Pre-K–MiddleSchool code (DBN) 30Q152

P.S. 152 Gwendoline N. Alleyne School

33-52 62 STREET, Queens
Grades PK-6
Lisa Russo, Principal
718-429-3141

About

P.S. 152 Gwendoline N. Alleyne School serves students from Pre-Kindergarten through 6th grade. The school's enrollment of 570 students is above the citywide median. Academic proficiency in English Language Arts is 61 percent, which is above the citywide median, and math proficiency is 62 percent, also above the citywide median. The school has a high percentage of English Language Learners at 34 percent, well above the citywide 75th percentile. The Economic Need Index is 82 percent, near the citywide median. The suspension rate is 0 percent. In the 2025-2026 DOE School Survey, parents reported high satisfaction, with 95 percent stating they were satisfied with their child's education. Nearly all parents, 99 percent, trusted the principal and felt respected by school leaders and teachers. Parents also reported that 99 percent felt their child was safe at school. The school received an "Excellent" rating for relationships with families and a "Good" rating for instruction and performance.

Sources (5)

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
New York State Education Department School Report Card · 2024-25
NYC School Survey (parent and student responses) · 2025-26
MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle

Academics

Coursework, class size, and academic context.

3-K - School DayBalancedlow confidence

Kindergarten (30Q152)Balancedlow confidence

Pre-K - School DayBalancedlow confidence

Attendance rate

96%

Avg class size (general ed)

19.27

Avg class size (ICT)

17.17

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

FacultyExcellentAI-estimated

InstructionGood

Safety & climateGood

Family tiesExcellent

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

95%63% response rate

Teacher survey · overall positive

91%68% response rate

Survey topics, 2025-26

Safety99%city 93%

Teachers · My students are safe…outside around this school. [Elementary only].100%
Teachers · My students are safe…traveling between home and this school. [Elementary only].100%
Teachers · My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. [Elementary only].100%
Teachers · My students are safe…in my class(es). [Elementary only].97%

Each question’s favorable response rate; the topic score (99%) is their average, vs 93% citywide.

Bullying prevention80%city 65%

Teachers · At this school students harass, bully, or intimidate other students.80%

Each question’s favorable response rate; the topic score (80%) is their average, vs 65% citywide.

Emotional support88%city 84%

Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?90%
Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?93%
Teachers · How many adults at this school…teach students how to advocate for themselves?87%
Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?82%
Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?89%

Each question’s favorable response rate; the topic score (88%) is their average, vs 84% citywide.

Academic expectations91%city 89%

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.95%
Teachers · This school has well-defined learning expectations for all students.100%
Teachers · How many students in your classes…have to work hard to do well?77%

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

College & career guidance94%city 90%

Teachers · It’s a priority at this school that adults…provide students with opportunities to learn about different career paths. [Elementary/Middle Only].94%

Each question’s favorable response rate; the topic score (94%) is their average, vs 90% citywide.

Family outreach95%city 95%

Teachers · At this school…teachers understand families' challenges and concerns.95%
Teachers · At this school…teachers work closely with families to meet students' needs.95%
Teachers · At this school…staff regularly communicate with families about how they can help students learn.98%
Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.90%
Parents · School staff regularly communicate with me about how I can help my child learn.94%
Parents · Teachers work closely with me to meet my child's needs.96%
Parents · My child's school communicates with me in a language that I can understand.97%
Parents · I am greeted warmly when I contact or visit the school.98%
Parents · My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.96%
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 (95%) is their average, vs 95% citywide.

Parent–teacher trust97%city 96%

Parents · I feel respected by my child's teachers.99%
Parents · Staff at this school work hard to build trusting relationships with parents/guardians like me.96%
Parents · My child's teachers treat me as a partner in educating my child.97%

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

Show all survey topics

Instruction and Performance

Cultural Awareness and Inclusive Classroom Instruction94%city 92%

Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.95%
Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.98%
Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.95%
Teachers · I am able to…ensure instruction represents multiple races and ethnicities.95%
Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.94%
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).100%
Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.98%
Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.100%
Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.98%
Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.63%

Each question’s favorable response rate; the topic score (94%) is their average, vs 92% citywide.

