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Brooklyn City Schools celebrate four‑star rating, outline initiatives to close gaps in literacy and attendance
Summary
At a Nov. 3 presentation, district leaders said Brooklyn City Schools earned a four‑star state report card for the third consecutive year, highlighted a top‑10% progress score and outlined plans (IMTSS/MTSS, early literacy, attendance interventions, career pathways) to address English‑learner progress and chronic absenteeism.
Brooklyn City Schools administrators on Nov. 3 delivered a year‑in‑review presentation that the district says yielded a four‑star overall state report card rating for the district and strong progress indicators, while flagging gap‑closing, English‑learner progress and chronic absenteeism as priorities for improvement.
"Public schools are the heart of our community...This year we are proud to celebrate earning a 4 star rating on the state report card for the third consecutive year," Assistant Superintendent Denise De Lees told the board as she opened the presentation on district performance and strategy.
What the scores say: The district reported an overall four‑star rating, Brooklyn High School a four and Brooklyn School a 3.5. Presenters said the district ranks 255 out of 607 districts on an overall composite (the ranking varies when outlets report achievement‑only metrics). The district reported a progress metric score of 5 — which presenters said places Brooklyn in the top 10% of districts — and noted that this progress score, combined with the graduation rate, earned the district an "exempt" status from the state on certain expectations.
Areas for targeted work: Presenters identified gap closing (about 12.5% of the report card), English‑learner progress and chronic absenteeism as primary concerns. Dr. Janet Kubisak described changes to early‑literacy practice, including shifting testing windows to give teachers and students more preparation time, expanded universal design supports during assessment (read‑alouds, small‑group testing), and diagnostic interventions intended to move cohorts forward.
Career and college readiness: Administrators highlighted career‑based interventions, expanded AP and College Credit Plus offerings and industry‑recognized credentials (reporting that roughly 70% of students earned an IRC and 33% of graduates earned college credit last year). Presenters said such programs aim to improve post‑graduation readiness and give students tangible credentials prior to leaving high school.
Facilities and timing: The superintendent noted facilities updates tied to the district’s strategic work: main gym opening tentatively Jan. 3, 2026; auditorium demolition beginning March 19, 2026 after spring musical; ongoing stadium and bus‑garage work and a planned sidewalk closure around the board office during spring construction with measures to protect pedestrians.
Next steps: District leaders said they will continue MTSS/IMTSS rollout, refine attendance interventions using a new dashboard (updates every two weeks) and pursue targeted supports for EL students; board members thanked the team and scheduled routine follow‑ups through the coming months.
