Thomas A. Edison Career and Technical Education High School
- 165-65 84 AVENUE, Queens
- Grades 9-12
- Moses Ojeda, Principal
- 718-297-6580
- taehs.org
About
Thomas A. Edison Career and Technical Education High School serves grades 9-12 with a large enrollment well above the citywide median. The school describes its mission as developing leaders by preparing students for high academic, technical, civic, and workforce challenges, emphasizing academic rigor and pathways for college and career readiness. It participates in the Career Readiness and Modern Youth Apprenticeship (CRMYA) pilot, offering courses for career exploration and apprenticeships in tech, finance, and business. The school demonstrates strong outcomes, with a 4-year graduation rate of 95.0 percent, which is above the citywide median, and a college enrollment rate of 85.5 percent, well above the citywide median. Regents pass rates are strong in English (85.9 percent), Global History (83.7 percent), and Algebra II (84.9 percent). The school's Economic Need Index of 66.0 percent is below the citywide median, and its percentage of English Language Learners (3.0 percent) and students with Individualized Education Programs (15.0 percent) are both below the 25th percentile citywide. In the 2025-26 DOE School Survey, 97 percent of responding parents were satisfied with their child's education and felt their child was safe. Parents also reported high levels of respect and effective communication from staff and the principal. Students surveyed in 2025-26 largely felt safe in hallways (93 percent favorable) and reported low instances of bullying or physical fights. The school received an "Excellent" rating for instruction and performance and "Good" ratings for safety and school climate, and relationships with families.
Sources (4)
- NYC DOE Location Code Generating and Management System (LCGMS) · 2026-27 (export of 2026-08-22)
- NYC DOE School Quality Reports and Snapshot, 2024-25 · 2024-25
- MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle
- NYC School Survey (parent and student responses) · 2025-26
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 African American Studies
- AP Art History
- AP Biology
- AP Calculus AB
- AP Calculus BC
- AP Chemistry
- AP Computer Science A
- AP Computer Science Principles
- AP English Language and Composition
- AP English Literature and Composition
- AP Macroeconomics
- AP Physics 1
- AP Pre-Calculus
- AP Psychology
- AP Research
- AP Seminar
- AP Spanish Language and Culture
- AP Statistics
- AP United States Government and Politics
- AP United States History
- AP World History: Modern
- Calculus (Advanced Math)
- Chemistry (Advanced Science)
- Comp Sci/Math Tech (College Course [Credited])
- ELA (College Course [Credited])
- Math (College Course [Credited])
- Other (College Course [Credited])
- Physics (Advanced Science)
- World Languages (Advanced World Languages)
30 Advanced Placement / college-level courses offered.
Electives, clubs & activities[1]
- Clubs & activities
- Leadership Organization(s): DECA, HOSA, National Honor Society (NHS), National Technical Honor Society (NTHS), New York State Science Honor Society (NYSSHS), SkillsUSA, JROTC and Student Council , School Club(s): Acoustic Guitar Club, Actively Caring at Edison (ACE), Anime Club, Art Club, Asian Multicultural Alliance (AMA), Automotive Competition Club (ACC), Badminton Club, Bhangra Club, Black Student Union (BSU), Book Club, Chapters of Edison Podcast (COEP), Cheerleading/Dance Squad, Chess Team, Club Of Data Engineers (CODE), College & Career Readiness Club, Connections Council, Debate Club, Drone Academy, ESports, Edison Newsletter, Edison Teen Voices, Electric Guitar Club, Fashion Club,Gender Sexuality Alliance (GSA), Glamour Gals and Guys, Guitar Club, Key Club, Math Club, Media Club, Minorities United Club, Model UN, Muslim Student Organization (MSO), Pit Crew, Poetry Club, Science & Eco Engaged Club, Society of Film Appreciation (SOFA), Tech/Sound Crew, Robotics Club, Yearbook Committee, True Crime Experts, Volleyball Club, We The People Club, and Wrestling.
Offerings vary year to year.
Arts offerings[1]
- General Visual Arts
- Digital Media Arts
- Art History
- Exploring Music
Arts and music courses offered.
Outcomes
[6]Graduation, test scores, and what happens after senior year.
4-year graduation rate
95%
Enrolled in college within 6 months
86%
College & career ready
75%
Where graduates enroll
- 4-year college 67%
- 2-year college 18%
- Other program 1%
- Not enrolled 14%
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 Math536
SAT Reading & Writing539
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 I50%
Algebra II85%
Chemistry74%
Earth & Space Sciences73%
English86%
Geometry49%
Global History84%
Living Environment69%
Physics70%
U.S. History79%
Share of students who took each Regents exam this year and scored 65 or higher. Exams with too few test-takers to report are omitted. Bars compare against NYC high schools reporting the same exam.