Family Satisfaction with Child's Education93%city 94%

Parents · My child is progressing in reading the way I would expect.91%
Parents · My child is progressing in math the way I would expect.91%
Parents · My child's school helps me understand what grade-level schoolwork looks like.94%
Parents · How satisfied are you with the following? The education my child has received this year.95%
Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.96%

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

IEP Service Satisfaction92%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].91%
Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].93%
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].91%

Each question’s favorable response rate; the topic score (92%) is their average, vs 91% citywide.

Strong Core Instruction89%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].86%
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].86%
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].71%
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].71%
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].71%
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].89%
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].89%
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].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. [Science].78%
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].78%
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].94%
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].94%
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].94%
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].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. [Math].86%
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].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. [Math].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. [English as a New Language (ENL)].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. [English as a New Language (ENL)].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. [English as a New Language (ENL)].93%
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. [English as a New Language (ENL)].100%

Each question’s favorable response rate; the topic score (89%) is their average, vs 92% citywide.

Classroom Behavior81%city 68%

Teachers · How many students in your classes…listen carefully when the teacher gives directions?80%
Teachers · How many students in your classes…follow the rules in class?93%
Teachers · How many students in your classes…respond to challenging questions in class?63%
Teachers · How many students in your classes…do their work when they are supposed to?89%

Each question’s favorable response rate; the topic score (81%) is their average, vs 68% citywide.

Quality of Student Discussion77%city 68%

Teachers · How many students in your classes…build on each other’s ideas during class discussions?73%
Teachers · How many students in your classes…use data or text references to support their ideas?63%
Teachers · How many students in your classes…show that they respect each other’s ideas?90%
Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?71%
Teachers · How many students in your classes…participate in class discussions at some point?88%

Each question’s favorable response rate; the topic score (77%) is their average, vs 68% citywide.

Safety and School Climate

Instructional Leadership98%city 89%

Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.100%
Teachers · The principal/program leader at this school...understands how children learn.100%
Teachers · The principal/program leader at this school...sets high standards for student learning.100%
Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.93%
Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.100%
Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.100%
Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.100%
Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.93%

Each question’s favorable response rate; the topic score (98%) is their average, vs 89% citywide.

Inclusive Leadership98%city 96%

Parents · The principal/school leader at this school…puts decisions made with families into action.99%
Parents · The principal/school leader at this school…works to create a sense of community in the school.99%
Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.99%
Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.95%

Each question’s favorable response rate; the topic score (98%) is their average, vs 96% citywide.

Conflict Resolution97%city 91%

Teachers · Behavioral supports are applied equitably to children in my school/program. [Birth-5].100%
Teachers · Conflicts are resolved fairly in my school.98%
Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].93%

Each question’s favorable response rate; the topic score (97%) is their average, vs 91% citywide.

Inclusive Learning Environment96%city 96%

Teachers · At this school, students with disabilities are included in all school activities.98%
Teachers · This school educates students with disabilities in the least restrictive environment appropriate.95%
Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.97%
Teachers · School staff treat students of different races, cultures, or backgrounds equally.95%

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

Teacher-Principal Trust95%city 86%

Teachers · I feel respected by the principal/program leader at this school.88%
Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.98%
Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.93%
Teachers · I trust the principal/program leader at their word (to do what they say that they will do).93%
Teachers · The principal/program leader looks out for the personal welfare of the staff members.98%
Teachers · The principal/program leader places the needs of children ahead of personal interests.98%
Teachers · 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 86% citywide.

Program Coherence94%city 85%

Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.100%
Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.90%
Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.93%

Each question’s favorable response rate; the topic score (94%) is their average, vs 85% citywide.

Peer Collaboration94%city 88%

Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.95%
Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.93%
Teachers · 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 (94%) is their average, vs 88% citywide.

School Commitment91%city 85%

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

Each question’s favorable response rate; the topic score (91%) is their average, vs 85% citywide.

Quality of Professional Development89%city 85%

Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.83%
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.90%
Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.93%

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

Innovation and Collective Responsibility87%city 81%

Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?88%
Teachers · How many teachers at this school…are actively trying to improve their teaching?93%
Teachers · How many teachers at this school…take responsibility for improving the school?83%
Teachers · How many teachers at this school…are eager to try new ideas?80%
Teachers · How many teachers at this school…feel responsible that all students learn?93%

Each question’s favorable response rate; the topic score (87%) is their average, vs 81% citywide.

