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The Jermaine L. Green STEM Institute of Queens

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Grades PK-5 · 126-10 BEDELL STREET · Queens

Raevan Askew, Principal · 718-276-1348

About

The Jermaine L. Green STEM Institute of Queens (PS 354Q) serves students from 3K through 5th grade, with a strong emphasis on Science, Technology, Engineering, and Mathematics. The school's mission is to provide a rigorous, challenging, and supportive curriculum, offering students opportunities to engage in hands-on, inquiry-based STEM activities and even "major" in STEM in the upper elementary grades. Academically, the school demonstrates strength in math proficiency, with 66% of students achieving proficiency, which is well above the citywide median. ELA proficiency is also solid at 52%, performing near the citywide median. Parent sentiment is overwhelmingly positive, with 97-100% positive responses across various survey questions, indicating strong family relationships and a supportive school community. The school also maintains a 0% suspension rate, contributing to a safe environment. While some older online comments have raised administrative concerns, the school's current data and communications highlight a commitment to student achievement and an inclusive, nurturing atmosphere. Teacher survey data from 2024-2025 indicates that teacher satisfaction with principal management and willingness to recommend the school are slightly below citywide averages. The school also offers a Spanish Dual Language program.

Sources (15)

Academics

Coursework, class size, and academic context.

3-K - School DayBalancedhigh confidence

Kindergarten (28Q354)Balancedhigh confidence

Pre-K - School DayBalancedhigh confidence

Kindergarten Spanish Dual Language (28Q354)Balancedhigh confidence

Attendance rate

96%

Avg class size (general ed)

Avg class size (ICT)

Average class size by classroom setting: general education vs. ICT (Integrated Co-Teaching, where general- and special-education students learn together with two teachers). NYC DOE Class Size Report, 2021–22.

Community & climate

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

Quality signals

FacultyGoodAI-estimated

Parent survey · overall positive

88%100% response rate

Teacher survey · overall positive

77%49% response rate

Survey topics

Safety78%city 89%

My students are safe…outside around this school.80%
My students are safe…traveling between home and this school.75%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.86%
My students are safe…in my class(es).95%
Conflicts are resolved fairly in my school.52%

Each question’s favorable response rate; the topic score (78%) is their average, vs 89% citywide.

Bullying prevention86%city 42%

At this school students harass, bully, or intimidate other students.86%

Each question’s favorable response rate; the topic score (86%) is their average, vs 42% citywide.

Emotional support83%city 84%

How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.81%
How many adults at this school…tell their students they believe they can achieve high academic standards?.90%
How many adults at this school…teach students how to advocate for themselves?.95%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.65%

Each question’s favorable response rate; the topic score (83%) is their average, vs 84% citywide.

Academic expectations84%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?.67%

Each question’s favorable response rate; the topic score (84%) is their average, vs 87% citywide.

College & career guidance100%city 90%

It’s a priority at this school that adults…provide students with guidance on the high school application process.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 90% citywide.

Family outreach93%city 94%

At this school…teachers understand families' challenges and concerns.91%
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.91%
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.88%
Teachers work closely with me to meet my child's needs.91%
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.97%
My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.92%

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

Parent–teacher trust95%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.96%

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

Show all survey topics

Rigorous Instruction

Strong Core Instruction95%city 92%

In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA].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].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. [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].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math].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. [Math].88%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].100%

Each question’s favorable response rate; the topic score (95%) is their average, vs 92% citywide.

Early Childhood Instruction76%city 92%

In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood].71%
In planning my last instructional unit, I had the resources and tools I needed to…develop learning experiences grounded in the concepts of development and learning emphasized in the Prekindergarten Foundations for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood].71%
In planning my last instructional unit, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood].86%

Each question’s favorable response rate; the topic score (76%) is their average, vs 92% citywide.

Quality of Student Discussion67%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.64%
How many students in your classes…use data or text references to support their ideas?.50%
How many students in your classes…show that they respect each other’s ideas?.77%
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?.86%

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

Collaborative Teachers

Cultural Awareness and Inclusive Classroom Instruction90%city 92%

I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.86%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.95%
I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.91%
I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.82%
I am able to…ensure instruction represents multiple races and ethnicities.95%
I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).100%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.90%
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.100%
I am able to...distinguish linguistic/cultural differences from learning difficulties.95%
I have conversations about race and racism at my school that help me examine my own beliefs around identity.59%

Each question’s favorable response rate; the topic score (90%) is their average, vs 92% citywide.

Peer Collaboration79%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.50%
At this school…teachers design instructional programs (e.g. lessons, units) together.100%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.86%

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

Quality of Professional Development74%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.73%
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.62%
Overall, my professional development experiences this year have...directly related to my students’ needs.86%

Each question’s favorable response rate; the topic score (74%) is their average, vs 82% citywide.

