Curtis High School
- 105 HAMILTON AVENUE, Staten Island
- Grades 9-12
- Nicholas Mele, Principal
- 718-390-1800
- curtishs.org
About
Curtis High School serves grades 9-12 and enrolls 2425 students, which is well above the citywide 75th percentile for enrollment. The school describes itself as a Community School focused on helping all members achieve their fullest potential, offering comprehensive services and small learning communities. The 4-year graduation rate is 79.0 percent, which is below the citywide 25th percentile. However, 78.5 percent of graduates enroll in college within six months, a rate well above the citywide 75th percentile. Regents pass rates are strong in English (82.4 percent), US History (78.8 percent), Global History (75.2 percent), and Languages Other Than English (88.2 percent). Pass rates for Geometry (29.4 percent) and Algebra I (39.1 percent) are lower. In the 2025-26 DOE School Survey, parents reported high satisfaction, with 99 percent trusting the principal and 99 percent satisfied with their child's education. Parents also reported strong relationships, with 98 percent saying teachers treat them as partners. Students, in the same survey, largely feel safe in hallways and the cafeteria (89 percent favorable). However, only 42 percent of students reported the school looks clean often or very often. The school received "Good" ratings for Instruction and Performance, Safety and School Climate, and Relationships with Families.
Sources (3)
- 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 Calculus AB
- AP Computer Science A
- AP English Literature and Composition
- AP Environmental Science
- AP European History
- AP United States Government and Politics
- AP United States History
- AP World History: Modern
- Chemistry (Advanced Science)
- Econ/Gov (College Course [Credited])
- ELA (College Course [Credited])
- IB Biology HL
- IB Biology SL
- IB Dance HL
- IB Economics SL
- IB English HL
- IB History SL
- IB Italian SL
- IB Mathematics Analysis and Approaches SL
- IB Mathematics Applications and Interpretation SL
- IB Physics SL
- IB Psychology HL
- IB Spanish SL
- IB Theater HL
- IB Theater SL
- IB Theory of Knowledge
- IB Visual Arts HL
- Other (College Course [Credited])
- Other (International Baccalaureate)
- Physics (Advanced Science)
- Science (College Course [Credited])
- Social Studies (College Course [Credited])
- World Languages (Advanced World Languages)
- World Languages (International Baccalaureate)
36 Advanced Placement / college-level courses offered.
Electives, clubs & activities[1]
- Clubs & activities
- ADL, ASPIRA, Art Club, Chorus, Gaming Club, Garden Club, Girls Who Code, Health Ambassadors, Journalism Club, Key Club, Law Club, Math Team, Muslim Student Association, MBK, MSK, Newspaper, Nex Gen Educators, Nursing Club, Peer Mediation, Pride Club, Robotics Team, Science in Focus Club, Voices of Color Action Club, Warrior TV, Yearbook
Offerings vary year to year.
Arts offerings[1]
- Music Industry & Contemporary Music
- Exploring Music
- Chorus/Singing
- Dance Techniques and Performance
- Dance Foundations and History
- Choreographic Practices
- Traditional and Studio Art
- General Visual Arts
- Digital Media Arts
- Design and Applied Arts
- Art History
- Theater Production
- Theater Literacy
- General Theater
- General Dance
- Band/Brass/Percussion/Woodwinds
Arts and music courses offered.
Outcomes
[6]Graduation, test scores, and what happens after senior year.
4-year graduation rate
79%
Enrolled in college within 6 months
79%
College & career ready
50%
Where graduates enroll
- 4-year college 63%
- 2-year college 9%
- Other program 7%
- Not enrolled 21%
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 Math460
SAT Reading & Writing474
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 I39%
Algebra II54%
Chemistry49%
Earth & Space Sciences50%
English82%
Geometry29%
Global History75%
Living Environment44%
Physics52%
U.S. History79%
World Languages88%
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
95%4% response rate
Teacher survey · overall positive
88%90% response rate
Student survey · overall positive
69%72% response rate
Survey topics, 2025-26
Safety77%city 82%
- Students · Do you feel safe in your classes at school?95%
- Students · Do you feel safe in the hallways and the cafeteria?89%
- Students · Do you feel safe in the locker rooms and bathrooms at school?90%
- Students · How often do School Safety Agents promote a safe and respectful environment?59%
- Students · How often do students get into physical fights at this school?69%
- Students · How often are students under the influence of alcohol and/or illegal drugs during the school day and/or school activities?66%
- Students · How often are students involved in gang activity during the school day?74%
Each question’s favorable response rate; the topic score (77%) is their average, vs 82% citywide.