These figures describe recent graduating classes, not a guarantee for any student. College enrollment counts any postsecondary program within 6 months of graduation, and “college & career ready” is the DOE’s 4-year readiness measure.
Community & climate
Demographics, attendance, school survey results, and DOE quality ratings.
Quality signals
DOE quality-rating labels are skewed across the system; read them relative to the citywide distribution in our methodology.
NYC School Survey, 2025-26
Parent survey · overall positive
93%31% response rate
Teacher survey · overall positive
69%76% response rate
Student survey · overall positive
78%80% response rate
Survey topics, 2025-26
Safety90%city 82%
- Students · Do you feel safe in your classes at school?95%
- Students · Do you feel safe in the hallways and the cafeteria?93%
- Students · Do you feel safe in the locker rooms and bathrooms at school?91%
- Students · How often do School Safety Agents promote a safe and respectful environment?80%
- Students · How often do students get into physical fights at this school?93%
- Students · How often are students under the influence of alcohol and/or illegal drugs during the school day and/or school activities?87%
- Students · How often are students involved in gang activity during the school day?90%
Each question’s favorable response rate; the topic score (90%) is their average, vs 82% citywide.
Bullying prevention85%city 79%
- Students · How often do students at this school harass, bully, or intimidate other students?87%
- Students · How often do students harass or bully others online or through social media?85%
- Students · How often do students harass or bully others because of their race?85%
- Students · How often do students harass or bully others because of their ethnicity?86%
- Students · How often do students harass or bully others because of their religion?89%
- Students · How often do students harass or bully others because of their country of origin?89%
- Students · How often do students harass or bully others because of their citizenship/immigration status?89%
- Students · How often do students harass or bully others because of their gender?89%
- Students · How often do students harass or bully others because of their gender expression?87%
- Students · How often do students harass or bully others because of their sexual orientation?85%
- Students · How often do students harass or bully others because of their body type (weight, height, hair, etc.)?80%
- Students · How often do students harass or bully others because of their disability?86%
- Teachers · At this school students harass, bully, or intimidate other students.69%
Each question’s favorable response rate; the topic score (85%) is their average, vs 79% citywide.
Emotional support68%city 74%
- Students · How often do students at this school treat each other with respect?72%
- Students · How often do you feel like there is at least one trusted adult at this school you could talk to if you needed to?66%
- Students · Do you know where to go in your school if you need help with mental health?91%
- Students · How often do you use strategies you learned at school to stay focused when something frustrating happens?54%
- Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?75%
- Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?77%
- Teachers · How many adults at this school…teach students how to advocate for themselves?69%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?53%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?57%
Each question’s favorable response rate; the topic score (68%) is their average, vs 74% citywide.
Personal attention65%city 62%
- Students · How many of your teachers give you specific suggestions on how to improve your work?65%
- Students · How many of your teachers check if you have what you need to do well in class (extra help, access to internet, etc.)?64%
- Students · How often does your school offer classes, clubs, or activities that you're excited about?72%
- Students · How often do you get to work with teachers and other adults at your school to help make decisions about things that are important to you (e.g. safety, conflict resolution, etc.)?59%
Each question’s favorable response rate; the topic score (65%) is their average, vs 62% citywide.
Academic expectations66%city 71%
- Students · In how many of your classes do you feel like you're being challenged academically (you learn new and hard things)?68%
- Students · During this school year, how often have you felt bored?52%
- Students · In how many of your classes do you work in small groups?51%
- Students · In how many classes are you expected to explain the thinking or the WHY behind your responses?77%
- Teachers · In this school, the staff believes that all students can learn, including Multilingual Learners/English language learners (MLs/ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.86%
- Teachers · This school has well-defined learning expectations for all students.67%
- Teachers · How many students in your classes…have to work hard to do well?62%
Each question’s favorable response rate; the topic score (66%) is their average, vs 71% citywide.
Clear instruction71%city 67%
- Students · In how many of your classes is it clear what you need to learn?86%
- Students · In how many of your classes does the work you do in class help you with class assignments like homework, projects, and/or tests?79%
- Students · How many of your teachers explain things differently if you don't understand?66%
- Students · How many of your teachers connect what you are learning to life outside the classroom?53%
Each question’s favorable response rate; the topic score (71%) is their average, vs 67% citywide.
