John Dewey High School
- 50 Avenue X, Brooklyn
- Grades 9-12
- Heather Adelle, Principal
- 718-373-6400
- johndeweyhighschool.org
About
John Dewey High School serves grades 9-12 with a large enrollment of 2210 students. The school's Economic Need Index is 87.0 percent, which is above the citywide median. The school describes its educational approach as empowering students through small learning communities, offering individualized attention within a comprehensive high school setting. It states that it prepares students for various career pathways and college-readiness programs, including opportunities for College Now, AP courses, and certification. The 4-year graduation rate is 83.0 percent, which is below the citywide median, and college enrollment within six months is 63.8 percent, also below the citywide median. Regents pass rates show strengths in Languages Other Than English (97.6 percent), Global History (87.1 percent), and US History (84.2 percent), while Geometry (41.0 percent) and Algebra I (46.4 percent) are lower. In the 2025-26 DOE School Survey, parents reported high satisfaction, with 94 percent satisfied with their child's education and 93 percent feeling their child belongs. Parents also reported strong communication and respectful relationships with teachers and leaders. Student survey results from the same year indicate 86 percent feel safe in hallways and the cafeteria, though 53 percent found the school clean often or very often. The school's instruction and performance received a "Fair" rating, while safety and school climate, and relationships with families, were rated "Good." The suspension rate is 0.0 percent.
Sources (5)
- NYC DOE Location Code Generating and Management System (LCGMS) · 2026-27 (export of 2026-08-22)
- NYC DOE School Quality Reports and Snapshot, 2024-25 · 2024-25
- New York State Education Department School Report Card · 2024-25
- NYC School Survey (parent and student responses) · 2025-26
- MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle
Academics
Coursework, class size, and academic context.
Attendance rate
96%
Avg class size (general ed)
—
Avg class size (ICT)
—
AP & college-level courses[1]
- Algebra II (Advanced Math)
- AP Biology
- AP Calculus AB
- AP Chinese Language and Culture
- AP Computer Science A
- AP Computer Science Principles
- AP English Language and Composition
- AP English Literature and Composition
- AP Environmental Science
- AP European History
- AP Macroeconomics
- AP Pre-Calculus
- AP Psychology
- AP Seminar
- AP Spanish Language and Culture
- AP Statistics
- AP Studio Art - 2D
- AP Studio Art - Drawing
- AP United States Government and Politics
- AP United States History
- AP World History: Modern
- Chemistry (Advanced Science)
- Math (College Course [Credited])
- Other (College Course [Credited])
- Other (College Course [Uncredited])
- Physics (Advanced Science)
- Science (College Course [Credited])
- Social Studies (College Course [Credited])
- World Languages (Advanced World Languages)
29 Advanced Placement / college-level courses offered.
Electives, clubs & activities[1]
- Clubs & activities
- Anime Club, Art Club, Arts Beautification Club, Black History Club, Board Games Club, Careers in the Arts Club, Ceramics Club, Cheerleading, Chess Club, The Classic Rock Club, Council for Unity, Culinary Club, Dance Team, Educators Rising, Game Design Club, Girls Who Code, Heroes Donate Blood, International Culinary Club, Junior Committee, Junk Journaling Club, Key Club, Knitting Club, Gardening, Gender Sexuality Alliance (GSA), Guitar club, K-Pop Club, Life after HS Club, Makerspace, Mandarin Club, Marine Biology Underwater Robotics Club, MSAL Club, Math Club, Minecraft, Mock Trial, Model UN Club, Moot Court, My Brother's Keeper, My Sister's Keeper, MSAC, Music and Mixing Club, National Honor Society, National Arts Honor Society Club, ONE Goal Club, Origami Club, Peace Garden, PickleBall Club, Project Pivot, Podcasting, Recycling / Green Team, Robotics, SAT Math Club, Skateboarding Club, Senior Committee, Step Team Club, Stock Market Club, Strength and Conditioning Club, Student Council, Sweatbox Club, Table Tennis/Ping Pong Club, Technical Theatre Club, Theatre Club, Track Club, Video Game Club, Volleyball Club, Weight Training, Women's Alliance/Women of Color Alliance (WOCA), Yoga/Fitness, Youth Leadership, JROTC
Offerings vary year to year.
