New Bridges Elementary

1025 EASTERN PARKWAY
BROOKLYN NY 11213 Map
Phone: (718) 363-8200
Website: Click here
Admissions: Zoned neighborhood school
Principal: Kevin Bowles
Neighborhood: Crown Heights
District: 17
Grade range: PK-5
Parent Coordinator: Elizabeth Eccleston
Number of full-day PK seats: 90
Extended PK hours offered: Contact program about extended hours.
Zoned
New School
Full Day
School-based pre-k

What's special:

Welcoming new school with lots of arts, inclusive and structured environment

The downside:

Tough to meet needs of all students in challenging population, test scores have a way to go

InsideSchools Review

Our review:

New Bridges elementary school takes some of the best practices from charter schools and adds in a healthy infusion of arts and understanding to create an organized atmosphere for joyful learning. Students use hand signals to applaud, repeat chants back to their teachers, and every morning begins with a 10-minute "Bright Start" meeting, where songs are sung, birthdays are remembered and children are honored for being good citizens. The whole school takes a guided breath together "to ground everyone before starting the day," the principal explained.

The school manages to marry the interests and vision of school founder Kevyn Bowles—Mr. B—to the students. His majors in college were theater and social justice.  "The arts are a powerful tool for change," he said.

There are rooms and regular lessons for every art subject: visual arts, dance and music—and it is an inclusive environment for all students, none of whom are segregated into classes for special needs students only.

Many of the teachers and staff—including the assistant principal—previously taught at charter schools and appreciated some of the customs. The assistant principal said she "liked the structure and high expectations of charters but wanted a school that included the social-emotional and the arts and a more holistic approach."

Teachers begin the school year at least two weeks early for training to ensure that all follow consistent practices and understand the school’s core value: "whatever it takes."

They follow established routines, beginning with the all-school Bright Start gathering and going on to morning meetings in the classrooms where students may recite their class’s community code or follow the teacher in chanting instructions. The emphasis is on praise rather than punishment. Students who are well-behaved may be chosen to scoot ahead of others in line to enter the classroom; students who line up quietly, puffing up their cheeks for "blowing bubbles" rather than talking, may get an extra few minutes of recess on the playground.

"That was an awesome job walking to the carpet," one teacher said as she gathered students for the morning meeting. "I’m looking for more friends who are ready.” Students who are having a bad day seek out the "peace corner" in each classroom and work quietly by themselves before joining the class again.

The principal follows the school uniform code himself every day: wearing a red polo shirt or white shirt with a red tie and gray slacks. Hallways are freshly painted in yellow, highlighted by red doors. Each classroom is named after a role model—many of them artists such as Duke Ellington or Malala. Third- and 4th-graders in the school orchestra performed at Carnegie Hall.

Schools Chancellor Carmen Fariña praised the school after a visit in 2014. "Principal Kevyn Bowles has taken an integrated approach to the arts, allowing students to find their own voices and celebrate their accomplishments by performing for one another …. I was delighted to see a noisy, joyful celebration of childhood."

On our visit, we saw children who were happy to be there and adults who applauded the changes in the building since New Bridges opened in 2013 as a replacement school for PS 167, which closed due to poor performance.

"It was amazing," said a parent whose children attended the previous school in the building. "He [Mr. B] brought change and breath of fresh air into the community, with the arts and amount of affection."

The five pre-k classrooms—praised by Fariña as “stellar”—are bursting with tools and toys. After the morning meeting and a mini-lesson based on a theme, children play. One day it was about water: A few played at the water table, while others pretended that doll babies were swimming on a bright blue sheet of water. 

After pre-k, academics begin in earnest and corners for play disappear although children get regular art lessons and recess.

 "There’s just so much to teach," said the principal, acknowledging that the students come in “with a lot of academic gaps. There are many non-readers,” he said. “We still have a long way to go in terms of state testing scores." 

New Bridges is now working with PS 249, one of the highest-achieving in District 17, to learn from that school’s structure and particularly strong math program.

To avoid a noisy, crowded cafeteria scenario which in many schools leads to rowdy behavior, each grade has a separate lunch time. Kindergartners go out to play while 1st-graders eat, and then they switch. Even before letting them loose in the playground, the school staff lines up everyone until they’re ready to play and be safe—yet another ritual.

