there is gang activity.98%

Each question’s favorable response rate; the topic score (90%) is their average, vs 76% citywide.

Bullying prevention70%city 57%

At this school students harass, bully, or intimidate other students.79%
At this school students harass, bully, or intimidate each other because of their race, religion, ethnicity, national origin, language/accent, or citizenship/immigration status.87%
At this school students harass, bully, or intimidate each other because of their gender, gender identity, gender expression, or sexual orientation.87%
At this school students harass, bully, or intimidate each other because of other differences, like different body type or disability.82%
At this school students harass, bully, or intimidate each other online (through mobile phones, social media, email, or other forms of electronic communication).78%
At this school students harass, bully, or intimidate other students.4%

Each question’s favorable response rate; the topic score (70%) is their average, vs 57% citywide.

Emotional support61%city 69%

I know where to go at my school if I need additional support with my mental-health.83%
During this school year, most days I have felt happy when at school.66%
During this school year, most days I have felt safe when at school.97%
During this school year, most days I have felt optimistic when at school.59%
During this school year, most days I have felt bored when at school.32%
During this school year, most days I have felt stressed when at school.15%
During this school year, most days I have felt worried when at school.35%
There is time at school to talk about feelings and emotions.47%
How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.77%
How many adults at this school…tell their students they believe they can achieve high academic standards?.96%
How many adults at this school…teach students how to advocate for themselves?.74%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.48%

Each question’s favorable response rate; the topic score (61%) is their average, vs 69% citywide.

Personal attention57%city 67%

In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…ask if I have everything that I need to succeed in their class.45%
In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…give me specific suggestions about how I can improve my work in class.56%
In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…explain things a different way if I don't understand something in class.60%
In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…support me when I am upset.46%
Adults at this school check in with me frequently about how I’m doing personally.45%
Adults at this school check in with me frequently about how I’m doing academically.68%
I feel like I belong at this school.81%

Each question’s favorable response rate; the topic score (57%) is their average, vs 67% citywide.

Academic expectations75%city 71%

The classes at this school prepare me for the next step in my education.93%
In how many of your classes …are you challenged?.76%
In how many of your classes …do your teachers have high expectations for you?.91%
In how many of your classes …are you encouraged to work in small groups?.56%
In how many of your classes …do your teachers want you to become better thinkers, not just memorize things?.68%
In how many of your classes …do you get so focused on learning during class activities that you lose track of time?.26%
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?.88%

Each question’s favorable response rate; the topic score (75%) is their average, vs 71% citywide.

Clear instruction74%city 73%

In how many of your classes, this school year, do YOU feel the following statement is true? My teachers make learning expectations clear.83%
In how many of your classes, this school year, do YOU feel the following statement is true? Class assignments are purposeful in learning the course content.80%
In how many of your classes, this school year, do YOU feel the following statement is true? The work I do in class is good preparation for class assignments, projects, and assessments.82%
In how many of your classes, this school year, do YOU feel the following statement is true? I learn a lot from feedback on my work.50%

Each question’s favorable response rate; the topic score (74%) is their average, vs 73% citywide.

College & career guidance90%city 86%

Adults at this school (including teachers, administrators, counselors, and the principal)… meet with me to discuss what I plan to do after high school. [Grades 9-12].71%
Adults at this school (including teachers, administrators, counselors, and the principal)… encourage me to continue my education after high school. [Grades 9-12].97%
Adults at this school (including teachers, administrators, counselors, and the principal)… provide me with information about the college application process. [Grades 9-12].87%
Adults at this school (including teachers, administrators, counselors, and the principal)… help me plan for how to meet my future career goals. [Grades 9-12].72%
Adults at this school (including teachers, administrators, counselors, and the principal)… encourage students of all races, ethnicities, genders, cultures, and backgrounds to take challenging classes. [Grades 9-12].96%
Adults at this school (including teachers, administrators, counselors, and the principal)… advise me to take advanced courses. [Grades 9-12].93%
Adults at this school (including teachers, administrators, counselors, and the principal)… help me consider which colleges to apply to. [Grades 9-12].87%
Adults at this school (including teachers, administrators, counselors, and the principal)… show me options for how to pay for college (scholarship, grants, loans, work study programs, etc.). [Grades 9-12].78%
Adults at this school...meet with students to discuss what they plan to do after high school.96%
Adults at this school...provide students with information about the college application process.100%
Adults at this school...help students plan for how to meet their future career goals.100%
Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs).100%

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

Family outreach91%city 94%

At this school…teachers understand families' challenges and concerns.81%
At this school…teachers work closely with families to meet students' needs.84%
At this school…staff regularly communicate with families about how they can help students learn.96%
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.85%
Teachers work closely with me to meet my child's needs.80%
My child's school communicates with me in a language that I can understand.99%
I am greeted warmly when I contact or visit the school.99%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.91%

Each question’s favorable response rate; the topic score (91%) is their average, vs 94% citywide.

