P.S. Q256

Standardized proficiency data was not provided for this profile, which is consistent with the reality that District 75 schools primarily serve students who participate in the New York State Alternate Assessment rather than grade-level ELA and math tests. Reporting a "percent proficient" against district averages would not meaningfully capture what students here are learning. What the data does tell us is that this is a school organized around individualized education programs, with 89% of students classified as IEP — meaning academic progress for nearly every child is measured against personal goals rather than cohort benchmarks.

This is the standout of the profile. Parent-teacher trust at 99% and parent-principal trust at 98% are exceptional — most schools would celebrate numbers in the 80s. Teacher-reported safety sits at 85% and instruction quality at 84%, both solid, with 93% of teachers trusting their principal and 94% trusting colleagues, suggesting a coherent adult culture. Zero suspensions over the survey year is a strong signal given how often exclusionary discipline shows up elsewhere in the system. The lower family survey response rate (21%) is worth flagging — the families who did respond are overwhelmingly positive, but a quarter of the school community isn't being heard in the data.

The student body is 49% Black, 32% Hispanic, 11% White, 7% Asian, and 2% Native American — a mix that broadly tracks the surrounding neighborhood, which carries an economic need index of 89.9 (very high). With 89% of students having IEPs, this is not a typical neighborhood zoned school; families are often placed here through the IEP process rather than by address. The diversity index of 68% captures a school that is multiracial but not maximally mixed, reflecting both the demographics of the area and the broader citywide pull of District 75 placements.

The school's high economic need index (89.9) and demographic composition place it in a part of Queens where families are working with limited resources and a population that is majority Black and Hispanic. Because there is no subway within a 20-minute walk, getting to school means driving, being driven, or relying on school transportation — which for many District 75 families is arranged through the DOE. The neighborhood character is shaped more by car-dependent travel and tight community ties than by transit access.

This school is beyond walking distance of any subway station, so families rely on school buses, public bus routes, or personal vehicles for the daily commute.