John Dewey High School
Grades 9-12 · 50 AVENUE X · Brooklyn
CONNIE HAMILTON, Principal · 718-373-6400
johndeweyhighschool.orgAbout
John Dewey High School in Brooklyn offers a comprehensive high school experience, distinguished by its innovative structure of small learning communities or academies. These academies, including STEM, Pre-Med, Law and Justice, Business and Culinary Arts, Fine and Performing Arts, and Education, provide students with individualized attention and diverse pathways for career readiness and college preparation. The school emphasizes hands-on learning, offering numerous Advanced Placement (AP) and College Now courses, internships, and professional certifications. Parents generally express positive sentiment, appreciating the supportive and caring teachers who are often noted for going beyond academics to assist students. The school is recognized for its high diversity and a wide array of extracurricular activities, clubs, and sports. While the school's college enrollment rate is near the citywide median, its four-year graduation rate of 83% is below the citywide median. Student surveys indicate some concerns regarding physical fights and bullying, though safety agents are viewed favorably. John Dewey High School also features a spacious campus, a student-run restaurant, and a Chinese (Mandarin) Bilingual Program.
Sources (15)
- John Dewey High School Official Data · 2023-2024
- John Dewey High School - District 21 - InsideSchools · 2024
- John Dewey High School - Wikipedia · 2024
- John Dewey High School in Brooklyn, NY - Niche · 2026
- John Dewey High School - 50 Avenue X, Brooklyn, NY | Trulia · 2022
- 2026 John Dewey High School Rankings - Niche · 2026
- John Dewey High School, Brooklyn, NY, 9-12 Grade, 16 Reviews - Movoto · 2023
- John Dewey High School (21K540) - NYC-SIFT · 2024
- Pre-Med and Health Academy - John Dewey High School · 2024
- JDHS Academies - John Dewey High School · 2024
- John Dewey High School (21K540) - NYC MySchools · 2024
- About Us - John Dewey High School · 2024
- nycsift.com
- johndeweyhighschool.org
- movoto.com
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
Parent survey · overall positive
86%100% response rate
Teacher survey · overall positive
79%85% response rate
Student survey · overall positive
71%66% response rate
Survey topics
Safety74%city 76%
- Conflicts are resolved fairly in this school.69%
- I feel safe…outside around this school.69%
- I feel safe…traveling between home and this school.81%
- I feel safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.82%
- I feel safe…in my classes at this school.94%
- Conflicts are resolved fairly in my school.85%
- School Safety Agents promote a safe and respectful environment.85%
- At this school students drink alcohol, use illegal drugs, or abuse prescription drugs.63%
- At this school students get into physical fights.42%
- At this school there is gang activity.69%
Each question’s favorable response rate; the topic score (74%) is their average, vs 76% citywide.
Bullying prevention60%city 57%
- At this school students harass, bully, or intimidate other students.54%
- At this school students harass, bully, or intimidate each other because of their race, religion, ethnicity, national origin, language/accent, or citizenship/immigration status.65%
- At this school students harass, bully, or intimidate each other because of their gender, gender identity, gender expression, or sexual orientation.68%
- At this school students harass, bully, or intimidate each other because of other differences, like different body type or disability.70%
- At this school students harass, bully, or intimidate each other online (through mobile phones, social media, email, or other forms of electronic communication).58%
- At this school students harass, bully, or intimidate other students.47%
Each question’s favorable response rate; the topic score (60%) is their average, vs 57% citywide.
Emotional support63%city 69%
- I know where to go at my school if I need additional support with my mental-health.86%
- During this school year, most days I have felt happy when at school.73%
- During this school year, most days I have felt safe when at school.79%
- During this school year, most days I have felt optimistic when at school.70%
- During this school year, most days I have felt bored when at school.20%
- During this school year, most days I have felt stressed when at school.27%
- During this school year, most days I have felt worried when at school.46%
- There is time at school to talk about feelings and emotions.63%
- How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.78%
- How many adults at this school…tell their students they believe they can achieve high academic standards?.78%
- How many adults at this school…teach students how to advocate for themselves?.71%
- How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.68%
Each question’s favorable response rate; the topic score (63%) is their average, vs 69% citywide.
