Original Research by School Decision on Beginning With Children Charter School Ii
Beginning with Children Charter School II operates as a public charter district in Brooklyn, serving kindergarten through tenth grade. The enrollment is roughly balanced across grades, with a slightly larger cohort entering high school grades.
The student population is predominantly Hispanic, with a substantial Black enrollment as well. White students and Asian students together make up a very small share of enrollment. The demographic composition reflects Brooklyn's broader population. Data on free-or-reduced-price lunch eligibility and special populations such as students with IEPs or English learners was not available, limiting what can be said about economic need or support services.
The district has made a structural shift to serve families through twelfth grade. Beginning with Children opened Community High School in Williamsburg, a public charter school in grades nine through twelve that accepts students from the network's middle grades. For families considering the charter, this means graduates can stay within the Beginning with Children network for high school rather than navigating a separate placement. The new high school emphasizes college preparation and career advisory.
Instruction is grounded in a defined curriculum across the network. The schools use Fishtank Learning for English language arts and Eureka Math (formerly EngageNY) for mathematics, deployed through an inquiry-based workshop model. This means parents would know in advance the academic structure and materials their child encounters.
On chronic absenteeism, the district stands in the top quartile among Kings County's school districts, suggesting attendance support or engagement strategies are working at a level above the county median. Per-pupil spending is in the upper range for the county, indicating resource allocation above what most districts in the area spend.
Academic proficiency data was not available for this entity, and a graduation rate cannot be calculated since the district only extends through tenth grade. A parent weighing this choice may want to ask the school directly about proficiency trends, what outcomes students show when they transition to Community High School, and whether ninth- and tenth-graders remain in the K-8 building or move to the separate high school campus. The absence of state testing results in the public record limits transparency on academic achievement, a factor some families may want to explore further with school leadership.
See more original research from School Decision →