Frederick Douglass Academy

Developing on Both Metrics

Manhattan · Middle · DBN: 05M4990

Location

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Address: 2581 7 Avenue, Manhattan, NY 10039
Grades Served: 6070809101112
Principal: Ayisha Fullerton
Phone: 212-491-4107
Neighborhood: Central Harlem North-Polo Grounds
Council District: 9

2024-25 Metrics

Impact Score43%
Student growthbelow median (50%)
Performance Score46%
Absolute outcomesnear median (49%)
Economic Need Index90%
Poverty indicatornear median (87%)
Enrollment503
Students

Year-over-Year Change

Impact Score

2023-24

39%

2024-25

43%

Performance Score

2023-24

44%

2024-25

46%

Note: Year-over-year changes may reflect cohort differences, not actual school improvement.

Additional Metrics

Student Attendance: 90%
Teacher Attendance: 94%
Principal Tenure: 8.1 years
Teachers 3+ Years: 93%
Instruction Rating: Fair
Safety Rating: Good

Survey Results (% Positive)

Instruction/Learning: 71%
Safety: 63%
School Leadership: 75%
Student Support: 71%

Survey results reflect responses from families, teachers, and students. Higher percentages indicate more positive responses.

Budget (Fair Student Funding)

YearTotal BudgetFSF Allocation% FundedGap to 100%
2024-25$14,788,204$9,404,459100%$0
2023-24$14,699,714$9,600,621100%$0
2022-23$15,087,759$10,337,986100%$0
0

PTA Financial Summary

YearBeginning BalanceIncomeExpensesEnding Balance
2024-25$0$0$0$0
2023-24$0$0$0$0
2022-23$0$0$0$0

PTA income primarily reflects parent wealth, not school quality. Some schools have very active PTAs while others raise very little.

Discipline (Suspensions)

YearRemovalsPrincipal Susp.Supt. Susp.Total
2024-25Redacted6827Redacted
2023-24RedactedRedacted24111
2022-230453984

"Redacted" indicates small counts (1-5) suppressed for privacy. Suspension data reflects systemic patterns as much as individual school decisions. Always consider ENI context.

Data Limitations

  • Only 2 years of Impact Score data available (2023-24, 2024-25)
  • Impact Score methodology not fully disclosed by NYC DOE
  • Cannot determine causation - only patterns and correlations
  • No student mobility data (selection effects cannot be ruled out)
  • Many schools change category year-over-year