Personal attention62%city 67%
- In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…ask if I have everything that I need to succeed in their class.58%
- In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…give me specific suggestions about how I can improve my work in class.63%
- In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…explain things a different way if I don't understand something in class.63%
- In how many of your classes, this school year, do YOU feel the following statement is true? My teachers…support me when I am upset.45%
- Adults at this school check in with me frequently about how I’m doing personally.58%
- Adults at this school check in with me frequently about how I’m doing academically.73%
- I feel like I belong at this school.72%
Each question’s favorable response rate; the topic score (62%) is their average, vs 67% citywide.
Academic expectations64%city 71%
- The classes at this school prepare me for the next step in my education.83%
- In how many of your classes …are you challenged?.41%
- In how many of your classes …do your teachers have high expectations for you?.64%
- In how many of your classes …are you encouraged to work in small groups?.56%
- In how many of your classes …do your teachers want you to become better thinkers, not just memorize things?.66%
- In how many of your classes …do you get so focused on learning during class activities that you lose track of time?.39%
- In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.92%
- How many students in your classes…have to work hard to do well?.73%
Each question’s favorable response rate; the topic score (64%) is their average, vs 71% citywide.
Clear instruction71%city 73%
- In how many of your classes, this school year, do YOU feel the following statement is true? My teachers make learning expectations clear.74%
- In how many of your classes, this school year, do YOU feel the following statement is true? Class assignments are purposeful in learning the course content.73%
- In how many of your classes, this school year, do YOU feel the following statement is true? The work I do in class is good preparation for class assignments, projects, and assessments.77%
- In how many of your classes, this school year, do YOU feel the following statement is true? I learn a lot from feedback on my work.60%
Each question’s favorable response rate; the topic score (71%) is their average, vs 73% citywide.
College & career guidance83%city 86%
- Adults at this school (including teachers, administrators, counselors, and the principal)… meet with me to discuss what I plan to do after high school. [Grades 9-12].66%
- Adults at this school (including teachers, administrators, counselors, and the principal)… encourage me to continue my education after high school. [Grades 9-12].85%
- Adults at this school (including teachers, administrators, counselors, and the principal)… provide me with information about the college application process. [Grades 9-12].77%
- Adults at this school (including teachers, administrators, counselors, and the principal)… help me plan for how to meet my future career goals. [Grades 9-12].75%
- Adults at this school (including teachers, administrators, counselors, and the principal)… encourage students of all races, ethnicities, genders, cultures, and backgrounds to take challenging classes. [Grades 9-12].85%
- Adults at this school (including teachers, administrators, counselors, and the principal)… advise me to take advanced courses. [Grades 9-12].79%
- Adults at this school (including teachers, administrators, counselors, and the principal)… help me consider which colleges to apply to. [Grades 9-12].75%
- Adults at this school (including teachers, administrators, counselors, and the principal)… show me options for how to pay for college (scholarship, grants, loans, work study programs, etc.). [Grades 9-12].74%
- Adults at this school...meet with students to discuss what they plan to do after high school.96%
- Adults at this school...provide students with information about the college application process.96%
- Adults at this school...help students plan for how to meet their future career goals.94%
- Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs).91%
Each question’s favorable response rate; the topic score (83%) is their average, vs 86% citywide.
Family outreach88%city 94%
- At this school…teachers understand families' challenges and concerns.87%
- At this school…teachers work closely with families to meet students' needs.81%
- At this school…staff regularly communicate with families about how they can help students learn.86%
- At this school…school staff value families' race, ethnicity, culture, family structure, and background.93%
- School staff regularly communicate with me about how I can help my child learn.85%
- Teachers work closely with me to meet my child's needs.81%
- My child's school communicates with me in a language that I can understand.94%
- I am greeted warmly when I contact or visit the school.94%
- My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.89%
Each question’s favorable response rate; the topic score (88%) is their average, vs 94% citywide.
Student–teacher trust84%city 82%
- There is at least one adult at my school that I can confide in.82%
- My teachers are open to students' ideas, suggestions, and comments.87%
- My teachers always do what they say they will do.75%
- My teachers treat me with respect.93%
Each question’s favorable response rate; the topic score (84%) is their average, vs 82% citywide.