Arts offerings[1]
- Traditional and Studio Art
- Digital Media Arts
- Theater Production
- Theater Making/Performance
- General Theater
- Dance Techniques and Performance
- Choreographic Practices
Arts and music courses offered.
Outcomes
[6]Graduation, test scores, and what happens after senior year.
4-year graduation rate
83%
Enrolled in college within 6 months
64%
College & career ready
54%
Where graduates enroll
- 4-year college 42%
- 2-year college 22%
- Not enrolled 36%
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 Math485
SAT Reading & Writing471
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 I46%
Algebra II81%
Chemistry58%
Earth & Space Sciences36%
English67%
Geometry41%
Global History87%
Living Environment58%
Physics55%
U.S. History84%
World Languages98%
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
DOE quality-rating labels are skewed across the system; read them relative to the citywide distribution in our methodology.
NYC School Survey, 2025-26
Parent survey · overall positive
92%23% response rate
Teacher survey · overall positive
85%98% response rate
Student survey · overall positive
69%80% response rate
Survey topics, 2025-26
Safety77%city 82%
- Students · Do you feel safe in your classes at school?92%
- Students · Do you feel safe in the hallways and the cafeteria?86%
- Students · Do you feel safe in the locker rooms and bathrooms at school?78%
- Students · How often do School Safety Agents promote a safe and respectful environment?67%
- Students · How often do students get into physical fights at this school?63%
- Students · How often are students under the influence of alcohol and/or illegal drugs during the school day and/or school activities?76%
- Students · How often are students involved in gang activity during the school day?77%
Each question’s favorable response rate; the topic score (77%) is their average, vs 82% citywide.
Bullying prevention78%city 79%
- Students · How often do students at this school harass, bully, or intimidate other students?69%
- Students · How often do students harass or bully others online or through social media?70%
- Students · How often do students harass or bully others because of their race?78%
- Students · How often do students harass or bully others because of their ethnicity?82%
- Students · How often do students harass or bully others because of their religion?86%
- Students · How often do students harass or bully others because of their country of origin?85%
- Students · How often do students harass or bully others because of their citizenship/immigration status?86%
- Students · How often do students harass or bully others because of their gender?87%
- Students · How often do students harass or bully others because of their gender expression?82%
- Students · How often do students harass or bully others because of their sexual orientation?81%
- Students · How often do students harass or bully others because of their body type (weight, height, hair, etc.)?71%
- Students · How often do students harass or bully others because of their disability?81%
- Teachers · At this school students harass, bully, or intimidate other students.57%
Each question’s favorable response rate; the topic score (78%) is their average, vs 79% citywide.
Emotional support71%city 74%
- Students · How often do students at this school treat each other with respect?53%
- Students · How often do you feel like there is at least one trusted adult at this school you could talk to if you needed to?64%
- Students · Do you know where to go in your school if you need help with mental health?82%
- Students · How often do you use strategies you learned at school to stay focused when something frustrating happens?40%
- Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?79%
- Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?86%
- Teachers · How many adults at this school…teach students how to advocate for themselves?80%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?73%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?82%
Each question’s favorable response rate; the topic score (71%) is their average, vs 74% citywide.
Personal attention60%city 62%
- Students · How many of your teachers give you specific suggestions on how to improve your work?65%
- Students · How many of your teachers check if you have what you need to do well in class (extra help, access to internet, etc.)?59%
- Students · How often does your school offer classes, clubs, or activities that you're excited about?65%
- Students · How often do you get to work with teachers and other adults at your school to help make decisions about things that are important to you (e.g. safety, conflict resolution, etc.)?49%
Each question’s favorable response rate; the topic score (60%) is their average, vs 62% citywide.
