Original Research by School Decision on Great Oaks Charter School
Great Oaks Charter School is a small charter district serving grades six through eleven in New York County. The school opened its middle school wing at an earlier date and expanded dramatically by adding high school in 2022, allowing families to keep their children at the same school through graduation rather than transferring them out after eighth grade. The school was renamed Great Oaks Kathleen Sherry Charter School effective in the 2023-2024 school year, though the program and Lower Manhattan location remain the same. In May 2025, the New York State Board of Regents renewed the school's charter for three years with a revision to amend a Key Design Element. The three-year term, shorter than the maximum available, indicates the authorizer is monitoring ongoing performance while confirming the school will continue.
The enrollment is small and concentrated in two demographic groups. Roughly sixty percent of students identify as Hispanic, and roughly one-third identify as Black. A small number of students identify as American Indian, Alaska Native, Asian, or multiracial, and very few identify as white. The school's racial and ethnic composition does not reflect New York County's broader diversity. Data on the share of students who qualify for free or reduced-price lunch is not available, as is information on the share receiving special education or classified as English learners. These gaps mean a fuller picture of student economic need and academic support requirements would require direct inquiry with the school.
State testing proficiency data is not available in the standard public reporting. The absence of these results makes it difficult to assess academic performance against state and county baselines. A parent considering the school would want to request recent performance reports directly, as well as ask how the school measures academic progress given that the high school is very new and still growing toward full enrollment.
One available metric shows that chronic absenteeism is below the midpoint among New York County's districts. This is a favorable position and suggests that day-to-day attendance and engagement are relative strengths. However, a meaningful graduation rate is not yet available; the high school is only a few years old and has not yet graduated a class. The school also does not yet serve grade twelve, so not all grades are present in the current enrollment.
The school's defining feature for many families will be the continuity it now offers: a student entering sixth grade can remain at the same campus through the end of high school rather than facing a middle-to-high school transition to a different school. For families in Lower Manhattan seeking that kind of pathway, especially those drawn to a small charter environment, the school's expansion and charter renewal provide a stable foundation. For families seeking established state testing data, proven graduation outcomes, or a larger institution with broad course and activity offerings, the newness of the high school wing means those benchmarks are not yet in place and may need to be researched by talking with the school directly.
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