Manhattan College

School Profile Analysis

Student Name: Michael Ducie
Name of School: PS/MS 37
Location District/County Bronx
School Address: 360 West 230th Street
Bronx, NY 10463
Telephone #:

718-796-0360

Student E-Mail: mducie.student@manhattan.edu

If your school is not located in the Bronx you will need to go to the NYSED.gov website and find your schools
report card.
New York City website is http://schools.nyc.gov.

Achievement Data
NYS Elementary English Language Arts
Students Results
Please pick one grade to analyze
Year

Level
Standards

1
Below
Standards

2013

Percent
# of
Students
Level
Standards

38.1
32

Year

2014

Percent
# of
Students

1
Below
Standards
39.1
27

4th Grade
2
Meets Basic
Standards
(Approaching)
46.4
39

3
Meets
Proficiency
Standard
13.1
11

4
Exceeds
Proficiency
Standards
2.4
2

2
Meets Basic
Standards
(Approaching)
50.7
35

3
Meets
Proficiency
Standard
8.7
6

4
Exceeds
Proficiency
Standards
1.4
1

Analysis of ELA Data Please indicate the % of students performing below grade level (i.e. levels 1 &
2). Please describe what Levels 1 & 2 represents (i.e. 1 below standards, 2 approaching standards).
Compare the last 2 years to see if there is improvement:
The majority of students, 84.5% in 2013 and 89.8% in 2014, were either performing below standards or
meeting only basic standards. There was no significant difference in the data between the years, although
the mild difference was a negative one. In 2013, 15.5% were meeting proficiency standards compared to
2014 when the number of students dropped to just above ten percent.

Achievement Data
NYS Elementary Math
Students Results
Please pick one grade to analyze
4th Grade
Year

Level
Standards

1
Below
Standards

2
3
4
Meets Basic
Meets
Exceeds
Standards
Proficiency Proficiency
(Approaching) Standard
Standards
2013
Percent
40.2
42.5
13.8
3.4
# of Students
35
37
12
3
Year
Level
1
2
3
4
Standards
Below
Meets Basic
Meets
Exceeds
Standards
Standards
Proficiency Proficiency
(Approaching) Standard
Standards
2014
Percent
28.9
44.7
14.5
11.8
# of Students
22
34
11
9
Analysis of Math Data Please indicate the % of students performing below grade level (i.e.
levels 1 & 2). Please describe what Levels 1 & 2 represents (i.e. 1 below standards, 2
approaching standards). Compare the last 2 years to see if there is improvement:
Students in PS 37 improved their math scores in 2014 from 2013. In 2013, nearly 85 percent
of students were either below or only meeting basic standards compared with almost 75
percent in 2014. More impressively, 26.3 percent of students were at least meeting proficiency
standards compared to just 17.5 percent in 2013.

Find Information on Excel Spreadsheets (look at tabs on bottom)

Overview of School Performance in ELA
Results
Student Group
All Students
Students w/ Disabilities
Limited English
Proficient

Total #
Tested
428
79
360

2012-2013
% Levels
1-2
85.7
98.7
84.7

% Levels
3-4
14.3
1.3
15.3

Total #
Tested
435
98
367

2013-2014
% Levels
1-2
89.1
98
88.3

% Levels
3-4
10.8
2.0
11.7

Analysis of ELA Data - Compare General Ed to Students with Disabilities levels on 1&2 and also indicate if
there is a difference between the groups for past two years - Indicate if there was improvement :
Not surprisingly, students 98.7 percent of 79 students with disabilities who were tested in 2013 failed to meet
the proficiency standards. It is somewhat alarming that of all 428 students who were tested in 2013, less than 15
percent met the proficiency standards. The more alarming statistic is that although only seven additional
students were tested in 2014, 19 more were considered to have disabilities, the number of students on a
proficiency level dropped to a little more than ten percent.