Student–teacher trust77%city 82%

There is at least one adult at my school that I can confide in.81%
My teachers are open to students' ideas, suggestions, and comments.77%
My teachers always do what they say they will do.56%
My teachers treat me with respect.94%

Each question’s favorable response rate; the topic score (77%) is their average, vs 82% citywide.

Parent–teacher trust93%city 95%

I feel respected by my child's teachers.98%
Staff at this school work hard to build trusting relationships with parents/guardians like me.90%
My child's teachers treat me as a partner in educating my child.90%

Each question’s favorable response rate; the topic score (93%) is their average, vs 95% citywide.

Show all survey topics

Rigorous Instruction

Strong Core Instruction96%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…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].60%
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%

Each question’s favorable response rate; the topic score (96%) is their average, vs 91% citywide.

Quality of Student Discussion84%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.85%
How many students in your classes…use data or text references to support their ideas?.74%
How many students in your classes…show that they respect each other’s ideas?.96%
How many students in your classes…provide constructive feedback to their peers/teachers?.70%
How many students in your classes…participate in class discussions at some point?.96%

Each question’s favorable response rate; the topic score (84%) is their average, vs 67% citywide.

Collaborative Teachers

School Commitment94%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.92%
I would recommend this school to other teachers as a place to work.93%

Each question’s favorable response rate; the topic score (94%) is their average, vs 83% citywide.

Cultural Awareness and Inclusive Classroom Instruction87%city 89%

My teachers use examples of students’ different races and cultures in their lessons to make learning more meaningful for me.80%
My teachers use examples of students’ different backgrounds and families in their lessons to make learning more meaningful for me.69%
I see a variety of races, ethnicities, cultures, and backgrounds positively represented in the curriculum.93%
I see a variety of genders, gender identities and expressions and sexual orientations positively represented in the curriculum.81%
At this school, we have productive conversations about race and racism where I feel my voice is heard.83%
My teachers treat students of different races, cultures, or backgrounds equally.92%
My teachers treat students of different genders, gender identities and expressions and sexual orientations equally.93%
I feel that my teachers respect my culture, background, and identity.96%
I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.73%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.92%
I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.92%
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.92%
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).76%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.92%
I am able to...develop appropriate Individualized Education Programs for my students with disabilities.88%
I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.92%
I am able to...distinguish linguistic/cultural differences from learning difficulties.93%
I have conversations about race and racism at my school that help me examine my own beliefs around identity.78%

Each question’s favorable response rate; the topic score (87%) is their average, vs 89% citywide.

Peer Collaboration68%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.58%
At this school…teachers design instructional programs (e.g. lessons, units) together.68%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.79%

Each question’s favorable response rate; the topic score (68%) is their average, vs 87% citywide.

Innovation and Collective Responsibility65%city 79%

How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.78%
How many teachers at this school…are actively trying to improve their teaching?.52%
How many teachers at this school…take responsibility for improving the school?.52%
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?.89%

Each question’s favorable response rate; the topic score (65%) is their average, vs 79% citywide.

Quality of Professional Development58%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.65%
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.50%
Overall, my professional development experiences this year have...directly related to my students’ needs.58%

Each question’s favorable response rate; the topic score (58%) is their average, vs 82% citywide.

Supportive Environment

Classroom Behavior92%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.89%
How many students in your classes…follow the rules in class?.100%
How many students in your classes…respond to challenging questions in class?.78%
How many students in your classes…do their work when they are supposed to?.100%

Each question’s favorable response rate; the topic score (92%) is their average, vs 66% citywide.

