The top reported proficiency rate is 36% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Hostos-lincoln Academy of Science
Hostos-Lincoln Academy of Science is a public middle and high school of roughly mid-sized enrollment serving grades six through twelve in the South Bronx. The school has a student body that is overwhelmingly Hispanic and Black, with a substantial share of students qualifying for free or reduced-price lunch, reflecting the economic circumstances of its neighborhood.
The school's academic performance shows significant weakness across tested subjects and grade levels. In mathematics, proficiency rates range from very low in grade eight to modest in grade seven. English language arts results are similarly constrained, with fewer than half of students meeting proficiency in any tested grade. Science proficiency in grade eight is also below half. Looking across all tested grades and subjects together, the school's overall proficiency sits in the bottom quartile relative to other districts in Bronx County. These are the clearest facts a parent needs to weigh: the state testing data shows that a majority of students are not reaching proficiency benchmarks, and this pattern holds across the subjects and grades where data is available.
The school serves no high school students for whom state graduation rate data would be reported, so that metric is not available. The school does enroll students in grades nine through twelve, but state proficiency assessments in New York focus on middle grades and grade eight science, leaving the upper-grade academic picture unmeasured in the data provided. Student counts for special education enrollment and English learner status were not reported.
Grade eight presents a particular concern. Mathematics proficiency in that grade is markedly lower than in grade seven, and participation in the math assessment dropped notably. A parent may want to look into further with the school whether there are transitions in curriculum, staffing, or student support happening at that grade level that could explain the change.
The school's name signals a science focus. The data provided does not include information about specific course offerings, program structure, or whether the school operates with a distinct science curriculum or thematic design. The school website or a direct conversation with the admissions or principal's office would clarify what academic pathways the school emphasizes and how science is woven into its model.
The Bronx neighborhood where the school sits is in active growth, with substantial housing development and reinvestment underway, though median home values and rents in the school's zip code are below the state average. The area's major employers center on health care and nonprofit services. The borough itself is highly walkable along commercial corridors and well served by public transit, including the MTA subway system and planned Metro-North expansions. This is a dense, mixed-use urban setting with established street life and institutional anchors like parks and libraries nearby.
For families considering this school, the central question is whether they can support students who are below grade-level in core academics, and whether the school's specific programs or ethos are a fit despite testing results that reflect broader challenges in the school's operation. The data does not provide parent satisfaction ratings, discipline records, attendance patterns, or information about school culture and support systems. Those dimensions matter significantly and would warrant a visit and conversation with current families and staff.
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