College & career guidance85%city 84%
- Students · How often does this school encourages you to develop interests, talents, or opportunities outside of academics?77%
- Students · Does your school help you feel ready to move up to the next grade level or to graduate?81%
- Students · How helpful are the adults in your school in helping you plan for life after high school? [Grades 9-12].82%
- Students · How helpful are the adults at your school in teaching you about career options? [Grades 9-12].83%
- Students · How encouraged do you feel by adults at your school to take advanced courses (IB, AP, college credit)? [Grades 8-12].68%
- Teachers · Adults at this school...meet with students to discuss what they plan to do after high school. [High School Only].89%
- Teachers · Adults at this school...provide students with information about the college application process. [High School Only].92%
- Teachers · Adults at this school...help students plan for how to meet their future career goals. [High School Only].90%
- Teachers · Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). [High School Only].92%
- Teachers · Adults at this school...show students options for how to pursue pathways other than college (apprenticeships, certifications, etc.). [High School Only].91%
Each question’s favorable response rate; the topic score (85%) is their average, vs 84% citywide.
Family outreach88%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.81%
- Teachers · At this school…teachers work closely with families to meet students' needs.81%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.86%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.88%
- Parents · School staff regularly communicate with me about how I can help my child learn.85%
- Parents · Teachers work closely with me to meet my child's needs.85%
- Parents · My child's school communicates with me in a language that I can understand.96%
- Parents · I am greeted warmly when I contact or visit the school.95%
- Parents · My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.94%
- Parents · If I suspect my child needs additional learning supports and services, I know the next steps to get support at my school.90%
Each question’s favorable response rate; the topic score (88%) is their average, vs 95% citywide.
Student–teacher trust77%city 74%
- Students · How many of your teachers are open to students' ideas and suggestions?68%
- Students · How many of your teachers treat you with respect?86%
- Students · How many of your teachers do you feel support you when you are upset?61%
- Students · How many of your teachers treat students of different races, cultures, or backgrounds equally?85%
- Students · How many of your teachers treat students of different genders and/or sexual orientations equally?85%
Each question’s favorable response rate; the topic score (77%) is their average, vs 74% citywide.
Parent–teacher trust94%city 96%
- Parents · I feel respected by my child's teachers.97%
- Parents · Staff at this school work hard to build trusting relationships with parents/guardians like me.93%
- Parents · My child's teachers treat me as a partner in educating my child.93%
Each question’s favorable response rate; the topic score (94%) is their average, vs 96% citywide.
Show all survey topicsShow fewer
Instruction and Performance
IEP Service Satisfaction99%city 91%
- Parents · I am satisfied with the educational planning and Individualized Education Program (IEP) development process at this school. [Families of students with IEPs].100%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].100%
- Parents · This school offers a wide enough variety of activities and services (including specialized programs, related services and assistive and adaptive technologies where appropriate) to help improve outcomes for my child. [Families of students with IEPs].97%
Each question’s favorable response rate; the topic score (99%) is their average, vs 91% citywide.
Family Satisfaction with Child's Education95%city 94%
- Parents · My child is progressing in reading the way I would expect.97%
- Parents · My child is progressing in math the way I would expect.92%
- Parents · My child's school helps me understand what grade-level schoolwork looks like.92%
- Parents · How satisfied are you with the following? The education my child has received this year.97%
- Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.97%
Each question’s favorable response rate; the topic score (95%) is their average, vs 94% citywide.
Strong Core Instruction85%city 92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].90%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Social Studies].95%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].70%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].85%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].85%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Science].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science].85%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].85%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [ELA].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA].67%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Math].88%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].31%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].56%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].69%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Economics/Financial Education].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Economics/Financial Education].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Economics/Financial Education].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Economics/Financial Education].100%
Each question’s favorable response rate; the topic score (85%) is their average, vs 92% citywide.
Cultural Awareness and Inclusive Classroom Instruction77%city 85%
- Students · How often does your school teach you to respect and appreciate others' differences (differences in language, culture, religion, etc.)?78%
- Students · How often do you see examples of different backgrounds and families in your classes (i.e materials, curriculum)?72%
- Students · How often do you see positive representations of different races/ethnicities and cultures in your classes (i.e materials, curriculum)?74%
- Students · How often do you see positive representation of different genders and/or sexual orientations in your classes (i.e materials, curriculum)?63%
- Students · How often does your school encourage respectful conversations about race where you feel your voice is heard?75%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.62%
- Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.86%
- Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.83%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.83%
- Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.78%
- Teachers · I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).83%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.79%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.84%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.90%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.88%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.55%
Each question’s favorable response rate; the topic score (77%) is their average, vs 85% citywide.