Analysis of ELA Data - Compare the performance of the ELL students to the performance of all students. Please
indicate in your report what Levels 1 & 2 indicate. Compare the last 2 years to see if there is improvement:

Find the information on the School Quality Guide

Demographics
Year
Eligible for
IEP
Limited
Free Lunch
English
Proficient
2013
79%
23%
13%
2014
79%
25%
13%
Analysis of Data Indicate any or no changes over the two years:

Notes

No Notable Changes

% of Racial/Ethnic Origin
Year

American
Indian/ Alaska
Native

Black or
African
American

Hispanic or
Latino

Asian or Native
Hawaiian/ Other
Pacific Islander

2012/13
0
22%
74%
2013/14
0
23%
73%
Analysis of Data Indicate any or no changes over the two years:

1%
2%

White

2%
2%

No Notable Changes

Reflect on the analysis of the Quality Review in the School Quality Guide. Connect your experiences at this
school to the Areas of Celebration and Areas of Focus. Is your perception the same as the report? Provide
specific qualitative evidence:

Although I have not been in every class in the school, having student taught at PS 37 during both the Spring of
2013 and the Spring of 2014, I believe I have a good idea of the culture of the school. Based on my background
knowledge, as well as the data provided in the school quality guide, I have a hard time understanding how PS
37 is either meeting their target or proficient in every area. The data supports a decline in improvement that
coincides with the introduction of scripted lessons (ie: GO! MATH, Expeditionary Learning). Although
correlation does not necessarily mean causation, having spoken to numerous teachers who are discouraged and
frustrated with the new way they are being asked to teach, it seems reasonable to me to assume there is at least
some association between the two. Furthermore I find it ironic that the quality review states the school has A
strong-shared belief system that students learn by doing? shapes the creation of academic tasks that engage
students in meaningful work. While I believe the staff may have this strong belief, it is not being adhered to
when students are handed test prep books and workbooks to work out of everyday. Once again, it is worth
mentioning both semesters I have student taught, have been in the time leading up to and directly after the state
tests.

Reflect on the data within the Learning Survey (found on the school website) look closely at the Teacher data.
Connect your experiences at this school to the data. Is your perception the same as the report? Provide specific
qualitative evidence:

I believe the school survey provides a more realistic illustration of the PS 37. The first statistic that jumps out is
that only 40% of parents from the school completed the survey. This is completely in line with what I have
experienced. It is extremely difficult to keep parents involved as evidenced by the five out of more than twenty
students parents who showed up for parent teacher conferences for the class I student-taught in last year.
Without parental support, not only does classroom management become more difficult, but students are more
likely to fall behind academically because they are not doing their homework and not taking school and their
education seriously. One-way my current cooperating teacher has tried to combat this problem is through
ClassDOJO, a program designed to provide feedback from teachers to students that can be accessed by students
and their parents. It also provides a way to message parents directly, making it easy to for them to access the
messages right on their phone.

Look at page 11 in the School Quality Guide identify one sub-group that is not making progress. Ask your
cooperating teacher what interventions exist at that school for this sub-group (who, when, what). Make
recommendation for this sub-group.
One area that could use a lot of improvement is the schools ability to make children who move from Selfcontained classes or SETTS to less restrictive environments, more successful. In 2014, this accounted for nearly
15% of the schools population and less than one percent of those students were determined to meet the
proficiency standards of level three or higher. My cooperating teacher has a couple students who go down to a
general education class for a couple periods a day to try to help them adjust before making a permanent
transition, however I believe the best thing the school could do for itself and its students is to hold all students in
the school to a higher expectation, both socially and academically. Although I cannot pinpoint the problem
directly, or choose not to in writing, there is certainly a problem with discipline in the school that causes
students at times to feel like they can get away with whatever they want. Although the two may seem unrelated,
I believe that a general rise in expectations will allow students who struggle to be more successful in general
education classrooms as well as improve the quality of teaching. Teachers want to feel like they have complete
support from their administrators!