Parent–teacher trust92%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.87%
- My child's teachers treat me as a partner in educating my child.92%
Each question’s favorable response rate; the topic score (92%) is their average, vs 95% citywide.
Show all survey topicsShow fewer
Rigorous Instruction
Strong Core Instruction81%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].91%
- 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%
- 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%
- 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%
- 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].71%
- 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].83%
- 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].61%
- 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].83%
- 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].88%
- 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].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. [ELA].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. [ELA].78%
- 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].89%
- 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].93%
- 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].71%
- 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].62%
- 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].71%
- 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].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. [English as a New Language (ENL)].67%
- 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)].50%
- 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)].60%
- 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)].83%
Each question’s favorable response rate; the topic score (81%) is their average, vs 91% citywide.
Quality of Student Discussion65%city 67%
- How many students in your classes…build on each other’s ideas during class discussions?.56%
- How many students in your classes…use data or text references to support their ideas?.62%
- How many students in your classes…show that they respect each other’s ideas?.80%
- How many students in your classes…provide constructive feedback to their peers/teachers?.59%
- How many students in your classes…participate in class discussions at some point?.68%
Each question’s favorable response rate; the topic score (65%) is their average, vs 67% citywide.
Collaborative Teachers
Cultural Awareness and Inclusive Classroom Instruction88%city 89%
- My teachers use examples of students’ different races and cultures in their lessons to make learning more meaningful for me.83%
- My teachers use examples of students’ different backgrounds and families in their lessons to make learning more meaningful for me.79%
- I see a variety of races, ethnicities, cultures, and backgrounds positively represented in the curriculum.91%
- I see a variety of genders, gender identities and expressions and sexual orientations positively represented in the curriculum.84%
- At this school, we have productive conversations about race and racism where I feel my voice is heard.80%
- My teachers treat students of different races, cultures, or backgrounds equally.92%
- My teachers treat students of different genders, gender identities and expressions and sexual orientations equally.92%
- I feel that my teachers respect my culture, background, and identity.95%
- I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.88%
- I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.91%
- I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.93%
- 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.92%
- I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).94%
- I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.89%
- I am able to...develop appropriate Individualized Education Programs for my students with disabilities.90%
- I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.92%
- I am able to...distinguish linguistic/cultural differences from learning difficulties.91%
- I have conversations about race and racism at my school that help me examine my own beliefs around identity.69%
Each question’s favorable response rate; the topic score (88%) is their average, vs 89% citywide.
Peer Collaboration85%city 87%
- At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.72%
- At this school…teachers design instructional programs (e.g. lessons, units) together.93%
- At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.91%
Each question’s favorable response rate; the topic score (85%) is their average, vs 87% citywide.
School Commitment85%city 83%
- I usually look forward to each working day at this school.87%
- I would recommend this school to parents/guardians seeking a place for their child.80%
- I would recommend this school to other teachers as a place to work.87%
Each question’s favorable response rate; the topic score (85%) is their average, vs 83% citywide.
Quality of Professional Development77%city 82%
- Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.70%
- 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.83%
- Overall, my professional development experiences this year have...directly related to my students’ needs.78%
Each question’s favorable response rate; the topic score (77%) is their average, vs 82% citywide.
Innovation and Collective Responsibility71%city 79%
- How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.77%
- 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?.61%
- How many teachers at this school…feel responsible that all students learn?.75%
Each question’s favorable response rate; the topic score (71%) is their average, vs 79% citywide.
Supportive Environment
Conflict Resolution76%city 79%
- When a conflict arises, school staff use questions to encourage reflection and resolve it.76%
Each question’s favorable response rate; the topic score (76%) is their average, vs 79% citywide.
Classroom Behavior67%city 66%
- How many students in your classes…listen carefully when the teacher gives directions?.68%
- How many students in your classes…follow the rules in class?.85%
- How many students in your classes…respond to challenging questions in class?.49%
- How many students in your classes…do their work when they are supposed to?.65%
Each question’s favorable response rate; the topic score (67%) is their average, vs 66% citywide.
