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Space Shuttle Columbia School

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Grades PK-5 · 77 MARSH AVENUE · Staten Island

Michael La Morte, Principal · 718-761-2155

About

Space Shuttle Columbia School, serving grades PK-5 in Staten Island, is a larger-than-average elementary school known for its diverse student body and unique name. Academically, students demonstrate strong performance, with both ELA and Math proficiency rates at 65%, which are well above the citywide median and approaching the top quartile for elementary schools. The school consistently performs above district and state averages in these subjects. Parents overwhelmingly report positive experiences with the school, particularly regarding relationships with families. The school maintains an excellent safety record with a 0% suspension rate and is rated as fully accessible. While many families express satisfaction with the teachers and overall environment, some reviews indicate that the academic challenge can vary significantly by teacher, with some finding the work not consistently engaging or sufficiently advanced. Concerns have also been raised about the availability and rotation of special programs like art, music, and technology, as well as the inclusivity of PTA activities. The school also offers the ACES program for students with intellectual disabilities.

Sources (11)

Academics

Coursework, class size, and academic context.

Kindergarten (31R058)Balancedmedium confidence

Pre-K - School DayBalancedmedium confidence

Attendance rate

96%

Avg class size (general ed)

22.38

Avg class size (ICT)

24.11

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

91%100% response rate

Teacher survey · overall positive

92%93% response rate

Survey topics

Safety99%city 90%

My students are safe…outside around this school.100%
My students are safe…traveling between home and this school.98%
My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school.100%
My students are safe…in my class(es).100%
Behavioral supports are applied equitably to children in my program.100%
Conflicts are resolved fairly in my school.98%

Each question’s favorable response rate; the topic score (99%) is their average, vs 90% citywide.

Bullying prevention18%city 42%

At this school students harass, bully, or intimidate other students.18%

Each question’s favorable response rate; the topic score (18%) is their average, vs 42% citywide.

Emotional support96%city 84%

How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?.98%
How many adults at this school…tell their students they believe they can achieve high academic standards?.100%
How many adults at this school…teach students how to advocate for themselves?.96%
How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?.90%

Each question’s favorable response rate; the topic score (96%) is their average, vs 84% citywide.

Academic expectations92%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?.83%

Each question’s favorable response rate; the topic score (92%) is their average, vs 87% citywide.

College & career guidance80%city 90%

It’s a priority at this school that adults…provide students with guidance on the high school application process.80%

Each question’s favorable response rate; the topic score (80%) is their average, vs 90% citywide.

Family outreach98%city 94%

At this school…teachers understand families' challenges and concerns.100%
At this school…teachers work closely with families to meet students' needs.100%
At this school…staff regularly communicate with families about how they can help students learn.100%
At this school…school staff value families' race, ethnicity, culture, family structure, and background.100%
School staff regularly communicate with me about how I can help my child learn.95%
Teachers work closely with me to meet my child's needs.95%
My child's school communicates with me in a language that I can understand.98%
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.98%

Each question’s favorable response rate; the topic score (98%) is their average, vs 94% citywide.

Parent–teacher trust98%city 95%

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

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

Show all survey topics

Rigorous Instruction

Strong Core Instruction98%city 91%

In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].92%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science].85%
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].92%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].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].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. [ELA].100%
In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].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. [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].91%
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 (98%) is their average, vs 91% citywide.

Early Childhood Instruction97%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].90%
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].100%
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].100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 92% citywide.

Quality of Student Discussion69%city 67%

How many students in your classes…build on each other’s ideas during class discussions?.58%
How many students in your classes…use data or text references to support their ideas?.62%
How many students in your classes…show that they respect each other’s ideas?.78%
How many students in your classes…provide constructive feedback to their peers/teachers?.56%
How many students in your classes…participate in class discussions at some point?.90%

Each question’s favorable response rate; the topic score (69%) is their average, vs 67% citywide.

Collaborative Teachers

Innovation and Collective Responsibility97%city 79%

How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?.98%
How many teachers at this school…are actively trying to improve their teaching?.98%
How many teachers at this school…take responsibility for improving the school?.96%
How many teachers at this school…are eager to try new ideas?.92%
How many teachers at this school…feel responsible that all students learn?.100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 79% citywide.

Cultural Awareness and Inclusive Classroom Instruction96%city 92%

I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.98%
I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students.100%
I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.100%
I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.100%
I am able to…ensure instruction represents multiple races and ethnicities.100%
I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).100%
I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.98%
I am able to...develop appropriate Individualized Education Programs for my students with disabilities.98%
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.98%
I have conversations about race and racism at my school that help me examine my own beliefs around identity.67%

Each question’s favorable response rate; the topic score (96%) is their average, vs 92% citywide.

Peer Collaboration95%city 87%

At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively.92%
At this school…teachers design instructional programs (e.g. lessons, units) together.96%
At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.96%

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

Quality of Professional Development93%city 82%

Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.92%
Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.94%
Overall, my professional development experiences this year have...directly related to my students’ needs.94%

Each question’s favorable response rate; the topic score (93%) is their average, vs 82% citywide.

