DECEMBER 2007 UPDATE: Since our last review of this school, the Department of Education has changed admission policies for Gifted & Talented (G&T) programs. Admission is no longer determined by individual schools or districts but is uniform throughout the city. All children must take the OLSAT and BSRA tests; those whose scores put them in the 95th percentile nationally are guaranteed spots in district G&T programs. Because of this change, some districts may close existing programs or open new ones. See the G&T page for more details about how to apply.

2002 REVIEW: PS 161 is a traditional school that combines old-fashioned values and a sense of decorum with a well-regarded reading program that encourages children to love literature. It is one of the 209 schools the chancellor exempted from the citywide uniform curriculum being implemented in 2003. This overcrowded school consistently has the highest test scores in the district and is sought-after by parents in the know. Although the school doesn't officially accept anyone outside the neighborhood, it's an open secret that some parents fudge their addresses to enroll their children.

Students wear uniforms. Principal Deborah Barrett, wearing a blue and white uniform and smart school blazer herself, greets students and parents as they come in every morning, admonishing students who aren't properly attired. Children are quiet, but not silent, as they move through the halls. Some classrooms have desks in groups; others have desks in rows. Teachers say the secret to the school's success is successful test preparation (and lots of practice tests) combined with a coherent reading program that is consistent from grade to grade. Children learn to read from graded readers, which include selections from children's literature and drills in phonics. But they also read lots of paperback classics such as Charlotte's Web by E.B. White and The Lion, the Witch and the Wardrobe by C.S. Lewis.

Three reading teachers opened a bookstore in the school with the intent of "flooding the neighborhood with books." Paperbacks are sold at cost -- $1 apiece. Children who staff the bookstore and write book reviews in a school newsletter are "paid" in bookstore script that can be used to buy books. "We wanted to get books into the hands of children," said teacher Diane Yules. "We can help them learn to read but if they don't get books of their own they won't become readers." The school has a bright, pleasant library. The principal invites kindergarteners and 1st graders to come to her office to read to her. Older children submit book reports to the principal. Student teachers from a nearby yeshiva visit to learn techniques for teaching reading.

PS 161 is a school that emphasizes the basics, and there aren't many "extras." There is no gym. But every year five to 10 students are chosen to participate in the Feld Ballet in Manhattan and the school has begun a special program in the performing arts. There is a long waiting list of children wishing to attend PS 161. Large classes mean there isn't a lot of individual attention. Still parents are satisfied. (Pamela Wheaton, updated 2002.)

On the top floor of PS 161 is The Crown School for Law and Journalism, a very successful middle school with just 180 children. Entrance is by a competitive exam, and nearly half of the incoming sixth graders are PS 161 graduates. Middle school students wear uniforms, including navy blue sweaters with the school insignia. The teaching style is a mixture of group work with traditional whole class instruction. It's a rigorous academic program with students doing from 3-4 hours of homework a night. The workload pays off - many graduates go on to the specialized high schools, and some go off to private boarding schools such as Exeter and Andover. Eighth graders take Regents exams in biology and math.

As part of their journalism curriculum, the students publish an ambitious newsletter, The Crown Jewel, featuring the activities of the school. The proud journalism teacher, sitting at the computer with the 7^th grade editor-in-chief, said, "A lot of hardware, software, and effort went into this." Students won district awards for performing 1,000 hours of community service and their debate team took first and second honors at the district competition in a recent year. As part of their American history study, seventh graders went to Boston where they saw historical sites (including the scene of the Salem witch trials.) As an adjunct to their law course in which they studied the Bill of Rights and the Constitution, the sixth graders went to Philadelphia where they visited the Liberty Bell and other sites related to their social studies curriculum. After reading Harry Potter books, the students decided to start a house system in their small school. The five or six houses do individual fund-raisers and volunteer projects. House banners hang in the classrooms. Students exhibit pride in their school and their work. Those needing extra help in math work with the principal in a special after school program.

Admissions: The program is open to anyone in the district. Students scoring highest on the standardized tests are invited to take an entrance exam in January. The top 60 scorers are admitted into the 6^th grade. (This school is featured in New York City's Best Public Elementary Schools. The Crown School for Law and Journalism is featured in New York City's Best Public Middle Schools. Pamela Wheaton, updated 2002)

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"While this school is great on paper there is a lot of room for improvement. The morale of the staff is really low, and I can't help but think about how that is going to be passed on to my kid," writes a parent. "The administration has created this atmosphere where there is no care shown to teachers. How can the school stay on top when teachers want to leave?" (September 2005)

In response to the above comment, Principal Deborah Barrett says that staff morale is high, and there are only two reasons why teachers leave: retirement, or they moved. She also notes that each school year the staff comes together for a breakfast, where staff share personal stories, and the principal reads positive letters from parents, who express their joy for a particular teacher. The principal also gives "treats" to staff who arrive early to school. Additionally, the principal notes that the school is overcrowded and that "everybody wants to be here." (September 2005)

A parent writes: " While there are a few good teachers, the school is overall disorganized, over-crowded. The students are sent home with practice test packets for the end-of-year citywide assessments, but the material is not being taught in the classroom." She continues: "Children in 3rd grade are doing 1st-grade work -- spelling words such as 'red' and deciphering between odd and even numbers. 5th graders have been discouraged from writing in cursive." She also complains of dirty bathrooms, teachers who disrespect students and fail to submit grades on time, and administrators with very little time to meet with parents. (February 2005)

A parent of a 6th grader in the middle school said "I like the way he's learning journalism and law. The students are going to Washington DC for a mock trial." She praised the small class size and the house system. "He loves that housing system." Kids get rewards for community service and demerits when they get in trouble. (April 2004)

"This school is still a jewel among others in the community," writes a parent. "However, it would benefit the students greatly if there was art integrated into the curriculum. 'All work and no play makes Jack a dull boy,' is a statement that the administration needs to take seriously. In addition, many parents who will like to enroll their children in arts outside of the school are unable to do so, since students are overloaded with homework and extra work during holidays." (March 2004)

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Map provided by NYPIRG CMAP, 2004