P.S. 121 Throop is an elementary school in the Bronx serving students from Pre-K through 5th grade. The school maintains a low suspension rate of 0%, indicating a safe and orderly environment. Academic proficiency in English Language Arts is 47% and in Math is 50%, both falling above the citywide 25th percentile but slightly below the median for elementary schools.
Parent feedback is overwhelmingly positive, with recent surveys showing 94-100% satisfaction with various aspects of the school, including staff relationships and the quality of education. Parents describe a welcoming atmosphere and commend teachers for being friendly, kind, and respectful. The school is known for its separate Gifted & Talented program, which families praise for its challenging curriculum and for significantly advancing students' academic growth. Additionally, P.S. 121 Throop offers a free after-school program, providing further support and enrichment opportunities for its students.
What this school has to spend, and what it spends it on. Spending is not a measure of quality. Schools serving more students with higher needs receive more money.
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.
86%100% response rate
Teacher survey · overall positive
83%83% response rate
Survey topics
Safety90%city 89%
My students are safe…outside around this school.91%
My students are safe…traveling between home and this school.91%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.97%
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 (90%) is their average, vs 89% citywide.
Bullying prevention45%city 42%
At this school students harass, bully, or intimidate other students.45%
Each question’s favorable response rate; the topic score (45%) is their average, vs 42% citywide.
Emotional support84%city 84%
How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.89%
How many adults at this school…tell their students they believe they can achieve high academic standards?.89%
How many adults at this school…teach students how to advocate for themselves?.86%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.70%
Each question’s favorable response rate; the topic score (84%) 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 outreach94%city 94%
At this school…teachers understand families' challenges and concerns.97%
At this school…teachers work closely with families to meet students' needs.97%
At this school…staff regularly communicate with families about how they can help students learn.97%
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.88%
Teachers work closely with me to meet my child's needs.88%
My child's school communicates with me in a language that I can understand.97%
I am greeted warmly when I contact or visit the school.95%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.
Parent–teacher trust93%city 95%
I feel respected by my child's teachers.97%
Staff at this school work hard to build trusting relationships with parents/guardians like me.89%
My child's teachers treat me as a partner in educating my child.92%
Each question’s favorable response rate; the topic score (93%) is their average, vs 95% citywide.
Show all survey topicsShow fewer
Rigorous Instruction
Strong Core Instruction91%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].89%
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].89%
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].89%
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%
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]
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.
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
15
43
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↳ Students who live in the zone and have a sibling at the school.
—
—
—
↳ Other students who live in the zone.
5
5
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.
—
—
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↳ Other students who live in the district.
0
20
—
↳ All other applicants.
0
5
—
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”).
Pre-K - School Day
Program code 11X121PK · Cycle 2024-2025
ZonedGifted & talented
40 applicants · 36 seats last year; offers ran out before reaching Other students who live in the district..
↳ Students who live in the zone and have a sibling at the school.
5
5
1.00
↳ Other students who live in the zone.
10
10
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.
—
—
—
↳ Other students who live in the district.
0
5
—
↳ All other applicants.
—
—
—
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 Applications / seat and where the outlook buckets come from is explained in our methodology.
73rd percentile citywide
School-managed budget
$12.2MPositions: 89
78th percentile citywide
Total spend per student
$33,409
49th percentile citywide · city median $33,606
Staffing costs
Principal’s salary
$198K
39th percentile citywide
Principal and assistant principals
$532KPositions: 3
62nd percentile citywide
Teaching staff
$5.8MPositions: 48
72nd percentile citywide
Where the school-managed budget goes
These five categories add up to the school-managed budget. They do not include the centrally-paid costs in total spend.
Each question’s favorable response rate; the topic score (94%) is their average, vs 94% citywide.
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].
89%
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].86%
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].86%
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].83%
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].96%
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].88%
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].96%
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].92%
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].87%
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].87%
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].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. [Math].93%
Each question’s favorable response rate; the topic score (91%) is their average, vs 91% citywide.
Early Childhood Instruction85%city 92%
In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood].86%
In planning my last instructional unit, I had the resources and tools I needed to…develop learning experiences grounded in the concepts of development and learning emphasized in the Prekindergarten Foundations for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood].83%
In planning my last instructional unit, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood].86%
Each question’s favorable response rate; the topic score (85%) is their average, vs 92% citywide.
Quality of Student Discussion60%city 67%
How many students in your classes…build on each other’s ideas during class discussions?.61%
How many students in your classes…use data or text references to support their ideas?.55%
How many students in your classes…show that they respect each other’s ideas?.70%
How many students in your classes…provide constructive feedback to their peers/teachers?.49%
How many students in your classes…participate in class discussions at some point?.66%
Each question’s favorable response rate; the topic score (60%) is their average, vs 67% citywide.
Collaborative Teachers
Cultural Awareness and Inclusive Classroom Instruction96%city 92%
I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.92%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.97%
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.89%
I am able to…ensure instruction represents multiple races and ethnicities.97%
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.81%
Each question’s favorable response rate; the topic score (96%) is their average, vs 92% citywide.
Peer Collaboration87%city 87%
At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.76%
At this school…teachers design instructional programs (e.g. lessons, units) together.97%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.89%
Each question’s favorable response rate; the topic score (87%) is their average, vs 87% citywide.
Quality of Professional Development83%city 82%
Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.82%
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.84%
Overall, my professional development experiences this year have...directly related to my students’ needs.82%
Each question’s favorable response rate; the topic score (83%) is their average, vs 82% citywide.