Academic expectations69%city 71%
- Students · In how many of your classes do you feel like you're being challenged academically (you learn new and hard things)?57%
- Students · During this school year, how often have you felt bored?49%
- Students · In how many of your classes do you work in small groups?48%
- Students · In how many classes are you expected to explain the thinking or the WHY behind your responses?77%
- Teachers · In this school, the staff believes that all students can learn, including Multilingual Learners/English language learners (MLs/ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.94%
- Teachers · This school has well-defined learning expectations for all students.88%
- Teachers · How many students in your classes…have to work hard to do well?71%
Each question’s favorable response rate; the topic score (69%) is their average, vs 71% citywide.
Clear instruction66%city 67%
- Students · In how many of your classes is it clear what you need to learn?82%
- Students · In how many of your classes does the work you do in class help you with class assignments like homework, projects, and/or tests?71%
- Students · How many of your teachers explain things differently if you don't understand?64%
- Students · How many of your teachers connect what you are learning to life outside the classroom?46%
Each question’s favorable response rate; the topic score (66%) is their average, vs 67% citywide.
College & career guidance83%city 84%
- Students · How often does this school encourages you to develop interests, talents, or opportunities outside of academics?68%
- Students · Does your school help you feel ready to move up to the next grade level or to graduate?70%
- Students · How helpful are the adults in your school in helping you plan for life after high school? [Grades 9-12].75%
- Students · How helpful are the adults at your school in teaching you about career options? [Grades 9-12].77%
- Students · How encouraged do you feel by adults at your school to take advanced courses (IB, AP, college credit)? [Grades 8-12].61%
- Teachers · Adults at this school...meet with students to discuss what they plan to do after high school. [High School Only].93%
- Teachers · Adults at this school...provide students with information about the college application process. [High School Only].96%
- Teachers · Adults at this school...help students plan for how to meet their future career goals. [High School Only].95%
- Teachers · Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). [High School Only].97%
- Teachers · Adults at this school...show students options for how to pursue pathways other than college (apprenticeships, certifications, etc.). [High School Only].94%
Each question’s favorable response rate; the topic score (83%) is their average, vs 84% citywide.
Family outreach93%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.93%
- Teachers · At this school…teachers work closely with families to meet students' needs.89%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.94%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.95%
- Parents · School staff regularly communicate with me about how I can help my child learn.92%
- Parents · Teachers work closely with me to meet my child's needs.90%
- Parents · My child's school communicates with me in a language that I can understand.98%
- Parents · I am greeted warmly when I contact or visit the school.96%
- Parents · My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.94%
- Parents · If I suspect my child needs additional learning supports and services, I know the next steps to get support at my school.90%
Each question’s favorable response rate; the topic score (93%) is their average, vs 95% citywide.
Student–teacher trust74%city 74%
- Students · How many of your teachers are open to students' ideas and suggestions?63%
- Students · How many of your teachers treat you with respect?87%
- Students · How many of your teachers do you feel support you when you are upset?53%
- Students · How many of your teachers treat students of different races, cultures, or backgrounds equally?84%
- Students · How many of your teachers treat students of different genders and/or sexual orientations equally?82%
Each question’s favorable response rate; the topic score (74%) is their average, vs 74% citywide.
Parent–teacher trust95%city 96%
- Parents · I feel respected by my child's teachers.97%
- Parents · Staff at this school work hard to build trusting relationships with parents/guardians like me.93%
- Parents · My child's teachers treat me as a partner in educating my child.96%
Each question’s favorable response rate; the topic score (95%) is their average, vs 96% citywide.
Show all survey topicsShow fewer
Instruction and Performance
Family Satisfaction with Child's Education93%city 94%
- Parents · My child is progressing in reading the way I would expect.94%
- Parents · My child is progressing in math the way I would expect.89%
- Parents · My child's school helps me understand what grade-level schoolwork looks like.94%
- Parents · How satisfied are you with the following? The education my child has received this year.94%
- Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.94%
Each question’s favorable response rate; the topic score (93%) is their average, vs 94% citywide.