Bullying prevention78%city 79%
- Students · How often do students at this school harass, bully, or intimidate other students?74%
- Students · How often do students harass or bully others online or through social media?70%
- Students · How often do students harass or bully others because of their race?82%
- Students · How often do students harass or bully others because of their ethnicity?85%
- Students · How often do students harass or bully others because of their religion?90%
- Students · How often do students harass or bully others because of their country of origin?87%
- Students · How often do students harass or bully others because of their citizenship/immigration status?84%
- Students · How often do students harass or bully others because of their gender?88%
- Students · How often do students harass or bully others because of their gender expression?81%
- Students · How often do students harass or bully others because of their sexual orientation?81%
- Students · How often do students harass or bully others because of their body type (weight, height, hair, etc.)?67%
- Students · How often do students harass or bully others because of their disability?82%
- Teachers · At this school students harass, bully, or intimidate other students.48%
Each question’s favorable response rate; the topic score (78%) is their average, vs 79% citywide.
Emotional support72%city 74%
- Students · How often do students at this school treat each other with respect?46%
- 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?65%
- Students · Do you know where to go in your school if you need help with mental health?87%
- Students · How often do you use strategies you learned at school to stay focused when something frustrating happens?32%
- 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?92%
- Teachers · How many adults at this school…teach students how to advocate for themselves?85%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?73%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?82%
Each question’s favorable response rate; the topic score (72%) is their average, vs 74% citywide.
Personal attention56%city 62%
- Students · How many of your teachers give you specific suggestions on how to improve your work?61%
- Students · How many of your teachers check if you have what you need to do well in class (extra help, access to internet, etc.)?57%
- Students · How often does your school offer classes, clubs, or activities that you're excited about?63%
- 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.)?42%
Each question’s favorable response rate; the topic score (56%) 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)?60%
- Students · During this school year, how often have you felt bored?44%
- Students · In how many of your classes do you work in small groups?30%
- Students · In how many classes are you expected to explain the thinking or the WHY behind your responses?75%
- 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.88%
- Teachers · How many students in your classes…have to work hard to do well?67%
Each question’s favorable response rate; the topic score (66%) is their average, vs 71% citywide.
Clear instruction65%city 67%
- Students · In how many of your classes is it clear what you need to learn?83%
- 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?73%
- Students · How many of your teachers explain things differently if you don't understand?63%
- Students · How many of your teachers connect what you are learning to life outside the classroom?41%
Each question’s favorable response rate; the topic score (65%) is their average, vs 67% citywide.
College & career guidance84%city 84%
- Students · How often does this school encourages you to develop interests, talents, or opportunities outside of academics?68%
- Students · Does your school help you feel ready to move up to the next grade level or to graduate?73%
- Students · How helpful are the adults in your school in helping you plan for life after high school? [Grades 9-12].76%
- Students · How helpful are the adults at your school in teaching you about career options? [Grades 9-12].76%
- Students · How encouraged do you feel by adults at your school to take advanced courses (IB, AP, college credit)? [Grades 8-12].63%
- Teachers · Adults at this school...meet with students to discuss what they plan to do after high school. [High School Only].99%
- Teachers · Adults at this school...provide students with information about the college application process. [High School Only].99%
- Teachers · Adults at this school...help students plan for how to meet their future career goals. [High School Only].99%
- Teachers · Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). [High School Only].95%
- Teachers · Adults at this school...show students options for how to pursue pathways other than college (apprenticeships, certifications, etc.). [High School Only].93%
Each question’s favorable response rate; the topic score (84%) is their average, vs 84% citywide.
Family outreach93%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.92%
- Teachers · At this school…teachers work closely with families to meet students' needs.92%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.91%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.93%
- Parents · School staff regularly communicate with me about how I can help my child learn.90%
- Parents · Teachers work closely with me to meet my child's needs.89%
- 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.94%
- Parents · My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.95%
- Parents · If I suspect my child needs additional learning supports and services, I know the next steps to get support at my school.94%
Each question’s favorable response rate; the topic score (93%) is their average, vs 95% citywide.
Student–teacher trust73%city 74%
- Students · How many of your teachers are open to students' ideas and suggestions?60%
- Students · How many of your teachers treat you with respect?89%
- Students · How many of your teachers do you feel support you when you are upset?48%
- Students · How many of your teachers treat students of different races, cultures, or backgrounds equally?86%
- Students · How many of your teachers treat students of different genders and/or sexual orientations equally?84%
Each question’s favorable response rate; the topic score (73%) is their average, vs 74% 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.95%
- Parents · My child's teachers treat me as a partner in educating my child.98%
Each question’s favorable response rate; the topic score (97%) is their average, vs 96% citywide.
