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180 7 Avenue Brooklyn, NY 11215 Phone: (718) 499-2412 Fax: (718) 965-9605 Website Map |
Principal: Elizabeth Phillips Parent Coordinator: Margaret Raphaelson |
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WHAT'S SPECIAL: Ramped up attention to math has strengthened an already powerful academic curriculum. DOWNSIDE: Large, overcrowded school. |
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Grade levels: PK to 5 Class size: K: 20; 5: 30 Enrollment: 1296 Ethnicity %: 64 W; 15 B; 14 H; 7 A |
Reading scores:  Math scores: |
District 15 Admissions: Neighborhood school Neighborhood: Park Slope More school data |
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For decades, PS 321 has been regarded as one of the finest elementary schools in the city. Known for its strength in teaching reading and writing, the school is now making a push to fortify its math and science programs, elevating them to the same level as the literacy curriculum. "We've really focused on math as a priority for quality of instruction, parental education, and professional development," said Principal Liz Phillips. To that end, Phillips has assigned teacher "math leaders" in every grade to spearhead teacher training, hired a math specialist to give extra help to 5th graders, and placed an assistant principal in charge of the school-wide math and science curriculums. All students get at least one full period of math daily more than the amount prescribed by the city and math work is displayed as prominently as writing and art projects. Teachers are striving also to accommodate parents who have felt "left out" by a math curriculum that emphasizes creative problem-solving over old-fashioned computational skills. That means that while the new methods are dominant in the classrooms kindergartners draw animal pictures to compute how many legs are to be found among four dogs and three birds; a 5th grade class creates circle diagrams to represent probability; 4th graders deconstruct shopping receipts to represent percentages homework is more often the more traditional worksheets that parents are familiar with. The result, says Phillips, is that "parents are happier than they've ever been," and test scores have improved significantly, particularly among students who come from less affluent and minority families. Parents are also happy with the two new science labs and science teachers for upper grades, according to PTA Co-president Suzanne Turet. The labs are supported by PTA funds as are teaching artists, chess classes for 2nd and 3rd grade, and an after-school band and chorus. With the grant for a school-wide dance program about to run out, the PTA will probably have to support those enrichment classes as well, Turet said. The school has had great success using the Writing Process method pioneered by Columbia University's Teachers College to teach composition. The method is known for its emphasis on revision and re-write, as well as "publishing parties" in which parents view the final drafts of their children's work. For reading, children are given literature and nonfiction books, not traditional textbooks, but they also learn to sound words out phonetically. For their part, kids are happiest with the brand-new schoolyard, renovated in October 2004. As one 2nd grader was quoted in the school newsletter: "When there was nothing in the backyard it looked all gloomy. When they put stuff in, it got all happy." Though its 1960's era design is not spectacular, PS 321 is a popular hub for Park Slope families and caregivers who can be found at all hours meeting and socializing outside the Seventh Avenue front entrance. Inside, classrooms are bright and stimulating. As a popular school filled with students well beyond its capacity, however, PS 321 suffers persistently from lack of space. A mini-building in the yard houses several classrooms as well as the science and art rooms, while the gym doubles as a cafeteria. Some new parents are intimidated by the number of students, but are usually won over by the welcoming environment and exceptional academics. Special education: Seven classrooms mix children with special needs with general education students. There are also three classrooms only for children with special needs. Admissions: Overcapacity means that very few exceptions ("variances") are made for admitting students from outside the neighborhood for which the school is zoned. After school: There are recreational programs and childcare available for a fee. (This school is featured in New York City's Best Public Elementary Schools. Elizabeth Kiem, March 2005) |
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Post Your Comment | |
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mo3 (parent) May 23, 2009 |
"I'll be honest in saying I'm not terribly happy with the school this year. The classes are too big and there's no special help when needed." |
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(alumnus) Oct 15, 2008 |
"I am currently in 8th grade, going through the high school process, and I really miss PS 321. It was an amazing experience that couldn't even compare to my middle school, of which I despise. PS 321 had such lovely teachers and a pretty good community, despite certain problem children. I had so many great times there, and I look back on it very positively. It shaped me into who I am today, and I am incredibly thankful I was able to go to PS 321." |
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| Jul 1, 2008 |
"I have two kids at 321 and another soon to be there. As the graduate of 12 years at an elite Manhattan private school I was unsure what to expect from a public school, but all in all I've been thrilled with 321. Academics are strong although the math is generally speaking uneven. The reading and writing however more than make up for it; I can't imagine a more inspiring literacy curriculum. The school has turned both my older kids into eager readers who revere great authors and write prolifically on their own .There's a cult around reading at 321. The community of the school is fabulous: lively and involved (sometimes to the point of excess-- there seems to be another summons to join a parent activity every other day!) The downsides are that the school is big and while the teachers are generally speaking terrific, they can't teach to each child's specific needs (though they surely try.) One of my sons is advanced in math and after a few frustrating years, his last two teachers have arranged for more challenging math for the advanced kids in their classes. It's not a demanding environment, which in elementary school, seems appropriate. It is, however, an inspiring one." (June 2008)
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| Apr 3, 2007 |
According to an April 2, 2007 article in The New Yorker, the school offers an '"Ad-Busters' class as an after-school program, intended to impart radical skepticism in kindergarteners." A parent at the school teaches the class, and on one day took students to a local grocery store. The parent, Susan Gregory Thomas, taught students to look at nutrients list, about saturated fats, and why some macaroni and cheese have characters on their boxes. (April 2007)
