The top reported proficiency rate is 56% in English language arts. The lowest is 39% in Science.
Original Research by School Decision on New York City Geographic District #16
NYC Geographic District #16 covers much of Bedford-Stuyvesant in Brooklyn and serves students from pre-kindergarten through grade 12 across both traditional public schools and charter schools. The district enrolls a substantial student population, with strong representation across early elementary grades and a tapering of enrollment toward high school grades. The student body is predominantly Black, with a significant Hispanic population and smaller populations of Asian, white, American Indian, and multiracial students. The district does not report free-or-reduced-price lunch counts or English learner numbers, so a full picture of poverty and language needs remains unavailable.
State testing results from the most recent year show academic performance that is mixed and grade-dependent. In the early elementary grades tested, third grade shows stronger results in both math and English language arts, with roughly two-thirds of students meeting state proficiency standards in each subject. Performance declines noticeably in grade 4, where slightly less than two-thirds of students are proficient in ELA and about three-fifths meet the math standard. By grade 5, the trend worsens. Math proficiency drops to below half, while ELA holds at about mid-range levels. Grades 6 through 8 show continued weak performance in math, with roughly two out of five to four out of ten students proficient. ELA holds steadier in the fifth through eighth grades, clustering around half or slightly below. Science results, available for grades 5 and 8, are notably weaker than both ELA and math. In grade 5, only about one-third of students meet science proficiency. Grade 8 science improves to roughly two-fifths proficient, though the participation rate in grade 8 science is substantially lower, raising questions about which students took that assessment.
When positioned against other Kings County districts, District #16's overall proficiency index sits below the county's midpoint. This means the district's combined performance across all tested subjects and grades is lower than the median for the county. A notable concern emerges around chronic absenteeism. The district reports a chronic absenteeism rate in the bottom quartile of county districts, signaling that student attendance is significantly weaker than most comparable districts in the county. Graduation rate data are not available for this district.
The district is undergoing two major curriculum changes that will shape teaching and learning over the next few years. Elementary schools now use Into Reading, a structured science-of-reading curriculum mandated by the city as part of the NYC Reads initiative, replacing the prior model where principals chose their own reading materials. This shift took effect in District #16 starting in the 2023-24 school year. For secondary students, the city's NYC Solves initiative is standardizing math instruction. All high schools must adopt Illustrative Mathematics for Algebra 1, and middle schools must select from a pre-approved list of curricula. This transition phases in through the 2026-27 school year, meaning District #16's middle and high school math instruction will look quite different from prior years as the mandate takes hold.
A state law enacted in 2022 requires New York City schools to reduce class sizes to a maximum of 20 students in kindergarten through grade 3, 23 in grades 4 through 8, and 25 in high school. Because District #16 serves a high-poverty neighborhood, it has been prioritized in the early phases of this rollout, meaning families can expect smaller classes as implementation continues through the 2027-28 deadline.
The district operates multiple schools, including Boys and Girls High School, several elementary schools named after historical figures and community leaders, and a mix of charter schools such as Brooklyn Brownstone School and Brooklyn Academy of Global Finance. A parent or resident considering District #16 should weigh the weak academic performance, especially in math and science and particularly as students advance through middle grades, against the targeted curriculum improvements underway and the class size reductions on the horizon. The chronic absenteeism data suggest that engagement and attendance are pressing needs. Direct conversation with individual schools and the district about specific programs, support services, and any progress on these metrics would help clarify whether conditions are improving.
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