Effective School Leadership
Inclusive Leadership91%city 93%
- The principal/school leader at this school…puts decisions made with families into action.91%
- The principal/school leader at this school…works to create a sense of community in the school.92%
- The principal/school leader at this school…ensures families are comfortable communicating with the school.94%
- I have the opportunity to work with adults at this school to make decisions in important areas that impact my life (e.g. instruction, safety, conflict resolution, etc.).87%
Each question’s favorable response rate; the topic score (91%) is their average, vs 93% citywide.
Program Coherence77%city 83%
- At this school…once we start a new program, we follow up to make sure that it’s working.75%
- At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.75%
- At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.80%
Each question’s favorable response rate; the topic score (77%) is their average, vs 83% citywide.
Instructional Leadership75%city 86%
- The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.73%
- The principal/school leader at this school...understands how children learn.66%
- The principal/school leader at this school...sets high standards for student learning.80%
- The principal/school leader at this school...participates in instructional planning with teams of teachers.67%
- The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.72%
- The principal/assistant principal(s) at this school…carefully tracks student academic progress.86%
- The principal/assistant principal(s) at this school…knows what’s going on in my classes.72%
- The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.76%
- How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.81%
Each question’s favorable response rate; the topic score (75%) is their average, vs 86% citywide.
Teacher Influence60%city 66%
- At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.76%
- How much influence do teachers have over school policy in...hiring new professional personnel?.49%
- How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.43%
- How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.65%
- How much influence do teachers have over school policy in...setting standards for student behavior?.69%
Each question’s favorable response rate; the topic score (60%) is their average, vs 66% citywide.
Strong Family-Community Ties
Strong Relationships91%city 90%
- At this school, my child receives what they need to achieve their Individualized Education Plan (IEP) goal(s). [Families of students with IEPs].91%
Each question’s favorable response rate; the topic score (91%) is their average, vs 90% citywide.
Parent Involvement in School56%city 63%
- Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.69%
- Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.79%
- I know how to contact the Parent Coordinator at my child’s school.20%
Each question’s favorable response rate; the topic score (56%) is their average, vs 63% citywide.
Trust
Parent-Principal Trust92%city 94%
- I feel respected by my child's principal/school leader.94%
- I trust the principal/school leader at their word (to do what they say that they will do).92%
- The principal/school leader is an effective manager who makes the school run smoothly.91%
Each question’s favorable response rate; the topic score (92%) is their average, vs 94% citywide.
Teacher-Teacher Trust82%city 86%
- Teachers in this school trust each other.79%
- It's OK in this school to discuss feelings, worries, and frustrations with other teachers.80%
- I feel respected by other teachers at this school.88%
Each question’s favorable response rate; the topic score (82%) is their average, vs 86% citywide.
Student-Student Trust78%city 70%
- Most students at this school treat each other with respect.74%
- Most students treat students from different cultures or backgrounds equally.82%
Each question’s favorable response rate; the topic score (78%) is their average, vs 70% citywide.
Teacher-Principal Trust67%city 84%
- I feel respected by the principal/school leader at this school.67%
- The principal/school leader at this school is an effective manager who makes the school run smoothly.67%
- The principal/school leader has confidence in the expertise of the teachers at this school.56%
- I trust the principal/school leader at their word (to do what they say that they will do).68%
- The principal/school leader looks out for the personal welfare of the staff members.67%
- The principal/school leader places the needs of children ahead of personal interests.69%
- The principal and assistant principals function as a cohesive unit.72%
Each question’s favorable response rate; the topic score (67%) is their average, vs 84% citywide.
Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2023-2024). Survey topics are the DOE’s framework measures (each the average favorable response across its questions; expand a topic to see them and the citywide average); the dimension scores themselves are no longer in the public data file.[3]
Operational health
Attendance
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 | Apps / seat |
|---|---|---|---|
| General education | 88 | 114 | 1.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 16 | 23 | 1.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 54 | 54 | 1.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 54 | 125 | 2.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 54 | 175 | 3.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 88 | 100 | 1.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 89 | 61 | 1.00 |
↳ 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 | Apps / seat |
|---|---|---|---|
| General education | 0 | 0 | 0.00 |
↳ 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 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.