Teacher-Teacher Trust86%city 88%

Teachers · Teachers in this school trust each other.78%
Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.88%
Teachers · I feel respected by other teachers at this school.93%

Each question’s favorable response rate; the topic score (86%) is their average, vs 88% citywide.

Teacher Influence81%city 68%

Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.93%
Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?76%
Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?78%
Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?73%
Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?85%

Each question’s favorable response rate; the topic score (81%) is their average, vs 68% citywide.

Relationships with Families

Two-Way Communication100%city 98%

Teachers · At this school/program, teachers incorporate feedback from families into supporting children in the program. [Birth-5].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 98% citywide.

Parent-Principal Trust99%city 96%

Parents · I feel respected by my child's principal/school leader.99%
Parents · I trust the principal/school leader at their word (to do what they say that they will do).99%
Parents · The principal/school leader is an effective manager who makes the school run smoothly.99%

Each question’s favorable response rate; the topic score (99%) is their average, vs 96% citywide.

Strong Relationships99%city 98%

Teachers · It is a priority at this school/program that we establish, model, and reinforce expectations for respectful and trusting relationships among children, families, and all staff. [Birth-5].100%
Teachers · At the beginning of the school year, teachers support children in adjusting to this school/program. [Birth-5].100%
Parents · I feel good about the way that my child’s teachers helped my child adjust to their program. [Birth-5].97%

Each question’s favorable response rate; the topic score (99%) is their average, vs 98% citywide.

Building Families' Capacity as their Child's Primary Teacher97%city 97%

Teachers · At this school/program, teachers let families know that they can make a difference in their child's learning and development. [Birth-5].100%
Parents · My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].96%
Parents · My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].96%

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

Parent Involvement in School93%city 92%

Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?93%
Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?96%
Parents · I know how to contact the Parent Coordinator at my child’s school.92%
Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?94%
Parents · My child’s teachers incorporate my feedback into how they support my child. [Birth-5].92%

Each question’s favorable response rate; the topic score (93%) is their average, vs 92% citywide.

Building Families' Capacity as their Child's Primary Advocate93%city 94%

Teachers · It is a priority at this school/program that staff help families support their child’s transition to the next age-group. [Birth-5].100%
Teachers · It is a priority at this school/program that staff provide families with information about the annual application/enrollment process. [Birth-5].100%
Parents · Someone at my child's program has helped me consider which schools or programs would be best for my child for next school/program year. [Birth-5].80%

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

School Description

School Facilities and Services93%city 88%

Teachers · This school is kept clean.95%
Teachers · This school is kept in good physical condition.100%
Teachers · Physical repairs to the school building are completed in a timely manner.90%
Parents · This school is kept clean.99%
Parents · This school is kept in good physical condition.99%
Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).84%
Parents · I am satisfied with my child’s school bus transportation service this year.92%
Parents · I am satisfied with the meal options provided at my child’s school.88%

Each question’s favorable response rate; the topic score (93%) is their average, vs 88% 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

21%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

87%

Students per teacher

12:1

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 56%
Hispanic 37%
White 5%

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

570

Economic Need Index

82%

Free / reduced lunch

86%

English learners

34%

Students with IEPs

17%

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 30Q1523K · Cycle 2024-2025

Zoned

38 applicants · 15 seats last year; offers ran out before reaching Other students who live in the district..

priority group	Seats	Applicants	Applications / seat
General education	15	38	—
↳ Students who live in the zone and have a sibling at the school.	10	10	1.00
↳ Other students who live in the zone.	5	20	4.00
↳ 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.	0	10	—
↳ 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 30Q152PK · Cycle 2024-2025

Zoned

30 applicants · 72 seats last year; every priority group with applicants received offers.

priority group	Seats	Applicants	Applications / seat
General education	72	30	—
↳ Current students.	10	10	1.00
↳ 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”).

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

Financials

^[8]^[9]

What this school has to spend, and what it spends it on. Spending is not a measure of quality. Schools serving more students with higher needs receive more money.

Spending

Total spend

$21.0MStudents: 631

77th percentile citywide

School-managed budget

$11.5MPositions: 87

75th percentile citywide

Total spend per student

$33,298

50th percentile citywide · city median $33,357

Staffing costs

Principal’s salary

$195K

28th percentile citywide

Principal and assistant principals

$436KPositions: 3

42nd percentile citywide

Teaching staff

$7.2MPositions: 54

82nd 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.