Conflict Resolution79%city 79%

When a conflict arises, school staff use questions to encourage reflection and resolve it.79%

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

Effective School Leadership

Inclusive Leadership93%city 93%

The principal/school leader at this school…puts decisions made with families into action.96%
The principal/school leader at this school…works to create a sense of community in the school.97%
The principal/school leader at this school…ensures families are comfortable communicating with the school.96%
I have the opportunity to work with adults at this school to make decisions in important areas that impact my life (e.g. instruction, safety, conflict resolution, etc.).81%

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

Teacher Influence71%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.56%
How much influence do teachers have over school policy in...hiring new professional personnel?.77%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.46%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.96%
How much influence do teachers have over school policy in...setting standards for student behavior?.81%

Each question’s favorable response rate; the topic score (71%) is their average, vs 66% citywide.

Instructional Leadership69%city 86%

The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.68%
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.88%
The principal/school leader at this school...participates in instructional planning with teams of teachers.38%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.58%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.83%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.71%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.60%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.61%

Each question’s favorable response rate; the topic score (69%) is their average, vs 86% citywide.

Program Coherence66%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.58%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.60%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.79%

Each question’s favorable response rate; the topic score (66%) is their average, vs 83% citywide.

Strong Family-Community Ties

Strong Relationships56%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].56%

Each question’s favorable response rate; the topic score (56%) is their average, vs 90% citywide.

Parent Involvement in School50%city 63%

Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.71%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.75%
I know how to contact the Parent Coordinator at my child’s school.3%

Each question’s favorable response rate; the topic score (50%) is their average, vs 63% citywide.

Trust

Parent-Principal Trust97%city 94%

I feel respected by my child's principal/school leader.98%
I trust the principal/school leader at their word (to do what they say that they will do).97%
The principal/school leader is an effective manager who makes the school run smoothly.96%

Each question’s favorable response rate; the topic score (97%) is their average, vs 94% citywide.

Teacher-Teacher Trust95%city 86%

Teachers in this school trust each other.96%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.96%
I feel respected by other teachers at this school.92%

Each question’s favorable response rate; the topic score (95%) is their average, vs 86% citywide.

Student-Student Trust90%city 70%

Most students at this school treat each other with respect.90%
Most students treat students from different cultures or backgrounds equally.89%

Each question’s favorable response rate; the topic score (90%) is their average, vs 70% citywide.

Teacher-Principal Trust77%city 84%

I feel respected by the principal/school leader at this school.88%
The principal/school leader at this school is an effective manager who makes the school run smoothly.69%
The principal/school leader has confidence in the expertise of the teachers at this school.92%
I trust the principal/school leader at their word (to do what they say that they will do).62%
The principal/school leader looks out for the personal welfare of the staff members.85%
The principal/school leader places the needs of children ahead of personal interests.77%
The principal and assistant principals function as a cohesive unit.69%

Each question’s favorable response rate; the topic score (77%) is their average, vs 84% 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

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

89%

Students per teacher

14:1

Teaching out of certification

18%

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 22%
Black 8%
Hispanic 22%
White 40%
Multiracial 6%

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

Gender^[4]

Female 54%
Male 46%

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

Enrollment

393

Economic Need Index

40%

Free / reduced lunch

39%

English learners

—

Students with IEPs

Specialized admissions

This school admits strictly by SHSAT score.

Admission is by SHSAT score only

One test decides. Seats are offered strictly in score order from the Specialized High Schools Admissions Test (SHSAT). Priority groups, your district, and your lottery number play no role.
Separate application. Students register for the SHSAT in addition to the regular high-school application, and can do both in parallel.

Because admission is rank-based on one exam, we don’t compute an admissions outlook for this school. No priority-group or applicant-pool model honestly predicts an individual student’s result here.

Read our full guide: Specialized high schools →

Applicant analysis

How competitive each recent cycle was: applicants per seat, and the score thresholds offers reached. Not an estimate of any individual student’s chances.

Metric	2024-25	2023-24
Applicants / seatsapplicants per seat in parentheses	9,207 / 85 (108.32)	16,740 / 104 (160.96)
SHSAT cutoff (9th grade)	504	514
SHSAT cutoff (10th grade)	485	510
Discovery range	452–495	451–491

Source: NYC DOE Specialized High Schools handbook. The Discovery range shows the SHSAT scores eligible for the Discovery Program, a path to an offer via a summer program for students from low-income backgrounds who scored just below the cutoff. A blank cell means the figure wasn’t published for that cycle.

Admissions

Seats, applicants, and admissions method from the most recent cycle. Where the school enrolls separate tracks (general ed, students with disabilities, specialized education), each track is shown on its own row, with its priority order beneath it.