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J.H.S. 202 Robert H. Goddard
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J.H.S. 202 Robert H. Goddard

Grades 6-8 · 138-30 LAFAYETTE STREET · Queens

WILLIAM FITZGERALD, Principal · 718-848-0001

About

J.H.S. 202 Robert H. Goddard is a large middle school in Ozone Park, Queens, known for its comprehensive education with a strong emphasis on the Fine Arts. The school offers robust programs in Band, Chorus, and Visual Arts, with students showcasing their talents at venues like Queens College and Carnegie Hall, and winning awards at the Queens Borough Arts Festival. Academically, the school demonstrates solid performance, with ELA and Math proficiency rates above the citywide median for middle schools. It also offers high school level courses in algebra and earth science for 8th graders. Beyond academics and arts, the school provides a wide array of extracurricular activities, including a citywide "top ranking" debate team and various sports. Parents generally report positive experiences, particularly regarding teacher support and respect for students. The school also focuses on college readiness through its College Access for All initiative. While the school is praised for its nurturing environment and dedicated staff, some student survey responses indicate concerns regarding bullying and the fairness of conflict resolution, contributing to a "Fair" rating for safety and school climate.

Sources (9)

Where graduates go next[2]

  • · John Adams High School
  • · Robert H. Goddard High School of Communication Arts and Technology
  • · Richmond Hill High School

High schools this school’s graduates most commonly attend.

Academics

State test proficiency rates and acceleration.

ELA proficiency

59%

Math proficiency

62%

Academic paceBalancedhigh confidence

Proficiency rates are from the Grade 3–8 NYS state test (school-level).

Attendance rate

96%

Avg class size (general ed)

25.46

Avg class size (ICT)

25.12

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.

Accelerated & honors courses[1]

  • ELA (Middle School Honors)
  • Math (Middle School Honors)
  • Middle School Algebra ACC
  • Middle School Earth & Space Science ACC
  • Middle School Geometry ACC
  • Science (Middle School Honors)
  • Social Studies (Middle School Honors)
  • World Languages (Middle School)

High-school-credit or accelerated coursework offered.

Electives, clubs & activities[1]

Electives
Algebra I, Art, Band, Book Club, Chess, Chorus, Coding, Concert Band, Creative Writing, Dance, Debate, Fine Arts, Fitness, Foreign Language, Game Design, Guitar, LEGO Robotics, Library, Math, Music, Physical Education, Saturday Academy, Science, Spanish, Specialized High School Test Preparation, STEM, Studio Art, Technology, Visual Arts, Vocal Music
Clubs & activities
Art, Band, Chess, Chorus, Coding, Dance, Debate, Fitness, Gardening, Guitar, Homework Help, Leadership, Lego Robotics, Restorative Circles, Robotics, Rock Band, Saturday Academy, STEM, Student Council, Technology, Tutoring, Visual Arts

Offerings vary year to year.

Arts offerings[1]

  • Traditional and Studio Art
  • Exploring Music
  • Chorus/Singing
  • Band/Brass/Percussion/Woodwinds

Arts and music courses offered.

Community & climate

Demographics, attendance, school survey results, and DOE quality ratings.

Quality signals

FacultyExcellentAI-estimated
InstructionGood
Safety & climateFair
Family tiesGood

DOE quality-rating labels are skewed across the system; read them relative to the citywide distribution in our methodology.

Parent survey · overall positive

87%100% response rate

Teacher survey · overall positive

91%94% response rate

Student survey · overall positive

69%93% response rate

Survey topics

Safety71%city 76%
  • Conflicts are resolved fairly in this school.59%
  • I feel safe…outside around this school.74%
  • I feel safe…traveling between home and this school.83%
  • I feel safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.73%
  • I feel safe…in my classes at this school.92%
  • Conflicts are resolved fairly in my school.86%
  • School Safety Agents promote a safe and respectful environment.84%
  • At this school students drink alcohol, use illegal drugs, or abuse prescription drugs.63%
  • At this school students get into physical fights.29%
  • At this school there is gang activity.68%

Each question’s favorable response rate; the topic score (71%) is their average, vs 76% citywide.