IEP Service Satisfaction90%city 91%
- Parents · I am satisfied with the educational planning and Individualized Education Program (IEP) development process at this school. [Families of students with IEPs].91%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].87%
- Parents · This school offers a wide enough variety of activities and services (including specialized programs, related services and assistive and adaptive technologies where appropriate) to help improve outcomes for my child. [Families of students with IEPs].92%
Each question’s favorable response rate; the topic score (90%) is their average, vs 91% citywide.
Strong Core Instruction87%city 93%
- Teachers · 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%
- Teachers · 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, using scaffolding where appropriate. [Social Studies].92%
- Teachers · 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].96%
- Teachers · 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].96%
- Teachers · 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].96%
- Teachers · 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].92%
- Teachers · 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, using scaffolding where appropriate. [Science].100%
- Teachers · 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].88%
- Teachers · 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].96%
- Teachers · 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].96%
- Teachers · 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].87%
- Teachers · 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, using scaffolding where appropriate. [ELA].82%
- Teachers · 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].61%
- Teachers · 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].71%
- Teachers · 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].68%
- Teachers · 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, using scaffolding where appropriate. [Math].85%
- Teachers · 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].63%
- Teachers · 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].67%
- Teachers · 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].85%
- Teachers · 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, using scaffolding where appropriate. [Economics/Financial Education].100%
- Teachers · 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. [Economics/Financial Education].100%
- Teachers · 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. [Economics/Financial Education].100%
- Teachers · 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. [Economics/Financial Education].100%
- Teachers · 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, using scaffolding where appropriate. [English as a New Language (ENL)].85%
- Teachers · 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)].85%
- Teachers · 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)].85%
- Teachers · 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)].85%
Each question’s favorable response rate; the topic score (87%) is their average, vs 93% citywide.
Cultural Awareness and Inclusive Classroom Instruction81%city 85%
- Students · How often does your school teach you to respect and appreciate others' differences (differences in language, culture, religion, etc.)?71%
- Students · How often do you see examples of different backgrounds and families in your classes (i.e materials, curriculum)?62%
- Students · How often do you see positive representations of different races/ethnicities and cultures in your classes (i.e materials, curriculum)?66%
- Students · How often do you see positive representation of different genders and/or sexual orientations in your classes (i.e materials, curriculum)?55%
- Students · How often does your school encourage respectful conversations about race where you feel your voice is heard?62%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.87%
- Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.94%
- Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.90%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.90%
- Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.85%
- Teachers · I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).92%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.88%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.90%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.91%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.94%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.72%
Each question’s favorable response rate; the topic score (81%) is their average, vs 85% citywide.
Classroom Behavior73%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?74%
- Teachers · How many students in your classes…follow the rules in class?84%
- Teachers · How many students in your classes…respond to challenging questions in class?58%
- Teachers · How many students in your classes…do their work when they are supposed to?74%
Each question’s favorable response rate; the topic score (73%) is their average, vs 68% citywide.
Quality of Student Discussion71%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?61%
- Teachers · How many students in your classes…use data or text references to support their ideas?69%
- Teachers · How many students in your classes…show that they respect each other’s ideas?83%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?66%
- Teachers · How many students in your classes…participate in class discussions at some point?75%
Each question’s favorable response rate; the topic score (71%) is their average, vs 68% citywide.
Safety and School Climate
Inclusive Leadership97%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.97%
- Parents · The principal/school leader at this school…works to create a sense of community in the school.95%
- Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.97%
- Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.97%
Each question’s favorable response rate; the topic score (97%) is their average, vs 96% citywide.
Conflict Resolution90%city 86%
- Teachers · Conflicts are resolved fairly in my school.90%
Each question’s favorable response rate; the topic score (90%) is their average, vs 86% citywide.
School Commitment89%city 85%
- Teachers · I usually look forward to each working day at this school.90%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.85%
- Teachers · I would recommend this school to other teachers as a place to work.91%
Each question’s favorable response rate; the topic score (89%) is their average, vs 85% citywide.
