P.S. 87 William Sherman
MANHATTAN NY 10024 Map
P.S. 87 William Sherman
Extended PK hours offered: No
PS 87 has long been one of the most popular schools in District 3, known for its passionate teachers, active parents, commitment to the arts, and project-based academics in classrooms that mix children of all abilities. Parents chip in to plan fundraisers, help out on the playground and advocate to improve the quality of the food.
Hallways are filled with creative and inspired students work. Social studies units begin with the child and expand outward from "me" and "my family" to the neighborhood, city, state and world. Kids take trips to the Central Park Zoo, the botanical gardens and area museums. A 4th grade teacher begins with one big question: "What is Freedom?" and children explore this question as they study Native Americans and slavery. (The kids put Henry Hudson's first mate on "trial" for trespassing on native land.) A parent said these units incorporate "civics and history and math and science and parental involvement."
Although parents raise money for lots of extras, like chess, ballroom dance, yoga, and art, it's the quality of the teaching they praise the most: "We have consistently, outrageously strong teachers and I think this is why the shuffle of leadership hasn't affected us that much," said Rebecca Levey. Over the past decade the school has seen five principals come and go, which some attribute to bad luck (one principal was in an accident, one retired, the most recent left to lead a charter school) but others suggest is the flip side of an environment where teachers have lots of freedom and in some cases soar to cult-like status: "That teacher is kind of famous," said a parent as we exited a classroom on a tour.
Parents hope the leadership will stabilize with Monica Berry. She is credited with building a stronger relationship with the American Museum of Natural History, adding art in the upper grades and bringing in chess and a popular dance program. Still, only a minority of teachers feels that she has a clear vision for the school and gives them helpful feedback, according to the 2011 Learning Environment Survey. [In the 2012 Learning Environment Survey, two-thirds of the teachers said they mistrust the principal.]
Berry said she has made communication a priority. "We noticed that information seemed to travel through the parent community faster than the teacher community," she told us by phone. Initiatives to improve include more classroom visits followed by sit-downs with teachers to share feedback and better channels of communication via iPads and email. A parent said, "She's learning, doing what she can do, every year she's getting better."
For all the wonderful civics and history lessons, some parents and staff are distressed that PS 87 is becoming increasingly white and middle class. "I would like to see more diversity," said a parent of two from outside the zone. While the staff is racially diverse, it's hard to spot even one brown-skinned child in the lower grades since the rezoning. There is hope that over time an infusion of magnet grant money aimed at black-, white- and Hispanic-dominant schools in District 3 will make all the schools appealing enough to lure parents across color lines.
After-school classes include fencing, knitting, Afro-Caribbean percussion, gymnastics, hip-hop, radio theater, judo, cooking, basketball, comics and softball. There is a fee for the after school program.
SPECIAL EDUCATION: SETSS (special education teacher support services) and ICT (integrated co-teaching) classes on every grade level. The school also has speech, occupational therapy, physical therapy and counseling.
ADMISSIONS: Zoned neighborhood school. Upon intake, a note is made if you are interested in dual language, but final decisions only occur once your child has been accepted to PS 87. No kindergarten children from outside the zone except siblings have been accepted in the past several years. (Lydie Raschka, based on interviews with teachers, principal, and parents, and a prospective parent tour, January 2012, update August 2012)
At a glance
Number of Students 875
Average Daily Attendance 96%
Safety & vibe
How many teachers say bullying is a problem at school?14% 17% CITYWIDE AVERAGE
How many teachers say order and discipline are maintained in the school?94% 86% CITYWIDE AVERAGE
ARE CLASSES BIG?
Number of students in an average kindergarten class24 23 CITYWIDE AVERAGE
Number of students in an average fifth grade class25 26 CITYWIDE AVERAGE
DO TEACHERS LIKE THE SCHOOL?
How many teachers say the principal is an effective manager?65% 84% CITYWIDE AVERAGE
How many teachers would recommend this school to other parents?87% 87% CITYWIDE AVERAGE
How many students are chronically absent?6% 23% CITYWIDE AVERAGE
Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state math exam
Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state ela exam
Percent of 4th graders who scored 3 or 4 on the state science exam
Does the school encourage family involvement?
How many parents say they were invited to an event at the school at least 3 times in the last school year?96% 75% CITYWIDE AVERAGE
Do parents like the school?
How many parents would recommend this school to other parents?95% 94% CITYWIDE AVERAGE
Special ed & ELL
How well does this school serve students with disabilities?
This school does not offer self-contained classes.
Percent of self-contained students who scored 3 or 4 on the state math exam:NA 7% CITYWIDE AVERAGE
Percent of self-contained students who scored 3 or 4 on the state ELA exam:NA 2% CITYWIDE AVERAGE
This school offers team teaching (ict).
Percent of ICT students who scored 3 or 4 on the state math exam:57% 18% CITYWIDE AVERAGE
Percent of ICT students who scored 3 or 4 on the state ELA exam:47% 9% CITYWIDE AVERAGE
This school offers SETSS.
Percent of SETSS students who scored 3 or 4 on the state math exam:50% 16% CITYWIDE AVERAGE
Percent of SETSS students who scored 3 or 4 on the state ELA exam:27% 8% CITYWIDE AVERAGE
How many parents say students with disabilities are included in all activities?
How many teachers say students with special needs are educated in the least restrictive environment appropriate?
How many parents of students with ieps say this school offers a wide enough variety of services and activities for their children’s needs?