Serving 747 students in grades Prekindergarten-5, P.S. 33 Timothy Dwight ranks in the bottom 50% of all schools in New York for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 26% (which is lower than the New York state average of 46%). The percentage of students achieving proficiency in reading/language arts is 28% (which is lower than the New York state average of 49%).
The student:teacher ratio of 13:1 is higher than the New York state level of 11:1.
Minority enrollment is 99% of the student body (majority Hispanic), which is higher than the New York state average of 60% (majority Hispanic).
P.S. 33 Timothy Dwight ranks within the bottom 50% of all 4,377 schools in New York (based off of combined math and reading proficiency testing data).
The diversity score of P.S. 33 Timothy Dwight is 0.27, which is less than the diversity score at state average of 0.72. The school's diversity has stayed relatively flat over five school years.
What percent of students have achieved state testing proficiency in math and reading?
26% of students have achieved math proficiency (compared to the 46% NY state average), while 28% of students have achieved reading proficiency (compared to the 49% NY state average).
How many students attend P.S. 33 Timothy Dwight?
747 students attend P.S. 33 Timothy Dwight.
What is the racial composition of the student body?
85% of P.S. 33 Timothy Dwight students are Hispanic, 11% of students are Black, 2% of students are Asian, 1% of students are American Indian, and 1% of students are White.
What is the student:teacher ratio of P.S. 33 Timothy Dwight?
P.S. 33 Timothy Dwight has a student ration of 13:1, which is higher than the New York state average of 11:1.
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
