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Urban Scholars Community School

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Grades PK-5 · 1180 TINTON AVENUE · Bronx

DEBRA JONES, Principal · 718-842-8133

schools.nyc.gov

About

Urban Scholars Community School in the Bronx serves students from Pre-K through 5th grade, fostering a close-knit environment with its smaller enrollment. The school has a history of significant improvement, having been removed from a list of lowest-performing schools in 2018. Parents and teachers consistently report a safe and orderly school climate, praising the principal and staff for building strong, trusting relationships with families. Academically, the school's ELA and Math proficiency rates are below the citywide median. The school supports a high percentage of students with Individualized Education Programs (IEPs) and offers a Spanish Dual Language program. Located in a community facing socio-economic challenges, the school provides extensive support services, including daily check-ins, an additional social worker, and family advocates to address student needs. While regular attendance has been an ongoing focus, the school employs "success mentors" to help families overcome barriers to consistent school presence. The school also offers enrichment opportunities like an honor roll scholars program and an Eagle Boys Club, alongside a low student-teacher ratio.

Sources (5)

Urban Scholars Community School Official Data · 2023-2024
Urban Scholars Community School - District 12 - InsideSchools · 2024-2025
Urban Scholars Community School (Ranked Bottom 50% for 2026) - Bronx, NY · 2026
Urban Scholars Community School in The Bronx, NY - Niche · 2026
Urban Scholars Community School - NYC Public Schools · 2024-2025

Academics

Coursework, class size, and academic context.

Kindergarten (12X463)Balancedhigh confidence

Pre-K - School DayBalancedhigh confidence

Kindergarten Spanish Dual Language (12X463)Balancedhigh confidence

Attendance rate

96%

Avg class size (general ed)

19.43

Avg class size (ICT)

18.62

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

88%100% response rate

Teacher survey · overall positive

88%87% response rate

Survey topics

Safety80%city 89%

My students are safe…outside around this school.66%
My students are safe…traveling between home and this school.61%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.100%
My students are safe…in my class(es).97%
Conflicts are resolved fairly in my school.75%

Each question’s favorable response rate; the topic score (80%) is their average, vs 89% citywide.

Bullying prevention38%city 42%

At this school students harass, bully, or intimidate other students.38%

Each question’s favorable response rate; the topic score (38%) is their average, vs 42% citywide.

Emotional support91%city 84%

How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.88%
How many adults at this school…tell their students they believe they can achieve high academic standards?.97%
How many adults at this school…teach students how to advocate for themselves?.90%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.88%

Each question’s favorable response rate; the topic score (91%) is their average, vs 84% citywide.

Academic expectations90%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?.79%

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

College & career guidance57%city 90%

It’s a priority at this school that adults…provide students with guidance on the high school application process.57%
It’s a priority at this school that adults…provide families with guidance on the high school application process.57%

Each question’s favorable response rate; the topic score (57%) is their average, vs 90% citywide.

Family outreach97%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.92%
Teachers work closely with me to meet my child's needs.92%
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.93%

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

Parent–teacher trust94%city 95%

I feel respected by my child's teachers.96%
Staff at this school work hard to build trusting relationships with parents/guardians like me.92%
My child's teachers treat me as a partner in educating my child.93%

Each question’s favorable response rate; the topic score (94%) is their average, vs 95% citywide.

Show all survey topics

Rigorous Instruction

Strong Core Instruction99%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].95%
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].95%
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].92%
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].92%
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 (99%) is their average, vs 91% citywide.

Early Childhood Instruction83%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].83%
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].83%

Each question’s favorable response rate; the topic score (83%) is their average, vs 92% citywide.

Quality of Student Discussion72%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.69%
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?.84%
How many students in your classes…provide constructive feedback to their peers/teachers?.66%
How many students in your classes…participate in class discussions at some point?.84%

Each question’s favorable response rate; the topic score (72%) is their average, vs 67% citywide.

Collaborative Teachers

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.100%
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.90%
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.97%
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.88%

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

Peer Collaboration92%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.91%
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.87%

Each question’s favorable response rate; the topic score (92%) is their average, vs 87% citywide.

Quality of Professional Development88%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.88%
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.81%
Overall, my professional development experiences this year have...directly related to my students’ needs.94%

Each question’s favorable response rate; the topic score (88%) is their average, vs 82% citywide.

School Commitment86%city 83%

I usually look forward to each working day at this school.88%
I would recommend this school to parents/guardians seeking a place for their child.87%
I would recommend this school to other teachers as a place to work.84%

Each question’s favorable response rate; the topic score (86%) is their average, vs 83% citywide.

Innovation and Collective Responsibility83%city 79%

How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.81%
How many teachers at this school…are actively trying to improve their teaching?.84%
How many teachers at this school…take responsibility for improving the school?.81%
How many teachers at this school…are eager to try new ideas?.81%
How many teachers at this school…feel responsible that all students learn?.88%

Each question’s favorable response rate; the topic score (83%) is their average, vs 79% citywide.

Supportive Environment

Classroom Behavior76%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.75%
How many students in your classes…follow the rules in class?.81%
How many students in your classes…respond to challenging questions in class?.69%
How many students in your classes…do their work when they are supposed to?.79%

Each question’s favorable response rate; the topic score (76%) 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.93%
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 Leadership94%city 86%

The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.97%
The principal/school leader at this school...understands how children learn.97%
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.94%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.88%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.94%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.91%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.97%
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 (94%) is their average, vs 86% citywide.

Program Coherence92%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.91%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.91%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.94%

Each question’s favorable response rate; the topic score (92%) is their average, vs 83% citywide.

Teacher Influence62%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.97%
How much influence do teachers have over school policy in...hiring new professional personnel?.47%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.38%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.53%
How much influence do teachers have over school policy in...setting standards for student behavior?.74%

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 Teacher96%city 96%

My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].91%
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 (96%) is their average, vs 96% citywide.

Strong Relationships88%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].88%

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

Parent Involvement in School73%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?.87%
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.14%

Each question’s favorable response rate; the topic score (73%) is their average, vs 71% citywide.

Trust

Parent-Principal Trust95%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).94%
The principal/school leader is an effective manager who makes the school run smoothly.95%

Each question’s favorable response rate; the topic score (95%) is their average, vs 94% citywide.

Teacher-Principal Trust90%city 84%

I feel respected by the principal/school leader at this school.94%
The principal/school leader at this school is an effective manager who makes the school run smoothly.87%
The principal/school leader has confidence in the expertise of the teachers at this school.91%
I trust the principal/school leader at their word (to do what they say that they will do).91%
The principal/school leader looks out for the personal welfare of the staff members.84%
The principal/school leader places the needs of children ahead of personal interests.97%
The principal and assistant principals function as a cohesive unit.87%

Each question’s favorable response rate; the topic score (90%) is their average, vs 84% citywide.

Teacher-Teacher Trust78%city 86%

Teachers in this school trust each other.72%
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.81%

Each question’s favorable response rate; the topic score (78%) 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

96%

Chronic absenteeism

42%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

91%

Students per teacher

9:1

Teaching out of certification

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 37%
Hispanic 59%
White 1%
Multiracial 1%

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

Gender^[4]

Female 56%
Male 44%

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

Enrollment

279

Economic Need Index

—

Free / reduced lunch

98%

English learners

14%

Students with IEPs

33%

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.

Pre-K - School Day

Program code 12X463PK · Cycle 2024-2025

Zoned

8 applicants · 36 seats last year.

priority group	Seats	Applicants	Apps / seat
General education	36	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.	—	—	—
↳ 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 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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