P.S. 129 Patricia Larkin is a large elementary school in College Point, Queens, serving students from Pre-K through 5th grade. Academically, the school's ELA proficiency rate of 52% and math proficiency rate of 54% are both slightly below the citywide median for elementary schools. Despite some external ratings indicating a decline in statewide ranking, other sources describe it as a highly rated school with strong teachers and a diverse student body. The school maintains an exceptionally low suspension rate of 0%, contributing to a safe and positive environment. Parent sentiment is overwhelmingly positive, with nearly all parents expressing high satisfaction with the school's communication and overall atmosphere. The school emphasizes a nurturing learning environment, academic excellence, and a commitment to fostering student success through high-quality teaching and an appreciation for cultural diversity. Parents describe a school with a lot of activities and a great staff.
What this school has to spend, and what it spends it on. Spending is not a measure of quality. Schools serving more students with higher needs receive more money.
Average class size by classroom setting: general education vs. ICT (Integrated Co-Teaching, where general- and special-education students learn together with two teachers). NYC DOE Class Size Report, 2021–22.
100% response rate
Teacher survey · overall positive
81%68% response rate
Survey topics
Safety96%city 89%
My students are safe…outside around this school.98%
My students are safe…traveling between home and this school.98%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.100%
My students are safe…in my class(es).100%
Conflicts are resolved fairly in my school.86%
Each question’s favorable response rate; the topic score (96%) is their average, vs 89% citywide.
Bullying prevention52%city 42%
At this school students harass, bully, or intimidate other students.52%
Each question’s favorable response rate; the topic score (52%) is their average, vs 42% citywide.
Emotional support92%city 84%
How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.95%
How many adults at this school…tell their students they believe they can achieve high academic standards?.98%
How many adults at this school…teach students how to advocate for themselves?.93%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.81%
Each question’s favorable response rate; the topic score (92%) 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?.80%
Each question’s favorable response rate; the topic score (90%) is their average, vs 87% citywide.
College & career guidance79%city 90%
It’s a priority at this school that adults…provide students with guidance on the high school application process.80%
It’s a priority at this school that adults…provide families with guidance on the high school application process.78%
Each question’s favorable response rate; the topic score (79%) is their average, vs 90% citywide.
Family outreach96%city 94%
At this school…teachers understand families' challenges and concerns.98%
At this school…teachers work closely with families to meet students' needs.95%
At this school…staff regularly communicate with families about how they can help students learn.98%
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.91%
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.99%
I am greeted warmly when I contact or visit the school.98%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.
Parent–teacher trust97%city 95%
I feel respected by my child's teachers.99%
Staff at this school work hard to build trusting relationships with parents/guardians like me.95%
My child's teachers treat me as a partner in educating my child.96%
Each question’s favorable response rate; the topic score (97%) is their average, vs 95% citywide.
Show all survey topicsShow fewer
Rigorous Instruction
Strong Core Instruction86%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].82%
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].82%
Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2023-2024). Survey topics are the DOE’s framework measures (each the average favorable response across its questions; expand a topic to see them and the citywide average); the dimension scores themselves are no longer in the public data file.[3]
Teacher experience and certification from the NYSED School Report Card (2024–25); students per teacher = enrollment ÷ reported teachers. Fewer than 4 years counts as inexperienced.
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
—
↳ Students who live in the zone and have a sibling at the school.
15
25
1.67
↳ Other students who live in the zone.
0
20
—
↳ Students who live in the district and have a sibling at the school.
—
—
—
↳ Students who live outside the district and have a sibling at the school.
—
—
—
↳ Other students who live in the district.
0
5
—
↳ All other applicants.
—
—
—
Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).
Pre-K - School Day
Program code 25Q129PK · Cycle 2024-2025
Zoned
51 applicants · 54 seats last year; every priority group with applicants received offers.
↳ Students who live in the zone and have a sibling at the school.
15
15
1.00
↳ Other students who live in the zone.
20
20
1.00
↳ Students who live in the district and have a sibling at the school.
—
—
—
↳ Students who live outside the district and have a sibling at the school.
—
—
—
↳ Other students who live in the district.
—
—
—
↳ All other applicants.
—
—
—
Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).
How to read Applications / seat and where the outlook buckets come from is explained in our methodology.
