P.S. 115 Alexander Humboldt

P.S. 115's math proficiency of 53% is slightly above the District 6 average of about 52%, while its ELA proficiency of 38.1% trails the district average of roughly 47%. The trajectory tells the more interesting story: math scores have climbed from 15.7% in 2016 to 53% in 2025, and ELA from 11.9% to 38.1%, with steady year-over-year gains interrupted only by an ELA dip in 2024. The 2025 scores are the school's strongest on record. Grade 4 math stands out at 61.7% proficiency, well above both the district average and the school's own Grade 3 performance, suggesting that students who stay through the upper elementary years are finding real success. The overall quality score of 1.82 out of 4 places the school below the district average of 1.98, but the trend is clearly upward.

The day-to-day feel at P.S. 115 is defined by an unusual pattern of trust. Parents rate their relationships with teachers and the principal at near-perfect levels (99% and 100%), and 98% say they are satisfied — all above the District 6 averages. The family survey response rate of 93% is exceptionally high, signaling a parent body that is genuinely engaged, not just nominally present. The picture from teachers is more mixed: 88% rate instruction quality as strong, and 85% feel safe, but only 73% trust the principal — a notable gap. There were zero suspensions in each of the past three years, which is genuinely remarkable for a school this size. The climate tradeoff is attendance: the 89.4% attendance rate sits below the district average, and chronic absenteeism affects nearly 6 in 10 students. That number demands honest acknowledgment, but the zero-suspension record suggests the school is not relying on discipline to manage behavior.

P.S. 115's student body is 93% Hispanic, with small numbers of Black, White, Asian, Multi-Racial, and Native American students, and a diversity index of just 19% — one of the lowest in the district. This closely mirrors the surrounding Washington Heights neighborhood, where the population is predominantly Dominican and other Latin American backgrounds. The school serves a high-needs population, with an economic need index of 91.1%, meaning the vast majority of students qualify for free or reduced-price lunch. About a quarter of students (24%) have IEPs, which is higher than typical and reflects the school's inclusion of a special education (SE) classification in its grades served. Despite the economic pressures, the parent survey response rate of 93% suggests a community that is highly invested in their children's schooling.

Washington Heights (South) is a predominantly Dominican and Latin American neighborhood in upper Manhattan where the median household income is about $55,786 and the poverty rate is 22%. Only 9% of households include children, and just 8% of homes are owner-occupied — a renter-heavy area with a young, working-class population. About a third of adult residents hold a bachelor's degree or higher. The school sits in this dense, transit-dependent neighborhood, and its demographics reflect that reality almost exactly. For families here, the school is part of daily life, not a commute to somewhere else.

Families can reach the school from the 181 St station on the 1 line in about 5 minutes, or from the 175 St or 181 St stations on the A line in about 6 to 9 minutes — solid subway access on two different lines, though the nearest options are all on the western edge of the neighborhood