Classroom Behavior66%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?63%
- Teachers · How many students in your classes…follow the rules in class?86%
- Teachers · How many students in your classes…respond to challenging questions in class?48%
- Teachers · How many students in your classes…do their work when they are supposed to?68%
Each question’s favorable response rate; the topic score (66%) is their average, vs 68% citywide.
Quality of Student Discussion62%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?50%
- Teachers · How many students in your classes…use data or text references to support their ideas?56%
- Teachers · How many students in your classes…show that they respect each other’s ideas?82%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?54%
- Teachers · How many students in your classes…participate in class discussions at some point?67%
Each question’s favorable response rate; the topic score (62%) is their average, vs 68% citywide.
Safety and School Climate
Inclusive Leadership96%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.95%
- Parents · The principal/school leader at this school…works to create a sense of community in the school.96%
- Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.95%
- Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.96%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Inclusive Learning Environment80%city 81%
- Students · Do you feel like you belong at this school?71%
- Students · How often do you feel included in school activities like clubs, sports, recess, field trips, and school events? [Students with IEPs / ELLs].50%
- Students · How often do students treat students from different cultures or backgrounds equally?78%
- Students · How often are school rules applied equally to all students at school?81%
- Students · How often can you use a bathroom that matches your gender identity in your school?90%
- Teachers · At this school, students with disabilities are included in all school activities.90%
- Teachers · This school educates students with disabilities in the least restrictive environment appropriate.85%
- Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.87%
- Teachers · School staff treat students of different races, cultures, or backgrounds equally.87%
Each question’s favorable response rate; the topic score (80%) is their average, vs 81% citywide.
Teacher-Teacher Trust63%city 88%
- Teachers · Teachers in this school trust each other.54%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.61%
- Teachers · I feel respected by other teachers at this school.74%
Each question’s favorable response rate; the topic score (63%) is their average, vs 88% citywide.
Innovation and Collective Responsibility63%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?64%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?74%
- Teachers · How many teachers at this school…take responsibility for improving the school?55%
- Teachers · How many teachers at this school…are eager to try new ideas?45%
- Teachers · How many teachers at this school…feel responsible that all students learn?75%
Each question’s favorable response rate; the topic score (63%) is their average, vs 81% citywide.
Conflict Resolution62%city 86%
- Teachers · Conflicts are resolved fairly in my school.62%
Each question’s favorable response rate; the topic score (62%) is their average, vs 86% citywide.
Peer Collaboration61%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.42%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.72%
- Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.69%
Each question’s favorable response rate; the topic score (61%) is their average, vs 88% citywide.
School Commitment61%city 85%
- Teachers · I usually look forward to each working day at this school.62%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.68%
- Teachers · I would recommend this school to other teachers as a place to work.52%
Each question’s favorable response rate; the topic score (61%) is their average, vs 85% citywide.
Instructional Leadership55%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.55%
- Teachers · The principal/program leader at this school...understands how children learn.53%
- Teachers · The principal/program leader at this school...sets high standards for student learning.63%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.48%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.61%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.56%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.55%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.46%
Each question’s favorable response rate; the topic score (55%) is their average, vs 89% citywide.
Program Coherence49%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.56%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.44%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.47%
Each question’s favorable response rate; the topic score (49%) is their average, vs 85% citywide.
Teacher-Principal Trust47%city 86%
- Teachers · I feel respected by the principal/program leader at this school.49%
- Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.47%
- Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.51%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).43%
- Teachers · The principal/program leader looks out for the personal welfare of the staff members.47%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.55%
- Teachers · The principal and assistant principals function as a cohesive unit.38%
Each question’s favorable response rate; the topic score (47%) is their average, vs 86% citywide.
Quality of Professional Development43%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.43%
- Teachers · Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.43%
- Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.44%
Each question’s favorable response rate; the topic score (43%) is their average, vs 85% citywide.
Teacher Influence33%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.58%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?13%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?17%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?31%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?44%
Each question’s favorable response rate; the topic score (33%) is their average, vs 68% citywide.