Show all survey topicsShow fewer
Instruction and Performance
IEP Service Satisfaction100%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].100%
Each question’s favorable response rate; the topic score (100%) 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.99%
- Parents · My child is progressing in math the way I would expect.94%
- Parents · My child's school helps me understand what grade-level schoolwork looks like.85%
- Parents · How satisfied are you with the following? The education my child has received this year.99%
- Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.98%
Each question’s favorable response rate; the topic score (95%) is their average, vs 94% citywide.
Strong Core Instruction94%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].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. [Social Studies].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. [Social Studies].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. [Social Studies].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. [Social Studies].100%
- 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].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. [Science].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. [Science].96%
- 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].100%
- 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].100%
- 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].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. [ELA].96%
- 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].92%
- 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].96%
- 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].96%
- 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].94%
- 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].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. [Math].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. [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)].80%
- 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)].80%
- 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)].80%
- 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)].80%
Each question’s favorable response rate; the topic score (94%) is their average, vs 92% citywide.
Cultural Awareness and Inclusive Classroom Instruction83%city 85%
- Students · How often does your school teach you to respect and appreciate others' differences (differences in language, culture, religion, etc.)?71%
- Students · How often do you see examples of different backgrounds and families in your classes (i.e materials, curriculum)?63%
- Students · How often do you see positive representations of different races/ethnicities and cultures in your classes (i.e materials, curriculum)?65%
- Students · How often do you see positive representation of different genders and/or sexual orientations in your classes (i.e materials, curriculum)?48%
- Students · How often does your school encourage respectful conversations about race where you feel your voice is heard?62%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.91%
- 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.94%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.94%
- 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).96%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.92%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.96%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.96%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.94%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.74%
Each question’s favorable response rate; the topic score (83%) is their average, vs 85% citywide.
Quality of Student Discussion68%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?58%
- 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?83%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?61%
- Teachers · How many students in your classes…participate in class discussions at some point?76%
Each question’s favorable response rate; the topic score (68%) is their average, vs 68% citywide.
Classroom Behavior67%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?72%
- Teachers · How many students in your classes…follow the rules in class?80%
- Teachers · How many students in your classes…respond to challenging questions in class?53%
- Teachers · How many students in your classes…do their work when they are supposed to?61%
Each question’s favorable response rate; the topic score (67%) is their average, vs 68% citywide.
Safety and School Climate
Teacher-Principal Trust97%city 86%
- Teachers · I feel respected by the principal/program leader at this school.98%
- 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.98%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).99%
- 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.91%
Each question’s favorable response rate; the topic score (97%) is their average, vs 86% citywide.
Inclusive Leadership97%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.98%
- 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.96%
- 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 (97%) is their average, vs 96% citywide.
Instructional Leadership96%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.98%
- Teachers · The principal/program leader at this school...understands how children learn.98%
- Teachers · The principal/program leader at this school...sets high standards for student learning.98%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.96%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.95%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.95%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.96%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.92%
Each question’s favorable response rate; the topic score (96%) is their average, vs 89% citywide.
School Commitment95%city 85%
- Teachers · I usually look forward to each working day at this school.98%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.92%
- Teachers · I would recommend this school to other teachers as a place to work.95%
Each question’s favorable response rate; the topic score (95%) is their average, vs 85% citywide.
Peer Collaboration93%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.94%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.94%
- Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.92%
Each question’s favorable response rate; the topic score (93%) is their average, vs 88% citywide.
Quality of Professional Development92%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.95%
- 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.87%
- 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 (92%) is their average, vs 85% citywide.
Teacher-Teacher Trust89%city 88%
- Teachers · Teachers in this school trust each other.87%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.85%
- Teachers · I feel respected by other teachers at this school.94%
Each question’s favorable response rate; the topic score (89%) is their average, vs 88% citywide.
Program Coherence88%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.91%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.81%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.91%
Each question’s favorable response rate; the topic score (88%) is their average, vs 85% citywide.
Conflict Resolution83%city 86%
- Teachers · Conflicts are resolved fairly in my school.83%
Each question’s favorable response rate; the topic score (83%) is their average, vs 86% 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].43%
- Students · How often do students treat students from different cultures or backgrounds equally?67%
- Students · How often are school rules applied equally to all students at school?68%
- Students · How often can you use a bathroom that matches your gender identity in your school?89%
- Teachers · At this school, students with disabilities are included in all school activities.96%
- 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.97%
Each question’s favorable response rate; the topic score (80%) is their average, vs 81% citywide.
