The top reported proficiency rate is 47% in Math. The lowest is 37% in Science.
Original Research by School Decision on New York City Geographic District #24
District 24 is a large geographic district in Queens serving students from pre-kindergarten through grade twelve across neighborhoods including Corona, Elmhurst, Ridgewood, Maspeth, Glendale, and Middle Village. The district has an enrollment in the tens of thousands, with the student body predominantly Hispanic and Asian, reflecting the area's immigrant and multilingual character. A substantial share of students come from households speaking languages other than English at home.
Academic performance across the district sits below the midpoint when compared to other Queens County districts. In math, proficiency rates across tested grades cluster in the low-to-mid range, with elementary grades showing rates around the midpoint to slightly above, while middle grades drop noticeably lower, particularly in grade eight. English language arts performance follows a similar pattern, with elementary grades showing modest proficiency and middle grades holding relatively steady. Science proficiency, where tested, is notably lower, particularly in grade eight. Chronic absenteeism in the district sits slightly above the median for the county, suggesting an attendance challenge that schools are monitoring. State testing participation rates vary across grades but generally fall in the high eighties to low nineties, indicating most enrolled students are being assessed.
The district faces a structural overcrowding problem that has affected family access to zoned schools for years. To address this, the city's amended capital plan includes funding for three new elementary schools within District 24, which will add capacity. Additionally, West Q, a new kindergarten-through-fifth-grade elementary school with a project-based learning model, is opening and will give priority enrollment to district residents while remaining open to families citywide. This school represents a pedagogical option distinct from traditional instruction, blending math and literacy with hands-on, real-world projects organized around signature units per grade.
The district maintains dual-language programs in Spanish and Chinese at multiple schools, drawing students from across the district and serving families for whom bilingual education is a priority. These established programs reflect the area's strong immigrant communities.
A significant consideration for families evaluating the district: enrollment is projected to decline substantially over the coming decade, among the steepest losses of any district in the city. Concurrent with new construction, the district currently holds a modest number of open seats while simultaneously reporting roughly a third of its school buildings as overcrowded. This uneven capacity situation reflects misalignment between where families live and where seats exist, a pattern that may shift as new schools open but deserves monitoring.
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