Relationships with Families
Parent-Principal Trust96%city 96%
- Parents · I feel respected by my child's principal/school leader.96%
- Parents · I trust the principal/school leader at their word (to do what they say that they will do).95%
- Parents · The principal/school leader is an effective manager who makes the school run smoothly.97%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Parent Involvement in School80%city 91%
- Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?72%
- Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?87%
- Parents · I know how to contact the Parent Coordinator at my child’s school.90%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?71%
Each question’s favorable response rate; the topic score (80%) is their average, vs 91% citywide.
School Description
School Facilities and Services80%city 84%
- Students · How often does your school look clean?70%
- Students · Is your school building in good working condition (e.g. water fountains, bathrooms, etc.)?88%
- Teachers · This school is kept clean.61%
- Teachers · This school is kept in good physical condition.71%
- Teachers · Physical repairs to the school building are completed in a timely manner.53%
- Parents · This school is kept clean.93%
- Parents · This school is kept in good physical condition.96%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).96%
- Parents · I am satisfied with my child’s school bus transportation service this year.93%
- Parents · I am satisfied with the meal options provided at my child’s school.74%
Each question’s favorable response rate; the topic score (80%) is their average, vs 84% citywide.
Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2025-2026). Survey topics are the DOE’s framework measures (each the average favorable response across its questions; expand a topic to see them and the citywide average); the dimension scores themselves are no longer in the public data file.[3]
Operational health
Attendance
96%
Chronic absenteeism
25%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
80%
Students per teacher
15:1
Teaching out of certification
14%
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 46%
- Black 17%
- Hispanic 26%
- White 3%
- Multiracial 2%
School-level totals; may not sum to 100% due to rounding and small subgroup suppression.
Gender[4]
- Female 40%
- Male 60%
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
Enrollment
2,138
Economic Need Index
66%
Free / reduced lunch
78%
English learners
3%
Students with IEPs
15%
Admissions
8 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.
Visual Arts (Q67I)
Program code Q67I · Cycle 2024-2025
308 applicants · 85 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 85 | 308 | 4 |
↳ New York City residents | 100 | 310 | 3.10 |
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”).
Information Technologies (Q67K)
Program code Q67K · Cycle 2024-2025
485 applicants · 108 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 108 | 485 | 4 |
↳ New York City residents | 140 | 490 | 3.50 |
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”).
Computer Aided Design (CAD) (Q67M)
Program code Q67M · Cycle 2024-2025
325 applicants · 43 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 43 | 325 | 8 |
↳ New York City residents | 60 | 330 | 5.50 |
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”).
Electrical Installation Technologies (Q67N)
Program code Q67N · Cycle 2024-2025
312 applicants · 28 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 28 | 312 | 11 |
↳ New York City residents | 40 | 310 | 7.75 |
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”).
Automotive Technologies (Q67P)
Program code Q67P · Cycle 2024-2025
451 applicants · 80 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 80 | 451 | 6 |
↳ New York City residents | 110 | 450 | 4.09 |
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”).
Robotics and Engineering (Q67S)
Program code Q67S · Cycle 2024-2025
484 applicants · 23 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 23 | 484 | 21 |
↳ New York City residents | 30 | 480 | 16.00 |
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”).
Medical Careers (Q67V)
Program code Q67V · Cycle 2024-2025
545 applicants · 26 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 26 | 545 | 21 |
↳ New York City residents | 30 | 550 | 18.33 |
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”).
Thomas A. Edison Career and Technical Education High School ACES 15:1 Program (Q67Y)
Program code Q67Y · Cycle 2024-2025
0 applicants · 0 seats last year.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 0 | 0 | 0 |
↳ Students currently in an ACES (Academics, Career, and Essential Skills) program | — | — | — |
Eligibility
Open to students currently enrolled in the ACES (Academics, Career, and Essential Skills) program. If you are applying to ACES programs for the first time, please discuss with your IEP team, visit schools.nyc.gov/SpecializedPrograms for the application, and contact ACESprograms@schools.nyc.gov with questions.
How to read Applications / seat and where the outlook buckets come from is explained in our methodology.
Spending
Total spend
$56.4MStudents: 2,145
97th percentile citywide
School-managed budget
$26.9MPositions: 188
96th percentile citywide
Total spend per student
$26,270
15th percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$182K
8th percentile citywide
Principal and assistant principals
$1.8MPositions: 11
98th percentile citywide
Teaching staff
$15.4MPositions: 134
98th 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.