SPECIAL EDUCATION: Two out of three classrooms on each grade is an inclusion, ICT class with two teachers. New Bridges is very accepting of students with special needs. General education students in the ICT classrooms are generally high achieving, the principal said.

ADMISSIONS: New Bridges frequently has room for children outside the neighborhood. Many families have been priced out of the Crown Heights neighborhood and young newcomers don’t yet have children. There is a lot of competition from nearby charter schools. Mr. B said he counteracts this by offering a robust arts program and an early start to the school day. About 60 percent of the students live outside the zone, some coming from as far away as the Rockaways or even the Bronx. (Pamela Wheaton, May 2016)

InsideStats

Click tabs above to see school stats

At a glance

Shared campus? No

This school is in its own building.

Number of Students 412

Average Daily Attendance 91%

Students at this school

Asian

  
1%

Black

  
74%

Hispanic

  
21%

White

  
2%

Free Lunch

  
89%

Special ed

  
18%

English Language Learners

  
7%

Safety & vibe

ARE KIDS
NICE?

How many teachers say bullying is a problem at school?

NA NA CITYWIDE AVERAGE

How many teachers say order and discipline are maintained in the school?

68% 81% CITYWIDE AVERAGE

ARE CLASSES BIG?

Number of students in an average kindergarten class

NA NA CITYWIDE AVERAGE

Number of students in an average fifth grade class

NA NA CITYWIDE AVERAGE

DO TEACHERS LIKE THE SCHOOL?

How many teachers say the principal is an effective manager?

94% 80% CITYWIDE AVERAGE

How many teachers would recommend this school to other parents?

NA NA CITYWIDE AVERAGE

Attendance

How many students are chronically absent?

33% 23% CITYWIDE AVERAGE

Academics

How many teachers say this school offers enough programs, classes and activities to keep students engaged?

NA NA CITYWIDE AVERAGE

How many teachers say this school does a good job teaching social-emotional skills?

NA NA CITYWIDE AVERAGE

How many teachers say this school does a good job teaching organizational and study skills?

NA NA CITYWIDE AVERAGE

Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state math exam

14% 41% CITYWIDE AVERAGE

Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state ela exam

16% 40% CITYWIDE AVERAGE

Percent of 4th graders who scored 3 or 4 on the state science exam

NA NA CITYWIDE AVERAGE

Parents

Are parents involved?

How many parents responded to the school survey?

33% 64% CITYWIDE AVERAGE

How many parents say they attended at least one pta meeting in the last school year?

NA NA CITYWIDE AVERAGE

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?

NA NA CITYWIDE AVERAGE

Do parents like the school?

How many parents would recommend this school to other parents?

NA NA CITYWIDE AVERAGE

Special ed & ELL

How well does this school serve students with disabilities?

Percent of self-contained students who scored 3 or 4 on the state math exam:

NA 8% CITYWIDE AVERAGE

Percent of self-contained students who scored 3 or 4 on the state ELA exam:

NA 2% CITYWIDE AVERAGE

Percent of ICT students who scored 3 or 4 on the state math exam:

NA 19% CITYWIDE AVERAGE

Percent of ICT students who scored 3 or 4 on the state ELA exam:

NA 9% CITYWIDE AVERAGE

Percent of SETSS students who scored 3 or 4 on the state math exam:

NA 17% CITYWIDE AVERAGE

Percent of SETSS students who scored 3 or 4 on the state ELA exam:

NA 9% CITYWIDE AVERAGE

How many parents say students with disabilities are included in all activities?

NA NA CITYWIDE AVERAGE

How many teachers say students with special needs are educated in the least restrictive environment appropriate?

82% 93% CITYWIDE AVERAGE

How many parents of students with ieps say this school offers a wide enough variety of services and activities for their children’s needs?

67% 86% CITYWIDE AVERAGE

How well does this school serve English language learners?

Percent of ell students who scored 3 or 4 on the state ELA exam:

0% 6% CITYWIDE AVERAGE

Percent of former ell students who scored 3 or 4 on the state ELA exam:

NA 32% CITYWIDE AVERAGE

How many teachers say this school ensures that ells receive the same curriculum as non-ells with appropriate suppports?

NA NA CITYWIDE AVERAGE

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