P.S. 018 John Peter Zenger

Test scores at P.S. 018 sit significantly below the District 7 average — 27.6% ELA proficiency versus 51.3% district-wide, and 22% math versus 49% district-wide. The school has shown improvement over the past decade (ELA rose from 18.4% in 2016 to 27.6% in 2025), though progress has been uneven with dips along the way. Grade-level data shows 5th graders performing strongest in ELA (31.6%) but struggling most in math (16.7%), while 4th graders show the most balanced results. At 0.99 out of 4 on the overall score, the school is in the lower tier compared to its district peers, many of which are charter schools with selective admissions that serve higher-performing student populations.

The survey data reveals an interesting split: families feel strongly connected and trusting of the school (100% parent-principal trust, 98% parent-teacher trust), but teachers report a different story (only 38% teacher-principal trust, 58% teacher-reported safety). Instruction quality scores 84%, slightly below the district average of 88%. The chronic absenteeism rate of 63.5% is a significant concern — well above district averages — suggesting attendance challenges that likely impact learning. On the positive side, there were zero suspensions in the most recent year, a pattern that has held for three years running, indicating a restorative approach to discipline.

With 362 students, P.S. 018 is a small-to-mid-sized elementary school. The student body is predominantly Hispanic (66%) and Black (27%), reflecting the demographics of Mott Haven-Port Morris. Nearly a quarter (24%) of students have IEPs — a notably high percentage that suggests strong special education services. The diversity index sits at 50%. Average class size (20.5) matches the district average almost exactly.

Mott Haven-Port Morris is one of the lowest-income neighborhoods in New York City, with a median household income of just $29,110 and a 40% poverty rate. Only 6% of residents own homes, and the area scores very low on education orientation (5.36 out of 100) — meaning there are fewer enrichment resources, tutoring centers, and educational support systems than in more affluent areas. Safety scores are low (16.86), though this reflects broader socioeconomic conditions rather than school-specific issues. Transit access is moderate (48.28), and the area has seen significant development in recent years.

The school is in a densely populated urban area — most families walk or take public transit. The neighborhood is highly pedestrian but families should be aware of traffic and environmental conditions (air quality metrics show elevated PM2.5 levels).