92nd percentile citywide
School-managed budget
$16.6MPositions: 134
90th percentile citywide
Total spend per student
$31,692
38th percentile citywide · city median $33,606
Staffing costs
Principal’s salary
$180K
6th percentile citywide
Principal and assistant principals
$478KPositions: 3
45th percentile citywide
Teaching staff
$9.9MPositions: 83
93rd percentile citywide
Where the school-managed budget goes
These five categories add up to the school-managed budget. They do not include the centrally-paid costs in total spend.
Each question’s favorable response rate; the topic score (96%) is their average, vs 94% citywide.
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].
73%
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].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. [Science].75%
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].67%
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%
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].84%
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].79%
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].81%
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].84%
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].96%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].83%
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].91%
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].92%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [English as a New Language (ENL)].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. [English as a New Language (ENL)].89%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [English as a New Language (ENL)].88%
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)].78%
Each question’s favorable response rate; the topic score (86%) is their average, vs 91% citywide.
Quality of Student Discussion54%city 67%
How many students in your classes…build on each other’s ideas during class discussions?.45%
How many students in your classes…use data or text references to support their ideas?.39%
How many students in your classes…show that they respect each other’s ideas?.66%
How many students in your classes…provide constructive feedback to their peers/teachers?.47%
How many students in your classes…participate in class discussions at some point?.73%
Each question’s favorable response rate; the topic score (54%) is their average, vs 67% citywide.
Collaborative Teachers
Innovation and Collective Responsibility89%city 79%
How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.89%
How many teachers at this school…are actively trying to improve their teaching?.97%
How many teachers at this school…take responsibility for improving the school?.91%
How many teachers at this school…are eager to try new ideas?.74%
How many teachers at this school…feel responsible that all students learn?.94%
Each question’s favorable response rate; the topic score (89%) is their average, vs 79% citywide.
Cultural Awareness and Inclusive Classroom Instruction87%city 92%
I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.87%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.85%
I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.90%
I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.83%
I am able to…ensure instruction represents multiple races and ethnicities.93%
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).89%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.94%
I am able to...develop appropriate Individualized Education Programs for my students with disabilities.96%
I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.96%
I am able to...distinguish linguistic/cultural differences from learning difficulties.92%
Peer Collaboration85%city 87%
At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.85%
At this school…teachers design instructional programs (e.g. lessons, units) together.91%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.80%
Each question’s favorable response rate; the topic score (85%) is their average, vs 87% citywide.
School Commitment69%city 83%
I usually look forward to each working day at this school.64%
I would recommend this school to parents/guardians seeking a place for their child.73%
I would recommend this school to other teachers as a place to work.70%
Each question’s favorable response rate; the topic score (69%) is their average, vs 83% citywide.
Quality of Professional Development62%city 82%
Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.58%
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.60%
Overall, my professional development experiences this year have...directly related to my students’ needs.67%
Each question’s favorable response rate; the topic score (62%) is their average, vs 82% citywide.
Supportive Environment
Classroom Behavior55%city 66%
How many students in your classes…listen carefully when the teacher gives directions?.61%
How many students in your classes…follow the rules in class?.67%
How many students in your classes…respond to challenging questions in class?.28%
How many students in your classes…do their work when they are supposed to?.64%
Each question’s favorable response rate; the topic score (55%) is their average, vs 66% citywide.
Effective School Leadership
Inclusive Leadership97%city 95%
The principal/school leader at this school…puts decisions made with families into action.97%
The principal/school leader at this school…works to create a sense of community in the school.97%
The principal/school leader at this school…ensures families are comfortable communicating with the school.97%
Each question’s favorable response rate; the topic score (97%) is their average, vs 95% citywide.
Instructional Leadership82%city 86%
The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.91%
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.98%
The principal/school leader at this school...participates in instructional planning with teams of teachers.65%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.70%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.100%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.83%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.90%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.76%
Each question’s favorable response rate; the topic score (82%) is their average, vs 86% citywide.
Program Coherence81%city 83%
At this school…once we start a new program, we follow up to make sure that it’s working.78%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.83%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.83%
Each question’s favorable response rate; the topic score (81%) is their average, vs 83% citywide.
Teacher Influence54%city 66%
At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.92%
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?.45%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.38%
How much influence do teachers have over school policy in...setting standards for student behavior?.49%
Each question’s favorable response rate; the topic score (54%) is their average, vs 66% citywide.