Bullying prevention42%city 57%
  • At this school students harass, bully, or intimidate other students.29%
  • At this school students harass, bully, or intimidate each other because of their race, religion, ethnicity, national origin, language/accent, or citizenship/immigration status.41%
  • At this school students harass, bully, or intimidate each other because of their gender, gender identity, gender expression, or sexual orientation.50%
  • At this school students harass, bully, or intimidate each other because of other differences, like different body type or disability.43%
  • At this school students harass, bully, or intimidate each other online (through mobile phones, social media, email, or other forms of electronic communication).37%
  • At this school students harass, bully, or intimidate other students.51%

Each question’s favorable response rate; the topic score (42%) is their average, vs 57% citywide.

Emotional support69%city 69%
  • I know where to go at my school if I need additional support with my mental-health.79%
  • During this school year, most days I have felt happy when at school.78%
  • 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.68%
  • During this school year, most days I have felt bored when at school.26%
  • During this school year, most days I have felt stressed when at school.30%
  • During this school year, most days I have felt worried when at school.55%
  • 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?.90%
  • How many adults at this school…tell their students they believe they can achieve high academic standards?.92%
  • How many adults at this school…teach students how to advocate for themselves?.90%
  • How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.79%

Each question’s favorable response rate; the topic score (69%) is their average, vs 69% citywide.

Personal attention65%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.64%
  • 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.70%
  • 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.66%
  • 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.54%
  • Adults at this school check in with me frequently about how I’m doing personally.51%
  • Adults at this school check in with me frequently about how I’m doing academically.74%
  • I feel like I belong at this school.76%

Each question’s favorable response rate; the topic score (65%) is their average, vs 67% citywide.

Academic expectations72%city 71%
  • The classes at this school prepare me for the next step in my education.88%
  • In how many of your classes …are you challenged?.50%
  • In how many of your classes …do your teachers have high expectations for you?.77%
  • In how many of your classes …are you encouraged to work in small groups?.66%
  • In how many of your classes …do your teachers want you to become better thinkers, not just memorize things?.75%
  • In how many of your classes …do you get so focused on learning during class activities that you lose track of time?.49%
  • In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.97%
  • How many students in your classes…have to work hard to do well?.76%

Each question’s favorable response rate; the topic score (72%) is their average, vs 71% citywide.

Clear instruction75%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.77%
  • 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.78%
  • 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.82%
  • 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.63%

Each question’s favorable response rate; the topic score (75%) is their average, vs 73% citywide.

College & career guidance89%city 85%
  • This school provides me with guidance on the high school application process.82%
  • This school provides my family with guidance on the high school application process.81%
  • It’s a priority at this school that adults…provide students with guidance on the high school application process.98%
  • It’s a priority at this school that adults…provide families with guidance on the high school application process.94%

Each question’s favorable response rate; the topic score (89%) is their average, vs 85% citywide.

Family outreach93%city 94%
  • At this school…teachers understand families' challenges and concerns.98%
  • At this school…teachers work closely with families to meet students' needs.97%
  • At this school…staff regularly communicate with families about how they can help students learn.97%
  • At this school…school staff value families' race, ethnicity, culture, family structure, and background.95%
  • School staff regularly communicate with me about how I can help my child learn.86%
  • Teachers work closely with me to meet my child's needs.84%
  • My child's school communicates with me in a language that I can understand.95%
  • 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.91%

Each question’s favorable response rate; the topic score (93%) is their average, vs 94% citywide.

Student–teacher trust82%city 82%
  • There is at least one adult at my school that I can confide in.81%
  • My teachers are open to students' ideas, suggestions, and comments.85%
  • My teachers always do what they say they will do.72%
  • My teachers treat me with respect.88%

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

Parent–teacher trust94%city 95%
  • I feel respected by my child's teachers.97%
  • Staff at this school work hard to build trusting relationships with parents/guardians like me.91%
  • My child's teachers treat me as a partner in educating my child.93%

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

Show all survey topics

Rigorous Instruction

Strong Core Instruction96%city 91%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].100%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].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].95%
  • In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].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].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. [Math].94%
  • 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].94%
  • 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].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. [Math].94%

Each question’s favorable response rate; the topic score (96%) is their average, vs 91% citywide.