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| Feb 15, 2007 |
A parent complains that "PS 321 systematically places up 28 kids in the inclusion class," diminishing the quality of instruction and making the school "crowded and unsafe." (February 2007)
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| Oct 26, 2006 |
"PS 321 is a very nice school with very nice teachers and very nice students," writes a student. "The teachers are very supportive of our learning!" (October 2006)
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| Sep 29, 2006 |
A parent writes to report about the overcrowding situation at PS 321. "There are now 25-26 kids in each of the 8 kindergarten classes -- that's 4-6 more children than were in the kindergarten classes two years ago," writes this parent. "Three weeks after school has begun, my daughter still doesn't know the names of all her classmates, and the dedicated teachers must now work yet longer hours and may be that much more exhausted. The teachers and the resources of 321 are impressive, but they are being stretched beyond capacity." (September 2006)
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| Mar 15, 2006 |
"I think this is a great school," writes former student Juan, who attended the school immediately after he came to the United States. "They helped me with my english when I didn't understand anything." (March 2006)
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| Mar 9, 2006 |
"As I look back on the experience at 321 I can't find any flaws," writes recent graduate Anne. "The teachers always cared so much and always found the most fun and creative ways to teach.They always had a great program that included extras, such as music, art, science, and my personal favorite, the fifth grade enrichment program." (March 2006)
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| May 9, 2005 |
A parent, who is an educator at another school, said she is happy with 321 for her child although she finds it "kind of a factory-like" and "not the most progressive of places" with its' "strong commitment to traditional education" and "traditional 40 minute periods." "Parent involvement is very strong," she says, and there is "strong teaching." (April 2005)
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| Dec 16, 2004 |
A parent writes: "We moved to Park Slope for PS 321 based on its reputation alone and have not been disappointed. I was intimidated by the size of the school at first -- well over 1,000 kids. But it is so well organized and the efforts at communicating to parents are so strong that it feels like a small, vibrant community. The teachers are, on the whole, bent on doing their best -- and are encouraged to do so with professional development programs. There's a sense of camaraderie and support among the staff that helps bolster the community feeling of the school." She adds: "Although PS 321 is strongly focused on literacy, my child, who is much stronger in science and math, is encouraged and given extra work to keep him challenged. This was done by his teacher without any prompting by me! What more can I say?" (December 2004)
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| Dec 15, 2004 |
A former student writes: "Even though I only spent one year at 321, it was my favorite year out of all my school years. The atmosphere was great, from the couches in the classrooms, to being let outside for lunch, it was very relaxed and a great learning environment. I actually wanted to come to school everyday. The teacher I had was dedicated and I learned alot. I made a great group of friends who all lived in the neighborhood. I participated in multiple extracurricular activities. While the workload may not be that difficult, and the math curriculum was at best mediocre as I recall, I think the other aspects of the school more than makes up for it." (November 2004)
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| Oct 18, 2004 |
In response to a previous comment about the school's demographic makeup, a parent writes: "PS321 actually does exhibit a fair spectrum of Brooklyn's racial diversity. A more telling point is that the population tends to be on the wealthier side." He adds: "On what I consider a related note, many parents are overly critical of the teachers here. No school has perfect teachers across the board, but the majority at 321 are capable, responsive, nurturing professionals. And the administration is extremely proactive in supporting those who might need a little extra help. This is an excellent school." (October 2004)
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| Sep 24, 2004 |
"This is an academically strong school for the most part, even if a little inconsistent its math program," writes a parent. "I felt they were trying out different approaches, conducting an unofficial experiment using our children, to see which math model helped the school achieve the best results. PS 321 seems to be score oriented. We did have mixed experiences here, depending on which teacher my child got from year to year." She writes that she had one bad experience with a teacher who made her feel "ignored then patronized." Still, she writes, "It is an unquestionably good school. It is popular, overcrowded, high energy, lots of parental involvement, competitive, though not a true representation of the diversity of NYC, being mostly white." (September 2004)
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| Jul 13, 2004 |
A father of a 321 4th grader writes: "If 321 isn't the best public elementary school in New York, I'd like to see what is. That place hasn't missed a beat. When we moved here from overseas, we specifically moved into the 321 zone, where my cousins had sent their kids (one now in 9th grade at Hunter, the other just accepted to Stuyvesant, LaGuardia and Regis out of MS 51). It has completely lived up to its billing." He writes that his son started first grade unable to read English and his teacher "invited him to stay after school with her twice a week for something called "Project Read." She worked with him like this for about four or five months, and by the end, he was her "assistant," and he has never looked back... My kids have had seven different teachers there and every one has been a gem. They know what they're doing." (March 2004) An 8th grader who graduated from Penn recalls that students felt they were part of a big family. A "reading buddies" program, not mentioned in the review, matches an older and younger student to spend a library period together. "It never seemed like a chore to work with the younger buddies, and it was a privilege to be with an older student when we were the younger buddy," the student writes. The tutoring buddies program, where 5th graders worked with a 4th/5th grade special education class, was "a unique experience." The student concludes: "I will never forget my years at 321, especially my fabulous 4th grade year with Mike Rogers, who is now my brother's teacher and remains one of my favorite people in the world." (January 2004)
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| This page was last updated on Oct 26, 2009. |
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