Innovation and Collective Responsibility73%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?80%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?77%
- Teachers · How many teachers at this school…take responsibility for improving the school?65%
- Teachers · How many teachers at this school…are eager to try new ideas?64%
- Teachers · How many teachers at this school…feel responsible that all students learn?80%
Each question’s favorable response rate; the topic score (73%) is their average, vs 81% citywide.
Teacher Influence66%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.98%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?48%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?37%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?76%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?73%
Each question’s favorable response rate; the topic score (66%) is their average, vs 68% citywide.
Relationships with Families
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.
Parent Involvement in School86%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?83%
- Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?80%
- Parents · I know how to contact the Parent Coordinator at my child’s school.91%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?89%
Each question’s favorable response rate; the topic score (86%) is their average, vs 91% citywide.
School Description
School Facilities and Services81%city 84%
- Students · How often does your school look clean?42%
- Students · Is your school building in good working condition (e.g. water fountains, bathrooms, etc.)?69%
- Teachers · This school is kept clean.81%
- Teachers · This school is kept in good physical condition.87%
- Teachers · Physical repairs to the school building are completed in a timely manner.79%
- Parents · This school is kept clean.96%
- Parents · This school is kept in good physical condition.97%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).90%
- 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 (81%) 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
47%
Suspension rate
3%
Teachers[7]
Teachers with 4+ years' experience
73%
Students per teacher
14:1
Teaching out of certification
13%
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 7%
- Black 30%
- Hispanic 49%
- White 10%
- Multiracial 3%
School-level totals; may not sum to 100% due to rounding and small subgroup suppression.
Gender[4]
- Female 53%
- Male 47%
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
Enrollment
2,425
Economic Need Index
81%
Free / reduced lunch
80%
English learners
11%
Students with IEPs
21%
Admissions
10 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.
Software Engineering Institute (R19A)
Program code R19A · Cycle 2024-2025
32 applicants · 65 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 65 | 32 | under 1 |
↳ Staten Island students or residents | 30 | 30 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
Human and Legal Studies/Law Enforcement Academy (R19B)
Program code R19B · Cycle 2024-2025
60 applicants · 65 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 65 | 60 | 1 |
↳ Staten Island students or residents | 60 | 60 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
International Baccalaureate/Scholarship Honors Program (R19C)
Program code R19C · Cycle 2024-2025
87 applicants · 78 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 78 | 87 | 1 |
↳ Staten Island students or residents | 80 | 80 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
Media Studies at the Journalism Institute (R19D)
Program code R19D · Cycle 2024-2025
21 applicants · 52 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 52 | 21 | under 1 |
↳ Staten Island students or residents | 20 | 20 | 1.00 |
↳ New York City residents | — | — | — |
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”).
Naval Junior Reserve Officers' Training Corps (R19E)
Program code R19E · Cycle 2024-2025
15 applicants · 46 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 46 | 15 | under 1 |
↳ Staten Island students or residents | 10 | 10 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
Practical Nursing/ Nursing Assistant (R19F)
Program code R19F · Cycle 2024-2025
119 applicants · 65 seats last year; offers ran out before reaching New York City residents.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 65 | 119 | 2 |
↳ Staten Island students or residents | 90 | 120 | 1.33 |
↳ New York City residents | 0 | <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”).
Performing Arts (R19G)
Program code R19G · Cycle 2024-2025
21 applicants · 52 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 52 | 21 | under 1 |
↳ Staten Island students or residents | 20 | 20 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
IB Career-related / Scholarship Honors Program (R19H)
Program code R19H · Cycle 2024-2025
64 applicants · 52 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 52 | 64 | 1 |
↳ Staten Island students or residents | 60 | 60 | 1.00 |
↳ New York City residents | <10 | <10 | 1.00 |
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”).
Visual Arts (R19J)
Program code R19J · Cycle 2024-2025
28 applicants · 52 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 52 | 28 | 1 |
↳ Staten Island students or residents | 30 | 30 | 1.00 |
↳ New York City residents | — | — | — |
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”).
Zoned (R19Z)
Program code R19Z · Cycle 2024-2025
54 applicants · 72 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 72 | 54 | 1 |
↳ Students who live in the zoned area | 40 | 40 | 1.00 |
↳ New York City residents | 20 | 20 | 1.00 |
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”).
How to read Applications / seat and where the outlook buckets come from is explained in our methodology.
Spending
Total spend
$65.4MStudents: 2,410
98th percentile citywide
School-managed budget
$32.2MPositions: 226
98th percentile citywide
Total spend per student
$27,154
18th percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$92K
1st percentile citywide
Principal and assistant principals
$2.1MPositions: 13
99th percentile citywide
Teaching staff
$19.8MPositions: 171
99th 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.