Leadership11$162K$1.8M
- AP - SUPERVISION4$152K$609K
- AP - ORGANIZATION2$168K$335K
- AP - SPECIAL ED1$185K$185K
- HEAD OF SCHOOL1$182K$182K
- AP-Security/Safety1$167K$167K
- AP - PUPIL PERSONNEL1$151K$151K
- INTERIM ACTING - ASST. PRINCIPAL1$147K$147K
Teachers134$115K$15.4M
- SPECIAL EDUCATION / SUBJECT SPECIFIC20$118K$2.4M
- MATH / SUBJECT SPECIFIC16$111K$1.8M
- SOCIAL STUDIES / SUBJECT SPECIFIC15$114K$1.7M
- ENGLISH LANGUAGE ARTS / SUBJECT SPECIFIC14$109K$1.5M
- PHYSICAL EDUCATION / SUBJECT SPECIFIC10$110K$1.1M
- TECHNOLOGY / SUBJECT SPECIFIC8$100K$804K
- SPECIAL EDUCATION / ICT - Special Ed Teacher4$125K$500K
- Computer Technology / SUBJECT SPECIFIC4$125K$499K
- ESL / SUBJECT SPECIFIC3$165K$494K
- Auto Mechanic / SUBJECT SPECIFIC4$113K$451K
- SCIENCE - BIOLOGY / SUBJECT SPECIFIC4$113K$451K
- Military Sciences / SUBJECT SPECIFIC3$139K$416K
- ARTS / SUBJECT SPECIFIC3$113K$338K
- Electronic Occupations / SUBJECT SPECIFIC3$113K$338K
- FL - SPANISH / SUBJECT SPECIFIC3$113K$338K
- HEALTH / SUBJECT SPECIFIC3$113K$338K
- SCIENCE - CHEMISTRY / SUBJECT SPECIFIC3$113K$338K
- SCIENCE - PHYSICS / SUBJECT SPECIFIC3$113K$338K
- Elec Install and Prac / SUBJECT SPECIFIC2$113K$226K
- LIBRARY / SUBJECT SPECIFIC2$113K$226K
- SCIENCE - EARTH SCIENCE / SUBJECT SPECIFIC2$113K$226K
- SPECIAL EDUCATION / SELF-CONTAINED SP ED1$141K$141K
- COMPUTER / SUBJECT SPECIFIC1$113K$113K
- Commercial Art / SUBJECT SPECIFIC1$113K$113K
- MUSIC / SUBJECT SPECIFIC1$113K$113K
- SCIENCE - GENERAL SCIENCE / SUBJECT SPECIFIC1$113K$113K
Support staff43$93K$4.0M
- Guidance Counselor12$112K$1.3M
- School Secretary9$74K$668K
- School Aides and Other Support Staff0—$499K
- SPEECH / PUSH IN/PULL OUT3$117K$351K
- IEP-HEALTH7$46K$324K
- School Social Worker1$150K$150K
- IEP-CRISIS MANAGEMENT(CIT)3$49K$146K
- IEP-ALTERNATE PLACEMENT3$47K$140K
- School Psychologist Mandated Services1$120K$120K
- School Social Workers Mandated Services1$120K$120K
- Coordinator-Student Activities1$72K$72K
- DC 37 Para More Than 20 Hrs0—$39K
- Substance Abuse Prevention & Interv Special Annual1$38K$38K
- PARENT COORDINATOR1$7,396$7,396
Programs and extra time$2.5M
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$871K
- Not Available$493K
- Absence Coverage$459K
- SUMMER STUDENT PROGRAMS$400K
- People Working Partial Year$238K
- IEP-CRISIS MANAGEMENT(CIT)$38K
- Academic$30K
- TRANSLATION/INTERPRETATION$2,001
Supplies and services$3.2M
- Supplies - General$1.5M
- Non-Contractual Services$351K
- Equipment - General$284K
- Educational Software$239K
- Transportation of Staff - Non-Contract$238K
- Curriculum & Staff Development Contracts$166K
- Transportation of Pupils - Contractual$96K
- Educational Consultants$87K
- School Funded Copier$77K
- Data Processing Repair - Contractual$71K
- Furniture Object 300$59K
- Printing Services - Contractual$24K
- Maintenance Gen Repairs & Operation Infrastructure$14K
- Library Books$13K
- Telecommunication Contracts$3,056
- Textbooks$2,757
- Non-DP Equipment Repair$1,755
- Education & Recreation - Youth Services Contracts$1,743
- Office Temp Services - Contractual$1,000
- Telephone and Other Communications$872
- Professional Services Other$801
Location & commute
Where the school is and how to get there.