Bronx Early College Academy for Teaching and Learning, Bronx NY

Original Research by School Decision on Bronx Early College Academy for Teaching and Learning

Bronx Early College Academy for Teaching and Learning is a six through twelve regular public school located in the Mott Haven neighborhood of the Bronx, where it serves a small student body in a densely urban setting. The school's identity centers on academic acceleration and dual-credit pathways; the name signals a deliberate mission to compress high school and college into a single timeline, reflecting the school's role as a specialized early college program within the district.

The student population is deeply concentrated by both economics and race. Roughly nine in ten students qualify for free or reduced-price lunch, indicating substantial economic strain across the enrollment. The vast majority are Hispanic, with smaller shares of Black students, Asian students, and other groups. No enrollment data for English learners or students with IEPs was available, and attendance and discipline data were not provided, so a parent would want to ask the school directly about how it supports multilingual learners and students with disabilities.

Academic performance at the school is weak across the tested subjects and grades. In the sixth and seventh grades, where state math assessments are given, roughly three in ten students scored at proficient levels. English language arts proficiency ran somewhat higher in sixth grade and reached about half in eighth grade, but sixth- and seventh-grade ELA results were still in the low-to-mid thirties. Eighth-grade math and science testing data were not available. The overall proficiency index positions the school in the bottom quartile relative to other districts in Bronx County, meaning the school's combined proficiency rate across tested subjects falls below the performance of three-quarters of districts in the county. A parent may want to ask the school about what instructional supports or interventions it offers, particularly given that the early college mission typically presumes students capable of college-level work.

The broader context matters here. The school sits within Geographic District 9, which has experienced significant enrollment decline over recent years, with the sharpest drops at the elementary and middle levels. The district is now implementing the NYC Reads and NYC Solves mandates, which standardize reading and math instruction across schools; District 9 middle schools are specifically required to use EL Education for math. These systemwide curriculum shifts reshape how the school teaches, and enrollment pressure may influence capacity and staffing.

The Mott Haven location places the school in a neighborhood with both dense commercial corridors and active development. The Bronx more broadly is in a strong growth phase for housing, with major waterfront and transit-oriented projects moving forward. Home values in the school's zip code are below the state benchmark, and rents are similarly moderate, reflecting the South Bronx's economic profile. The neighborhood is walkable and served by subway transit, particularly the 4 line, with planned expansion of Metro-North access to follow.

The school offers an early college pathway, though the specific dual-credit partnerships, number of college courses available, or completion data were not provided. For a family considering this school, the central trade-off is clear: the school's mission and name promise acceleration into college-level work, but its proficiency outcomes suggest a student body that is behind grade level on entry. A parent would benefit from understanding how the school bridges that gap, what kind of college partnerships exist, and how many students actually graduate with college credits or certification. The economic composition of the enrollment and the modest test results point to a school serving a highly disadvantaged population with a strong programmatic intent but soft academic results to date.

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Academic performance

State test results and graduation outcomes.

Graduation rate (ACGR)

>=90%Cohort of 51 students · Class of 2021

The federal source publishes a banded range instead of an exact rate when the graduating cohort is small enough that an exact number could risk identifying individual students.

How this school compares to all schools in this state

Each dot is one school’s SY 2020-21 graduation rate, binned by integer rate. Taller columns mean more schools at that rate. This school is highlighted.

1,253 schools plotted. 14 additional schools' rates are federally suppressed and not shown. Data: EDFacts SY 2020-21.

New York Regents Exams

4 courses reported · 2024-25

End-of-course exams required for a New York Regents diploma. Each row shows the cohort size and the share of students scoring at the proficient level or higher.

Course	Students tested	% proficient
Ela	102	62.0%
Social Studies	68	69.0%
Science	12	8.0%
Math	11	45.0%

Math

Grade 630%

School 30% · District 28% · ▲ 1 pts above district

▼ 15 pts below state median · ▼ 10 pts below county median

Grade 731%

School 31% · District 42% · ▼ 11 pts below district

▼ 22 pts below state median · ▼ 18 pts below county median

Grade 80%

School 0% · District 45% · ▼ 45 pts below district

▼ 37 pts below state median · ▼ 37 pts below county median

English language arts

Grade 641%

School 41% · District 32% · ▲ 8 pts above district

▼ 5 pts below state median · even with county median

Grade 735%

School 35% · District 39% · ▼ 4 pts below district

▼ 13 pts below state median · ▼ 12 pts below county median

Grade 850%

School 50% · District 41% · ▲ 9 pts above district

▲ 2 pts above state median · ▲ 1 pts above county median

Science

Grade 80%

School 0% · District 38% · ▼ 38 pts below district

▼ 33 pts below state median · ▼ 28 pts below county median

This schoolNEW YORK CITY GEOGRAPHIC DISTRICT # 9, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.