The top reported proficiency rate is 54% in Math. The lowest is 35% in Science.
Original Research by School Decision on New York City Geographic District #27
NYC Geographic District #27 is a large, PK-12 district in Queens County that serves a diverse student population. The district enrolls students across prekindergarten through grade 12, operating more than sixty schools ranging from elementary buildings through high schools with specialized career and technical pathways.
The student body is predominantly Hispanic, with substantial Asian and Black populations. The district includes many long-established public schools, newer transfer schools, and academies focused on specific themes such as medical technology, environmental sustainability, information research, and social justice. The schools in the directory suggest a mix of traditional neighborhood schools and theme-based options, though the district has been managing significant enrollment decline over recent years.
Academic performance, measured by state testing proficiency in math and English language arts across grades 3 through 8, sits below the midpoint among Queens County's school districts. In grades 3 and 4, math proficiency is near or slightly above, but performance drops notably in grades 5 through 8, with grade 6 math proficiency in the lower range. English language arts proficiency is more consistent but remains in the mid-range across grade bands. Science proficiency, tested in grades 5 and 8, is substantially weaker, particularly in grade 8 where participation itself is much lower than in core subjects. Chronic absenteeism in the district is elevated relative to other county districts, which can correlate with lower achievement gains and may warrant conversations with individual schools about attendance culture and barriers.
A significant and lasting change is the adoption of mandated curricula. Beginning in 2023-24, all elementary schools in District 27 must use a phonics-based, science of reading curriculum chosen from a city-approved list, replacing the prior approach in which each principal selected reading materials independently. Starting in 2024-25, high schools must adopt Illustrative Mathematics, a uniform curriculum emphasizing conceptual understanding, while middle schools select from a pre-approved list. These shifts reshape instruction substantially and represent a parent-relevant move away from school-by-school autonomy in core subjects.
The district is managing persistent enrollment decline and has substantial excess capacity, particularly at the middle school level, with over a dozen under-utilized buildings. This structural imbalance may influence school assignments, co-locations, and facility changes that families should monitor. State testing data on graduation rates was not available, so a family considering high schools in the district should seek out graduation and outcomes data directly from individual schools.
See more original research from School Decision →