Instructional Leadership87%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.87%
- Teachers · The principal/program leader at this school...understands how children learn.86%
- Teachers · The principal/program leader at this school...sets high standards for student learning.89%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.88%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.91%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.87%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.90%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.81%
Each question’s favorable response rate; the topic score (87%) is their average, vs 89% citywide.
Peer Collaboration87%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.89%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.88%
- Teachers · 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 (87%) is their average, vs 88% citywide.
Quality of Professional Development87%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.88%
- Teachers · 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.86%
- Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.88%
Each question’s favorable response rate; the topic score (87%) is their average, vs 85% citywide.
Teacher-Teacher Trust86%city 88%
- Teachers · Teachers in this school trust each other.85%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.86%
- Teachers · I feel respected by other teachers at this school.88%
Each question’s favorable response rate; the topic score (86%) is their average, vs 88% citywide.
Teacher-Principal Trust85%city 86%
- Teachers · I feel respected by the principal/program leader at this school.87%
- Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.86%
- Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.86%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).82%
- Teachers · The principal/program leader looks out for the personal welfare of the staff members.86%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.89%
- Teachers · The principal and assistant principals function as a cohesive unit.79%
Each question’s favorable response rate; the topic score (85%) is their average, vs 86% citywide.
Program Coherence82%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.82%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.81%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.83%
Each question’s favorable response rate; the topic score (82%) is their average, vs 85% citywide.
Inclusive Learning Environment80%city 81%
- Students · Do you feel like you belong at this school?57%
- Students · How often do you feel included in school activities like clubs, sports, recess, field trips, and school events? [Students with IEPs / ELLs].55%
- Students · How often do students treat students from different cultures or backgrounds equally?64%
- Students · How often are school rules applied equally to all students at school?69%
- Students · How often can you use a bathroom that matches your gender identity in your school?86%
- Teachers · At this school, students with disabilities are included in all school activities.98%
- Teachers · This school educates students with disabilities in the least restrictive environment appropriate.96%
- Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.97%
- Teachers · School staff treat students of different races, cultures, or backgrounds equally.95%
Each question’s favorable response rate; the topic score (80%) is their average, vs 81% citywide.
Innovation and Collective Responsibility75%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?78%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?77%
- Teachers · How many teachers at this school…take responsibility for improving the school?69%
- Teachers · How many teachers at this school…are eager to try new ideas?67%
- Teachers · How many teachers at this school…feel responsible that all students learn?82%
Each question’s favorable response rate; the topic score (75%) is their average, vs 81% citywide.
Teacher Influence70%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.89%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?64%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?48%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?70%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?79%
Each question’s favorable response rate; the topic score (70%) is their average, vs 68% citywide.
Relationships with Families
Parent-Principal Trust96%city 96%
- Parents · I feel respected by my child's principal/school leader.96%
- Parents · I trust the principal/school leader at their word (to do what they say that they will do).96%
- Parents · 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 96% citywide.
Parent Involvement in School77%city 91%
- Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?75%
- Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?82%
- Parents · I know how to contact the Parent Coordinator at my child’s school.83%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?66%
Each question’s favorable response rate; the topic score (77%) is their average, vs 91% citywide.
School Description
School Facilities and Services79%city 84%
- Students · How often does your school look clean?53%
- Students · Is your school building in good working condition (e.g. water fountains, bathrooms, etc.)?58%
- Teachers · This school is kept clean.85%
- Teachers · This school is kept in good physical condition.85%
- Teachers · Physical repairs to the school building are completed in a timely manner.68%
- Parents · This school is kept clean.87%
- Parents · This school is kept in good physical condition.94%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).93%
- Parents · I am satisfied with my child’s school bus transportation service this year.93%
- Parents · I am satisfied with the meal options provided at my child’s school.72%
Each question’s favorable response rate; the topic score (79%) is their average, vs 84% citywide.
Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2025-2026). 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
31%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
80%
Students per teacher
13:1
Teaching out of certification
10%
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 29%
- Black 16%
- Hispanic 27%
- White 24%
- Multiracial 2%
School-level totals; may not sum to 100% due to rounding and small subgroup suppression.