Innovation and Collective Responsibility74%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?.73%
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?.68%
How many teachers at this school…feel responsible that all students learn?.82%

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

School Commitment50%city 83%

I usually look forward to each working day at this school.59%
I would recommend this school to parents/guardians seeking a place for their child.55%
I would recommend this school to other teachers as a place to work.36%

Each question’s favorable response rate; the topic score (50%) is their average, vs 83% citywide.

Supportive Environment

Classroom Behavior64%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.59%
How many students in your classes…follow the rules in class?.68%
How many students in your classes…respond to challenging questions in class?.59%
How many students in your classes…do their work when they are supposed to?.71%

Each question’s favorable response rate; the topic score (64%) is their average, vs 66% citywide.

Effective School Leadership

Inclusive Leadership98%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.99%

Each question’s favorable response rate; the topic score (98%) is their average, vs 95% citywide.

Program Coherence77%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.68%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.86%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.76%

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.50%
The principal/school leader at this school...sets high standards for student learning.82%
The principal/school leader at this school...participates in instructional planning with teams of teachers.59%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.82%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.95%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.91%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.82%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.62%

Each question’s favorable response rate; the topic score (75%) is their average, vs 86% citywide.

Teacher Influence40%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.59%
How much influence do teachers have over school policy in...hiring new professional personnel?.36%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.32%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.32%
How much influence do teachers have over school policy in...setting standards for student behavior?.41%

Each question’s favorable response rate; the topic score (40%) is their average, vs 66% citywide.

Strong Family-Community Ties

Building Families' Capacity as their Child's Primary Teacher97%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].93%

Each question’s favorable response rate; the topic score (97%) is their average, vs 96% citywide.

Strong Relationships83%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].83%

Each question’s favorable response rate; the topic score (83%) is their average, vs 90% citywide.

Parent Involvement in School73%city 71%

Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.94%
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].93%
I know how to contact the Parent Coordinator at my child’s school.9%

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

Trust

Parent-Principal Trust95%city 94%

I feel respected by my child's principal/school leader.97%
I trust the principal/school leader at their word (to do what they say that they will do).94%
The principal/school leader is an effective manager who makes the school run smoothly.95%

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

Teacher-Teacher Trust71%city 86%

Teachers in this school trust each other.68%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.59%
I feel respected by other teachers at this school.86%

Each question’s favorable response rate; the topic score (71%) is their average, vs 86% citywide.

Teacher-Principal Trust47%city 84%

I feel respected by the principal/school leader at this school.55%
The principal/school leader at this school is an effective manager who makes the school run smoothly.45%
The principal/school leader has confidence in the expertise of the teachers at this school.41%
I trust the principal/school leader at their word (to do what they say that they will do).50%
The principal/school leader looks out for the personal welfare of the staff members.45%
The principal/school leader places the needs of children ahead of personal interests.45%
The principal and assistant principals function as a cohesive unit.50%

Each question’s favorable response rate; the topic score (47%) 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

36%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

68%

Students per teacher

9:1

Teaching out of certification

Teacher experience and certification from the NYSED School Report Card (2024–25); students per teacher = enrollment ÷ reported teachers. Fewer than 4 years counts as inexperienced.

Student body

Race / ethnicity^[4]

Asian 3%
Black 69%
Hispanic 20%
White 2%
Multiracial 4%

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

Gender^[4]

Female 50%
Male 50%

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

Enrollment

465

Economic Need Index

81%

Free / reduced lunch

84%

English learners

Students with IEPs

24%

Admissions

2 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.

3-K - School Day

Program code 28Q3543K · Cycle 2024-2025

Zoned

24 applicants · 30 seats last year; every priority group with applicants received offers.

priority group	Seats	Applicants	Apps / seat
General education	30	24	—
↳ Students who live in the zone and have a sibling at the school.	—	—	—
↳ Other students who live in the zone.	10	10	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”).

Pre-K - School Day

Program code 28Q354PK · Cycle 2024-2025

Zoned

25 applicants · 48 seats last year; every priority group with applicants received offers.

priority group	Seats	Applicants	Apps / seat
General education	48	25	—
↳ Current students.	15	15	1.00
↳ Students who live in the zone and have a sibling at the school.	—	—	—
↳ Other students who live in the zone.	—	—	—
↳ Students who live in the district and have a sibling at the school.	—	—	—
↳ Students who live outside the district and have a sibling at the school.	—	—	—
↳ Other students who live in the district.	—	—	—
↳ All other applicants.	—	—	—

Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).

How to read Apps / seat and where the outlook buckets come from is explained in our methodology.

Location & commute

Where the school is and how to get there.

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