School Commitment93%city 83%

I usually look forward to each working day at this school.90%
I would recommend this school to parents/guardians seeking a place for their child.94%
I would recommend this school to other teachers as a place to work.94%

Each question’s favorable response rate; the topic score (93%) is their average, vs 83% citywide.

Supportive Environment

Classroom Behavior70%city 66%

How many students in your classes…listen carefully when the teacher gives directions?.66%
How many students in your classes…follow the rules in class?.81%
How many students in your classes…respond to challenging questions in class?.46%
How many students in your classes…do their work when they are supposed to?.85%

Each question’s favorable response rate; the topic score (70%) is their average, vs 66% citywide.

Effective School Leadership

Inclusive Leadership97%city 95%

The principal/school leader at this school…puts decisions made with families into action.97%
The principal/school leader at this school…works to create a sense of community in the school.97%
The principal/school leader at this school…ensures families are comfortable communicating with the school.98%

Each question’s favorable response rate; the topic score (97%) is their average, vs 95% citywide.

Instructional Leadership94%city 86%

The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals.96%
The principal/school leader at this school...understands how children learn.94%
The principal/school leader at this school...sets high standards for student learning.94%
The principal/school leader at this school...participates in instructional planning with teams of teachers.94%
The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.94%
The principal/assistant principal(s) at this school…carefully tracks student academic progress.96%
The principal/assistant principal(s) at this school…knows what’s going on in my classes.96%
The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.96%
How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?.88%

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

Program Coherence92%city 83%

At this school…once we start a new program, we follow up to make sure that it’s working.92%
At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.94%
At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.90%

Each question’s favorable response rate; the topic score (92%) is their average, vs 83% citywide.

Teacher Influence62%city 66%

At this school…the principal/school leader encourages feedback through regular meetings with families and teacher leaders.92%
How much influence do teachers have over school policy in...hiring new professional personnel?.27%
How much influence do teachers have over school policy in...planning how discretionary school funds should be used?.43%
How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?.69%
How much influence do teachers have over school policy in...setting standards for student behavior?.79%

Each question’s favorable response rate; the topic score (62%) is their average, vs 66% citywide.

Strong Family-Community Ties

Building Families' Capacity as their Child's Primary Teacher100%city 97%

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

Each question’s favorable response rate; the topic score (100%) is their average, vs 97% citywide.

Two-Way Communication100%city 99%

At this program, teachers incorporate feedback from families into supporting children in the program.100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 99% citywide.

Strong Relationships98%city 95%

At this school, my child receives what they need to achieve their Individualized Education Plan (IEP) goal(s). [Families of students with IEPs].96%
At the beginning of the school year, teachers support children in adjusting to this program.100%

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

Parent Involvement in School74%city 71%

Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?.92%
Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?.97%
My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%
I know how to contact the Parent Coordinator at my child’s school.6%

Each question’s favorable response rate; the topic score (74%) is their average, vs 71% citywide.

Trust

Teacher-Teacher Trust99%city 86%

Teachers in this school trust each other.100%
It's OK in this school to discuss feelings, worries, and frustrations with other teachers.98%
I feel respected by other teachers at this school.98%

Each question’s favorable response rate; the topic score (99%) is their average, vs 86% citywide.

Parent-Principal Trust97%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).97%
The principal/school leader is an effective manager who makes the school run smoothly.97%

Each question’s favorable response rate; the topic score (97%) is their average, vs 94% citywide.

Teacher-Principal Trust92%city 84%

I feel respected by the principal/school leader at this school.92%
The principal/school leader at this school is an effective manager who makes the school run smoothly.92%
The principal/school leader has confidence in the expertise of the teachers at this school.92%
I trust the principal/school leader at their word (to do what they say that they will do).92%
The principal/school leader looks out for the personal welfare of the staff members.90%
The principal/school leader places the needs of children ahead of personal interests.92%
The principal and assistant principals function as a cohesive unit.94%

Each question’s favorable response rate; the topic score (92%) 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

22%

Suspension rate

Teachers^[7]

Teachers with 4+ years' experience

80%

Students per teacher

8:1

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 32%
Black 5%
Hispanic 24%
White 36%
Multiracial 2%

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

Gender^[4]

Female 44%
Male 56%

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

Enrollment

674

Economic Need Index

62%

Free / reduced lunch

66%

English learners

11%

Students with IEPs

31%

Admissions

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

Pre-K - School Day

Program code 31R058PK · Cycle 2024-2025

Zoned

57 applicants · 64 seats last year; every priority group with applicants received offers.

priority group	Seats	Applicants	Apps / seat
General education	64	57	—
↳ Students who live in the zone and have a sibling at the school.	15	15	1.00
↳ Other students who live in the zone.	15	15	1.00
↳ Students who live in the district and have a sibling at the school.	10	10	1.00
↳ Students who live outside the district and have a sibling at the school.	—	—	—
↳ Other students who live in the district.	20	20	1.00
↳ 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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