Quality of Student Discussion73%city 67%
  • How many students in your classes…build on each other’s ideas during class discussions?.67%
  • How many students in your classes…use data or text references to support their ideas?.73%
  • How many students in your classes…show that they respect each other’s ideas?.78%
  • How many students in your classes…provide constructive feedback to their peers/teachers?.67%
  • How many students in your classes…participate in class discussions at some point?.81%

Each question’s favorable response rate; the topic score (73%) is their average, vs 67% citywide.

Collaborative Teachers

Peer Collaboration95%city 87%
  • At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.97%
  • At this school…teachers design instructional programs (e.g. lessons, units) together.95%
  • At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.94%

Each question’s favorable response rate; the topic score (95%) is their average, vs 87% citywide.

School Commitment95%city 83%
  • I usually look forward to each working day at this school.95%
  • I would recommend this school to parents/guardians seeking a place for their child.95%
  • I would recommend this school to other teachers as a place to work.95%

Each question’s favorable response rate; the topic score (95%) is their average, vs 83% citywide.

Quality of Professional Development94%city 82%
  • Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.95%
  • 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.94%
  • Overall, my professional development experiences this year have...directly related to my students’ needs.94%

Each question’s favorable response rate; the topic score (94%) is their average, vs 82% citywide.

Cultural Awareness and Inclusive Classroom Instruction91%city 89%
  • My teachers use examples of students’ different races and cultures in their lessons to make learning more meaningful for me.79%
  • My teachers use examples of students’ different backgrounds and families in their lessons to make learning more meaningful for me.74%
  • I see a variety of races, ethnicities, cultures, and backgrounds positively represented in the curriculum.88%
  • I see a variety of genders, gender identities and expressions and sexual orientations positively represented in the curriculum.78%
  • At this school, we have productive conversations about race and racism where I feel my voice is heard.72%
  • My teachers treat students of different races, cultures, or backgrounds equally.87%
  • My teachers treat students of different genders, gender identities and expressions and sexual orientations equally.89%
  • I feel that my teachers respect my culture, background, and identity.93%
  • I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.97%
  • I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.98%
  • I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.100%
  • I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.98%
  • I am able to…ensure instruction represents multiple races and ethnicities.100%
  • I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).98%
  • I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.100%
  • I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
  • I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.98%
  • I am able to...distinguish linguistic/cultural differences from learning difficulties.98%
  • I have conversations about race and racism at my school that help me examine my own beliefs around identity.78%

Each question’s favorable response rate; the topic score (91%) is their average, vs 89% citywide.

Innovation and Collective Responsibility87%city 79%
  • How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.92%
  • How many teachers at this school…are actively trying to improve their teaching?.91%
  • How many teachers at this school…take responsibility for improving the school?.84%
  • How many teachers at this school…are eager to try new ideas?.78%
  • How many teachers at this school…feel responsible that all students learn?.88%

Each question’s favorable response rate; the topic score (87%) is their average, vs 79% citywide.

Supportive Environment

Conflict Resolution74%city 79%
  • When a conflict arises, school staff use questions to encourage reflection and resolve it.74%

Each question’s favorable response rate; the topic score (74%) is their average, vs 79% citywide.

Classroom Behavior69%city 66%
  • How many students in your classes…listen carefully when the teacher gives directions?.71%
  • How many students in your classes…follow the rules in class?.79%
  • How many students in your classes…respond to challenging questions in class?.62%
  • How many students in your classes…do their work when they are supposed to?.65%

Each question’s favorable response rate; the topic score (69%) is their average, vs 66% citywide.

Effective School Leadership

Program Coherence96%city 83%
  • At this school…once we start a new program, we follow up to make sure that it’s working.94%
  • At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.98%
  • At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.97%

Each question’s favorable response rate; the topic score (96%) is their average, vs 83% citywide.

Instructional Leadership94%city 86%
  • The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.98%
  • The principal/school leader at this school...understands how children learn.94%
  • 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.91%
  • The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.94%
  • The principal/assistant principal(s) at this school…carefully tracks student academic progress.97%
  • The principal/assistant principal(s) at this school…knows what’s going on in my classes.89%
  • The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.97%
  • How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.88%

Each question’s favorable response rate; the topic score (94%) is their average, vs 86% citywide.