Leadership13$161K$2.1M
- AP - SUPERVISION6$156K$933K
- ASST HEAD OF SCHOOL4$184K$737K
- AP - PUPIL PERSONNEL1$175K$175K
- AP - SPECIAL ED1$160K$160K
- HEAD OF SCHOOL1$92K$92K
Teachers171$116K$19.8M
- MATH / SUBJECT SPECIFIC25$121K$3.0M
- SPECIAL EDUCATION / ICT - Special Ed Teacher25$112K$2.8M
- SOCIAL STUDIES / SUBJECT SPECIFIC21$114K$2.4M
- ENGLISH LANGUAGE ARTS / SUBJECT SPECIFIC19$120K$2.3M
- SPECIAL EDUCATION / SUBJECT SPECIFIC12$120K$1.4M
- PHYSICAL EDUCATION / SUBJECT SPECIFIC12$109K$1.3M
- SCIENCE - BIOLOGY / SUBJECT SPECIFIC8$121K$968K
- FL - SPANISH / SUBJECT SPECIFIC8$118K$942K
- HEALTH / SUBJECT SPECIFIC6$114K$683K
- SCIENCE - GENERAL SCIENCE / SUBJECT SPECIFIC5$116K$580K
- ESL / SUBJECT SPECIFIC4$115K$462K
- Arts - Performing / SUBJECT SPECIFIC4$114K$455K
- ARTS-VISUAL / SUBJECT SPECIFIC3$114K$341K
- Military Sciences / SUBJECT SPECIFIC2$140K$280K
- DRAMA/THEATER / SUBJECT SPECIFIC2$114K$228K
- FL - ITALIAN / SUBJECT SPECIFIC2$114K$228K
- SCIENCE - CHEMISTRY / SUBJECT SPECIFIC2$114K$228K
- BUSINESS / SUBJECT SPECIFIC1$114K$114K
- Computer Technology / SUBJECT SPECIFIC1$114K$114K
- FL - FRENCH / SUBJECT SPECIFIC1$114K$114K
- LIBRARY / SUBJECT SPECIFIC1$114K$114K
- Media Communications / SUBJECT SPECIFIC1$114K$114K
- SCIENCE - EARTH SCIENCE / SUBJECT SPECIFIC1$114K$114K
- SCIENCE - PHYSICS / SUBJECT SPECIFIC1$114K$114K
- SPECIAL EDUCATION / REDUCED CLASS SIZE1$114K$114K
- SPECIAL EDUCATION / SELF-CONTAINED SP ED1$114K$114K
- MATH / REDUCED CLASS SIZE1$100K$100K
- SPECIAL EDUCATION / WHOLE CLASS1$100K$100K
Support staff42$103K$4.3M
- Guidance Counselor10$136K$1.4M
- School Aides and Other Support Staff1$831K$831K
- School Secretary12$67K$799K
- IEP-HEALTH7$43K$300K
- School Social Worker1$122K$122K
- School Psychologist1$120K$120K
- School Social Workers Mandated Services1$120K$120K
- SPEECH / PUSH IN-All Students1$117K$117K
- Teacher - Attendance1$114K$114K
- IEP-CRISIS MANAGEMENT(CIT)2$52K$104K
- Substance Abuse Prevention & Interv Special Annual1$90K$90K
- Guidance Counselor Bilingual1$74K$74K
- DC 37 Para More Than 20 Hrs0—$51K
- PARENT COORDINATOR1$49K$49K
- Administrative Assistant1$45K$45K
- IEP-ALTERNATE PLACEMENT1$45K$45K
Programs and extra time$3.0M
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$1.2M
- People Working Partial Year$675K
- Absence Coverage$544K
- Not Available$279K
- SUMMER STUDENT PROGRAMS$263K
- IEP-HEALTH$77K
- Academic$9,963
Supplies and services$2.9M
- Supplies - General$1.3M
- Maintenance Gen Repairs & Operation Infrastructure$344K
- Educational Consultants$231K
- Non-Contractual Services$226K
- Transportation of Pupils - Other$150K
- Educational Software$139K
- Equipment - General$96K
- Furniture Object 300$77K
- Data Processing Repair - Contractual$54K
- Professional Services Other$41K
- Textbooks$40K
- Non-DP Equipment Repair$39K
- School Funded Copier$36K
- Transportation of Staff - Non-Contract$29K
- College Board Set Aside$20K
- Telecommunication Contracts$19K
- Library Books$15K
- Curriculum & Staff Development Contracts$11K
- Office Temp Services - Contractual$5,000
Location & commute
Where the school is and how to get there.