PositionsAvg eachBudget

Leadership3$145K$436K

HEAD OF SCHOOL1$195K$195K
ASST HEAD OF SCHOOL1$167K$167K
INTERIM ACTING - ASST. PRINCIPAL1$73K$73K

Teachers54$134K$7.2M

3 / WHOLE CLASS4$133K$534K
Pre K / WHOLE CLASS3$175K$524K
1 / WHOLE CLASS4$120K$479K
5 / WHOLE CLASS3$152K$456K
4 / WHOLE CLASS3$133K$399K
K / WHOLE CLASS3$120K$359K
2 / ICT - General Ed Teacher2$154K$307K
ESL / WHOLE CLASS2$147K$294K
ARTS / WHOLE CLASS2$125K$250K
4 / ICT - General Ed Teacher2$120K$239K
PHYSICAL EDUCATION / WHOLE CLASS2$120K$239K
2 / WHOLE CLASS2$110K$220K
LITERACY / WHOLE CLASS1$201K$201K
1 / ICT - General Ed Teacher1$193K$193K
3-K / WHOLE CLASS1$175K$175K
MUSIC / SUBJECT SPECIFIC1$175K$175K
SCIENCE - GENERAL SCIENCE / WHOLE CLASS1$174K$174K
PHYSICAL EDUCATION / SUBJECT SPECIFIC1$158K$158K
COMPUTER / WHOLE CLASS1$153K$153K
1 / ICT - Special Ed Teacher1$120K$120K
1 / SELF-CONTAINED SP ED1$120K$120K
2 / ICT - Special Ed Teacher1$120K$120K
2 / SELF-CONTAINED SP ED1$120K$120K
3 / SELF-CONTAINED SP ED1$120K$120K
3,4 / SELF-CONTAINED SP ED1$120K$120K
4 / SELF-CONTAINED SP ED1$120K$120K
5 / ICT - General Ed Teacher1$120K$120K
5 / ICT - Special Ed Teacher1$120K$120K
5 / SELF-CONTAINED SP ED1$120K$120K
K / ICT - General Ed Teacher1$120K$120K
K / ICT - Special Ed Teacher1$120K$120K
K / SELF-CONTAINED SP ED1$120K$120K
LIBRARY / WHOLE CLASS1$120K$120K
3 / ICT - Special Ed Teacher1$5,949$5,949

Support staff29$73K$2.1M

PRE-K4$75K$302K
IEP-CRISIS MANAGEMENT(CIT)5$51K$253K
School Psychologist Mandated Services2$120K$241K
School Aides and Other Support Staff0—$155K
CLASSROOM - General Ed3$45K$134K
School Secretary2$63K$125K
SETSS / PULL-OUT - Special Ed1$120K$120K
SPEECH / PUSH IN/PULL OUT1$117K$117K
SPEECH / PULL-OUT - Special Ed2$48K$96K
PHYSICAL THERAPY / PULL-OUT - Special Ed1$92K$92K
OCCUPATIONAL THERAPY / PULL-OUT - Special Ed1$91K$91K
OCCUPATIONAL THERAPY / PUSH IN/PULL OUT1$91K$91K
School Social Worker1$76K$76K
5041$45K$45K
CLASSROOM - Special Ed1$45K$45K
IEP-ALTERNATE PLACEMENT1$45K$45K
IEP-TOILETING1$45K$45K
PARENT COORDINATOR1$44K$44K
DC 37 Para More Than 20 Hrs0—$7,664

Programs and extra time$931K

People Working Partial Year$387K
Absence Coverage1$319K$319K
SUMMER STUDENT PROGRAMS$89K
AFTER/BEFORE SCHOOL STUDENT PROGRAMS$87K
Not Available$31K
IEP-TOILETING$18K

Supplies and services$778K

Supplies - General$333K
Educational Consultants$206K
Non-Contractual Services$68K
Educational Software$67K
Furniture Object 300$36K
Equipment - General$35K
Data Processing Repair - Contractual$13K
Curriculum & Staff Development Contracts$8,768
School Funded Copier$7,345
Library Books$3,556
Transportation of Staff - Non-Contract$300

Total87$132K$11.5M

Location & commute

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