Inclusive Leadership91%city 93%
  • The principal/school leader at this school…puts decisions made with families into action.90%
  • The principal/school leader at this school…works to create a sense of community in the school.93%
  • The principal/school leader at this school…ensures families are comfortable communicating with the school.95%
  • 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.).84%

Each question’s favorable response rate; the topic score (91%) is their average, vs 93% citywide.

Teacher Influence79%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?.73%
  • How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.61%
  • How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.81%
  • How much influence do teachers have over school policy in...setting standards for student behavior?.86%

Each question’s favorable response rate; the topic score (79%) is their average, vs 66% citywide.

Strong Family-Community Ties

Strong Relationships89%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].89%

Each question’s favorable response rate; the topic score (89%) is their average, vs 90% citywide.

Parent Involvement in School62%city 63%
  • Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.80%
  • Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.89%
  • I know how to contact the Parent Coordinator at my child’s school.16%

Each question’s favorable response rate; the topic score (62%) is their average, vs 63% citywide.

Trust

Teacher-Principal Trust95%city 84%
  • I feel respected by the principal/school leader at this school.95%
  • The principal/school leader at this school is an effective manager who makes the school run smoothly.95%
  • The principal/school leader has confidence in the expertise of the teachers at this school.98%
  • I trust the principal/school leader at their word (to do what they say that they will do).95%
  • The principal/school leader looks out for the personal welfare of the staff members.95%
  • The principal/school leader places the needs of children ahead of personal interests.92%
  • The principal and assistant principals function as a cohesive unit.97%

Each question’s favorable response rate; the topic score (95%) is their average, vs 84% citywide.

Parent-Principal Trust93%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.94%

Each question’s favorable response rate; the topic score (93%) is their average, vs 94% citywide.

Teacher-Teacher Trust89%city 86%
  • Teachers in this school trust each other.84%
  • It's OK in this school to discuss feelings, worries, and frustrations with other teachers.88%
  • I feel respected by other teachers at this school.95%

Each question’s favorable response rate; the topic score (89%) is their average, vs 86% citywide.

Student-Student Trust59%city 70%
  • Most students at this school treat each other with respect.48%
  • Most students treat students from different cultures or backgrounds equally.69%

Each question’s favorable response rate; the topic score (59%) is their average, vs 70% 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

34%

Suspension rate

1%

Teachers[7]

Teachers with 4+ years' experience

87%

Students per teacher

13:1

Teaching out of certification

18%

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 35%
  • Black 6%
  • Hispanic 47%
  • White 4%
  • Multiracial 1%

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

Gender[4]

  • Female 48%
  • Male 52%

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

Enrollment

906

Economic Need Index

74%

Free / reduced lunch

81%

English learners

13%

Students with IEPs

18%

Admissions

Seats, applicants, and admissions method from the most recent cycle. Where the school enrolls separate tracks (general ed, students with disabilities, specialized education), each track is shown on its own row, with its priority order beneath it.

Robert H. Goddard (M.S. 202)

Program code Q202Z · Cycle 2024-2025

zone_priorityAthleticsHumanities & writingInstrumental musicScience & mathVisual artsVocal music

240 applicants · 272 seats last year; every priority group with applicants received offers.

priority groupSeatsApplicantsApps / seat
General education2722401.00
↳ Priority to applicants whose sibling(s) will be enrolled in this school next year
20201.00
↳ Then to students residing in the zone
1301301.00
↳ Then to District 27 students and residents
70701.00
↳ Then to New York City residents
20201.00

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”).

Eligibility

Open to New York City residents

Apply on MySchools →

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.

Get directions ↗
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Data sources

  1. 1.MySchools / NYC DOE: Program descriptions, course, club, and arts offerings.
  2. 2.NYC DOE: Frequently-attended high schools.
  3. 3.NYC DOE School Survey: Parent, teacher, and student survey results.
  4. 4.NYC DOE Demographic Snapshot: Enrollment and demographic breakdowns.
  5. 7.NYSED School Report Card: Teacher experience, certification, and pupil-teacher ratio.