Strong Family-Community Ties
Building Families' Capacity as their Child's Primary Teacher100%city 96%
My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].100%
My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 96% citywide.
Strong Relationships94%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].94%
Each question’s favorable response rate; the topic score (94%) is their average, vs 90% citywide.
Parent Involvement in School74%city 71%
Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.87%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.94%
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.16%
Each question’s favorable response rate; the topic score (74%) is their average, vs 71% citywide.
Trust
Parent-Principal Trust96%city 94%
I feel respected by my child's principal/school leader.98%
I trust the principal/school leader at their word (to do what they say that they will do).96%
The principal/school leader is an effective manager who makes the school run smoothly.95%
Each question’s favorable response rate; the topic score (96%) is their average, vs 94% citywide.
Teacher-Teacher Trust91%city 86%
Teachers in this school trust each other.88%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.86%
I feel respected by other teachers at this school.100%
Each question’s favorable response rate; the topic score (91%) is their average, vs 86% citywide.
Teacher-Principal Trust73%city 84%
I feel respected by the principal/school leader at this school.78%
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.70%
I trust the principal/school leader at their word (to do what they say that they will do).67%
The principal/school leader looks out for the personal welfare of the staff members.74%
The principal/school leader places the needs of children ahead of personal interests.71%
The principal and assistant principals function as a cohesive unit.85%
Each question’s favorable response rate; the topic score (73%) is their average, vs 84% citywide.
Enrollment
999
Economic Need Index
79%
Free / reduced lunch
86%
English learners
35%
Students with IEPs
22%
$469K
4 / WHOLE CLASS4$115K$461K
3 / ICT - Special Ed Teacher3$129K$388K
ESL / PUSH IN/PULL OUT4$94K$376K
3 / ICT - General Ed Teacher3$121K$364K
PHYSICAL EDUCATION / WHOLE CLASS3$119K$356K
5 / WHOLE CLASS3$115K$345K
K / ICT - General Ed Teacher2$159K$317K
4 / ICT - General Ed Teacher2$131K$263K
2 / ICT - General Ed Teacher2$128K$257K
5 / ICT - General Ed Teacher2$123K$246K
4 / ICT - Special Ed Teacher2$115K$230K
5 / ICT - Special Ed Teacher2$115K$230K
ENRICHMENT / WHOLE CLASS2$115K$230K
K / ICT - Special Ed Teacher2$110K$220K
2 / ICT - Special Ed Teacher2$88K$176K
1 / REDUCED CLASS SIZE1$168K$168K
3-K / WHOLE CLASS1$168K$168K
4, 5 / SELF-CONTAINED SP ED1$160K$160K
1 / ICT - Special Ed Teacher1$158K$158K
SCIENCE - GENERAL SCIENCE / REDUCED CLASS SIZE1$147K$147K
SOCIAL STUDIES / WHOLE CLASS1$137K$137K
MUSIC / WHOLE CLASS1$134K$134K
SCIENCE - GENERAL SCIENCE / WHOLE CLASS1$131K$131K
ARTS / SUBJECT SPECIFIC1$126K$126K
1 / ICT - General Ed Teacher1$115K$115K
1, 2 / SELF-CONTAINED SP ED1$115K$115K
2 / SELF-CONTAINED SP ED1$115K$115K
3 / SELF-CONTAINED SP ED1$115K$115K
3,4 / SELF-CONTAINED SP ED1$115K$115K
COMPUTER / WHOLE CLASS1$115K$115K
ESL / PUSH IN-All Students1$115K$115K
ESL / WHOLE CLASS1$115K$115K
K / SELF-CONTAINED SP ED1$115K$115K
PHYSICAL EDUCATION / REDUCED CLASS SIZE1$115K$115K
4,5 / SELF-CONTAINED SP ED1$85K$85K
ESL / ICT - Special Ed Teacher1$52K$52K
5 / SELF-CONTAINED SP ED1$1,912$1,912
4
$78K
$311K
SPEECH / PUSH IN/PULL OUT2$117K$234K
School Secretary3$76K$228K
IEP-HEALTH4$57K$228K
CLASSROOM - Special Ed4$45K$179K
School Psychologist1$120K$120K
School Social Workers Mandated Services1$120K$120K