At a Glance
A district transition center where every student has an IEP, serving learners with specialized needs in a high-support environment
Families whose children have IEPs and are seeking a dedicated transition center with strong parent-school partnerships and a supportive, low-suspension environment. This is ideal for families who understand their child needs specialized instructional support and value a school where every teacher and administrator works exclusively with students with disabilities. Families should be prepared for an environment focused on individualized goals rather than standard grade-level benchmarks.
- 100% IEP student population — a dedicated transition center for students with specialized learning needs
- Zero suspensions — indicating either effective behavioral support or a population less suited to exclusionary discipline
- Exceptional parent trust scores (94% for both teachers and principal)
- High economic need (93) with strong family engagement — families remain involved despite significant challenges
- No standardized test scores available — academic performance cannot be compared to district averages in the typical way
- 100% IEP population means this is a specialized setting, not a neighborhood zoned school — placement typically requires IEP team recommendation
- Teacher instruction quality (91%) runs slightly below district average (93%)
- No attendance data provided — daily attendance patterns are unknown
- The neighborhood has low safety scores and elevated environmental health concerns (asthma, lead)
Based on 2024-2025 data
School SummaryDistrict 14
P.S. 373 operates outside the standard elementary school peer comparisons — it's a specialized transition center rather than a zoned school. The district context is therefore less about competitive ranking and more about how it serves its unique population. Among District 14 schools listed, traditional zoned schools like P.S. 031 and P.S. 034 score 91/100, but those serve general education populations. This school's value is measured differently — in student progress on IEP goals rather than state test rankings.
As a transition center serving 100% IEP students, this school operates outside standard state assessment pipelines — no ELA or Math proficiency data is reported, which is typical for specialized settings. The focus is on individualized goals rather than district-wide benchmarks. Teacher-reported instruction quality runs at 91%, slightly below the district average of 93%, suggesting room for professional development support.
The school shows remarkable climate strength — zero suspensions in a high-need population is noteworthy and suggests either effective behavioral support or a student population less prone to exclusionary discipline. Parents report exceptionally high trust in teachers (94%) and the principal (94%), and family survey response rates at 39% indicate engaged participation. Teacher collegial trust runs at 80%, which is solid though not as elevated as parent trust. The day-to-day feel appears collaborative and supportive, with strong home-school relationships.
The student body is predominantly Black (53%) and Hispanic (35%), reflecting the neighborhood's demographic makeup. With a diversity index of 60% and 93% economic need, this is a high-poverty community with significant immigrant and minority representation. Every student has an IEP, meaning the school serves exclusively students with disabilities — a critical distinction that shapes everything from class size expectations to instructional approaches.
Bedford-Stuyvesant offers strong transit access (86 percentile) and is a historically rich neighborhood with increasing family appeal, though it scores low on safety indicators (21.8 percentile) and has elevated environmental health concerns including lead risk (20%) and asthma rates (104 per 1,000). The area has seen significant real estate growth with median home values over $1.2M, reflecting broader Brooklyn changes. Education orientation scores high at 71, indicating a community that values schools despite socioeconomic challenges.
Families typically walk or take public transit — the neighborhood is highly walkable with strong subway access, though safety perceptions may influence route choices.
Survey Results
NYC School Survey (2025) · 186 families responded (39% rate)
Racial & Ethnic Diversity
NYC DOE InfoHub · 2022-23
Economic Need & Special Populations
Discipline
NYSED Student & Educator Database
Frequently Asked Questions
- Is P.S. 373 - Brooklyn Transition Center a good school?
- Published quality ratings aren't available for P.S. 373 - Brooklyn Transition Center yet on Motley. It's a public school serving grades Pre-K to 8 in Bedford-Stuyvesant (West).
- What grades does P.S. 373 - Brooklyn Transition Center serve?
- P.S. 373 - Brooklyn Transition Center serves grades Pre-K to 8.
- Is P.S. 373 - Brooklyn Transition Center public, charter, or private?
- P.S. 373 - Brooklyn Transition Center is a public school in NYC Community School District 14.
- What neighborhood is P.S. 373 - Brooklyn Transition Center in?
- P.S. 373 - Brooklyn Transition Center is in Bedford-Stuyvesant (West), Brooklyn.
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