Gender[4]
- Female 52%
- Male 48%
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
Enrollment
2,210
Economic Need Index
87%
Free / reduced lunch
89%
English learners
20%
Students with IEPs
15%
Admissions
9 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.
The Annex of Career and Technical Exploration
Program code K540M
No seat or applicant data published for this program yet.
Eligibility
Open to New York City residents
The Academy for Business Management and Culinary Arts (K56A)
Program code K56A · Cycle 2024-2025
114 applicants · 88 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 88 | 114 | 1 |
↳ Brooklyn students or residents | 110 | 110 | 1.00 |
↳ New York City residents | <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”).
Chinese Transitional Bilingual Educational Program (K56B)
Program code K56B · Cycle 2024-2025
23 applicants · 16 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 16 | 23 | 1 |
↳ New York City residents | <10 | 20 | — |
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”).
Eligibility
Open only to students whose home language is Chinese.
The Academy of Education and College Preparation (K56C)
Program code K56C · Cycle 2024-2025
54 applicants · 54 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 54 | 54 | 1 |
↳ Brooklyn students or residents | 50 | 50 | 1.00 |
↳ New York City residents | <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”).
STEM Academy (K56J)
Program code K56J · Cycle 2024-2025
125 applicants · 54 seats last year; offers ran out before reaching New York City residents.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 54 | 125 | 2 |
↳ Brooklyn students or residents | 80 | 120 | 1.50 |
↳ New York City residents | 0 | <10 | — |
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-Med and Health Academy (K56L)
Program code K56L · Cycle 2024-2025
175 applicants · 54 seats last year; offers ran out before reaching New York City residents.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 54 | 175 | 3 |
↳ Brooklyn students or residents | 80 | 170 | 2.13 |
↳ New York City residents | 0 | <10 | — |
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”).
The Academy of Law and Justice (K56M)
Program code K56M · Cycle 2024-2025
100 applicants · 88 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 88 | 100 | 1 |
↳ Brooklyn students or residents | 100 | 100 | 1.00 |
↳ New York City residents | <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”).
The Academy of Fine and Performing Arts (K56T)
Program code K56T · Cycle 2024-2025
61 applicants · 89 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 89 | 61 | 1 |
↳ Brooklyn students or residents | 60 | 60 | 1.00 |
↳ New York City residents | — | — | — |
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”).
John Dewey ACES Program (K56Y)
Program code K56Y · Cycle 2024-2025
0 applicants · 0 seats last year.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 0 | 0 | 0 |
↳ Students currently in an ACES (Academics, Career, and Essential Skills) program | — | — | — |
Eligibility
Open to students currently enrolled in the ACES (Academics, Career, and Essential Skills) program. If you are applying to ACES programs for the first time, please discuss with your IEP team, visit schools.nyc.gov/SpecializedPrograms for the application, and contact ACESprograms@schools.nyc.gov with questions.
How to read Applications / seat and where the outlook buckets come from is explained in our methodology.
Spending
Total spend
$62.4MStudents: 2,201
98th percentile citywide
School-managed budget
$33.6MPositions: 236
98th percentile citywide
Total spend per student
$28,357
23rd percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$207K
64th percentile citywide
Principal and assistant principals
$2.2MPositions: 13
99th percentile citywide
Teaching staff
$19.0MPositions: 165
99th 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.