School Commitment79%city 83%
I usually look forward to each working day at this school.84%
I would recommend this school to parents/guardians seeking a place for their child.76%
I would recommend this school to other teachers as a place to work.76%
Each question’s favorable response rate; the topic score (79%) is their average, vs 83% citywide.
Innovation and Collective Responsibility76%city 79%
How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.82%
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?.68%
How many teachers at this school…are eager to try new ideas?.71%
How many teachers at this school…feel responsible that all students learn?.87%
Each question’s favorable response rate; the topic score (76%) is their average, vs 79% citywide.
Supportive Environment
Classroom Behavior50%city 66%
How many students in your classes…listen carefully when the teacher gives directions?.55%
How many students in your classes…follow the rules in class?.61%
How many students in your classes…respond to challenging questions in class?.47%
How many students in your classes…do their work when they are supposed to?.38%
Each question’s favorable response rate; the topic score (50%) is their average, vs 66% citywide.
Effective School Leadership
Inclusive Leadership94%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.94%
The principal/school leader at this school…ensures families are comfortable communicating with the school.94%
Each question’s favorable response rate; the topic score (94%) is their average, vs 95% citywide.
Instructional Leadership79%city 86%
The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.84%
The principal/school leader at this school...understands how children learn.79%
The principal/school leader at this school...sets high standards for student learning.97%
The principal/school leader at this school...participates in instructional planning with teams of teachers.81%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.76%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.79%
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.84%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.57%
Each question’s favorable response rate; the topic score (79%) is their average, vs 86% citywide.
Program Coherence78%city 83%
At this school…once we start a new program, we follow up to make sure that it’s working.71%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.82%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.81%
Each question’s favorable response rate; the topic score (78%) is their average, vs 83% citywide.
Teacher Influence50%city 66%
At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.79%
How much influence do teachers have over school policy in...hiring new professional personnel?.32%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.32%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.51%
How much influence do teachers have over school policy in...setting standards for student behavior?.58%
Each question’s favorable response rate; the topic score (50%) 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 Relationships83%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].83%
Each question’s favorable response rate; the topic score (83%) is their average, vs 90% citywide.
Parent Involvement in School72%city 71%
Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.89%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.93%
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.6%
Each question’s favorable response rate; the topic score (72%) is their average, vs 71% citywide.
Trust
Parent-Principal Trust93%city 94%
I feel respected by my child's principal/school leader.93%
I trust the principal/school leader at their word (to do what they say that they will do).93%
The principal/school leader is an effective manager who makes the school run smoothly.92%
Each question’s favorable response rate; the topic score (93%) is their average, vs 94% citywide.
Teacher-Teacher Trust92%city 86%
Teachers in this school trust each other.92%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.86%
I feel respected by other teachers at this school.97%
Each question’s favorable response rate; the topic score (92%) is their average, vs 86% citywide.
Teacher-Principal Trust75%city 84%
I feel respected by the principal/school leader at this school.82%
The principal/school leader at this school is an effective manager who makes the school run smoothly.76%
The principal/school leader has confidence in the expertise of the teachers at this school.76%
I trust the principal/school leader at their word (to do what they say that they will do).74%
The principal/school leader looks out for the personal welfare of the staff members.79%
The principal/school leader places the needs of children ahead of personal interests.74%
The principal and assistant principals function as a cohesive unit.61%
Each question’s favorable response rate; the topic score (75%) is their average, vs 84% citywide.
Enrollment
567
Economic Need Index
80%
Free / reduced lunch
83%
English learners
8%
Students with IEPs
25%
$364K
1 / WHOLE CLASS3$119K$357K
5 / ICT - Special Ed Teacher3$93K$280K
2 / WHOLE CLASS2$139K$277K
ARTS / WHOLE CLASS2$137K$275K
4 / ICT - Special Ed Teacher2$115K$231K
3 / ICT - General Ed Teacher1$173K$173K
3 / ICT - Special Ed Teacher1$173K$173K
3-K / SELF-CONTAINED SP ED1$173K$173K
3-K / WHOLE CLASS1$173K$173K
1 / ICT - General Ed Teacher1$150K$150K
2 / ICT - Special Ed Teacher1$130K$130K
5 / ICT - General Ed Teacher1$126K$126K
2,3 / SELF-CONTAINED SP ED1$119K$119K
4 / ICT - General Ed Teacher1$119K$119K
ESL / PUSH IN/PULL OUT1$119K$119K
K / ICT - Special Ed Teacher1$119K$119K
K / SELF-CONTAINED SP ED1$119K$119K
PHYSICAL EDUCATION / REDUCED CLASS SIZE1$119K$119K
SCIENCE - GENERAL SCIENCE / WHOLE CLASS1$119K$119K
1 / ICT - Special Ed Teacher1$101K$101K
1 / REDUCED CLASS SIZE1$100K$100K
MUSIC / WHOLE CLASS1$63K$63K
K / ICT - General Ed Teacher1$16K$16K
1 / SELF-CONTAINED SP ED1$391$391
ESL / WHOLE CLASS1$391$391
OCCUPATIONAL THERAPY / PUSH IN/PULL OUT
3
$62K
$187K
School Psychologist Mandated Services1$175K$175K
School Secretary2$70K$139K
SETSS / PUSH IN/PULL OUT1$134K$134K
School Social Workers Mandated Services1$120K$120K