Leadership13$170K$2.2M
- AP - SUPERVISION8$171K$1.4M
- AP - ORGANIZATION2$178K$356K
- HEAD OF SCHOOL1$207K$207K
- AP-Security/Safety1$149K$149K
- INTERIM ACTING - ASST. PRINCIPAL1$131K$131K
Teachers165$115K$19.0M
- SPECIAL EDUCATION / WHOLE CLASS29$112K$3.3M
- ENGLISH LANGUAGE ARTS / WHOLE CLASS23$118K$2.7M
- SOCIAL STUDIES / WHOLE CLASS21$115K$2.4M
- MATH / WHOLE CLASS17$113K$1.9M
- ESL / WHOLE CLASS12$127K$1.5M
- SCIENCE - BIOLOGY / WHOLE CLASS12$115K$1.4M
- PHYSICAL EDUCATION / WHOLE CLASS12$107K$1.3M
- FL - SPANISH / WHOLE CLASS6$109K$653K
- SPECIAL EDUCATION / ICT - Special Ed Teacher3$116K$347K
- ARTS / WHOLE CLASS3$110K$331K
- Culinary Arts / WHOLE CLASS3$110K$331K
- SCIENCE - CHEMISTRY / WHOLE CLASS3$110K$331K
- SOCIAL STUDIES / SUBJECT SPECIFIC2$136K$272K
- BUSINESS / WHOLE CLASS2$113K$226K
- ENGLISH LANGUAGE ARTS / SUBJECT SPECIFIC2$110K$221K
- LIBRARY / WHOLE CLASS2$110K$221K
- SCIENCE - EARTH SCIENCE / WHOLE CLASS2$110K$221K
- ENGLISH LANGUAGE ARTS / SUPPLEMENTARY1$177K$177K
- SCIENCE - EARTH SCIENCE / SUPPLEMENTARY1$165K$165K
- Legal Services / WHOLE CLASS1$122K$122K
- Arts - Performing - Radio / WHOLE CLASS1$120K$120K
- Arts - Performing / WHOLE CLASS1$110K$110K
- DANCE ALL OTHER / WHOLE CLASS1$110K$110K
- FL - CHINESE / WHOLE CLASS1$110K$110K
- FL - SPANISH / SUBJECT SPECIFIC1$110K$110K
- Military Sciences / WHOLE CLASS1$110K$110K
- SCIENCE - PHYSICS / WHOLE CLASS1$110K$110K
- MATH / SUPPLEMENTARY1$100K$100K
Support staff58$94K$5.5M
- School Aides and Other Support Staff14$127K$1.8M
- Guidance Counselor10$121K$1.2M
- School Secretary11$71K$783K
- IEP-HEALTH9$48K$436K
- School Social Worker2$120K$239K
- SPEECH / PUSH IN/PULL OUT2$117K$234K
- Guidance Counselor Bilingual2$105K$210K
- School Psychologist1$120K$120K
- Substance Abuse Prevention & Interv Special Annual1$103K$103K
- OCCUPATIONAL THERAPY / PULL-OUT -all students1$91K$91K
- Sub Assigned - School Secretary1$55K$55K
- Administrative Assistant1$50K$50K
- CLASSROOM - Special Ed1$45K$45K
- IEP-CRISIS MANAGEMENT(CIT)1$45K$45K
- DC 37 Para More Than 20 Hrs0—$36K
- PARENT COORDINATOR1$33K$33K
- Bulk: DC 37 Paraprofessional - Line 60320—$3,935
Programs and extra time$2.9M
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$1.0M
- People Working Partial Year$540K
- Absence Coverage$459K
- IEP-ALTERNATE PLACEMENT$318K
- PUPIL PERSONNEL SERVICES$218K
- Academic$173K
- PROFESSIONAL DEVELOPMENT$71K
- Not Available$33K
- PARENT INVOLVEMENT$19K
- SPECIAL ED INSTRUCTIONAL PGMS$6,530
Supplies and services$4.1M
- Set Aside for Class Size Reduction$1.4M
- Supplies - General$1.1M
- Equipment - General$482K
- Non-Contractual Services$433K
- Educational Consultants$184K
- Educational Software$164K
- Textbooks$134K
- School Funded Copier$55K
- Data Processing Repair - Contractual$49K
- Transportation of Pupils - Contractual$47K
- Curriculum & Staff Development Contracts$46K
- Non-DP Equipment Repair$25K
- Library Books$14K
- College Board Set Aside$11K
- Transportation of Staff - Non-Contract$7,000
- Telecommunication Contracts$5,000
- Telephone and Other Communications$4,125
- Legal and Arbitration Consultants$1,100
Location & commute
Where the school is and how to get there.