All schools have areas of growth.  CPE1 is no different.  However, by international as well as by the city's own measures, CPE1 was doing stellar work.  It is very strange that school officials are attacking our school community so ruthlessly when you consider our model & metrics. 

City officials gave a glowing review of CPE1

The school’s set of beliefs about how students learn best informs teacher pedagogy which results in student growth and meaningful work products.
— NYCDOE School Official

In 2013-2014 the DOE evaluated our school (in the School Quality Guide).  Here is what else they said about CPE1:

  • The school designs its curricula to be engaging and rigorous incorporating State standards and City-expectations, addressing individual interests, strengths, and needs of the various learners in the school. 
  • The school effectively uses a range of assessment data that guides student grouping decisions and informs planning, resulting in a clear understanding of the performance of learners. 

Areas of Celebration

  • Positive learning environment, inclusive culture, and student success 
  • Rigorous, engaging and coherent curricula aligned to the Common Core Learning Standards 
  • Research-based, effective instruction that yields high quality student work 
  • Curricula-aligned assessment practices that inform instruction

Areas of Focus

  • Regular evaluation school level decisions that support the expectations of the Common Core Learning Standards 
  • Support and evaluation of teachers through feedback using the Danielson framework and analysis of learning outcomes\


Data: CPE1 Students Embody Equity and Excellence 

Today, CPE1 continues to maintain a uniquely diverse student body.  Check out the city's own data below. 


CPE1 has always prided itself on its diversity of its community.  In 1987, founder Deborah Meier said this about the school:

While Central Park East has always been a predominantly black (45%) and Hispanic (30%) student population, it is one of the few district schools that has also maintained a steady white population, as large as about 25%. (The population of District 4 is about 60% Hispanic, 35% black, and 5% white.) .....In general, the school has sought to maintain as much heterogeneity as possible, without having too many fixed rules and complex machinery. The school accepts all siblings, as part of its family orientation. After siblings, priority goes to neighborhood families. In other cases, the school tries to be non selective, taking in most of its population at age five strictly on the basis of parental choice, with an eye to maintaining a balanced student body.
— Deborah Meier, CPE1 Founder

Although the CPE1 sample size is small, the % of children of color who perform well on tests is above those at NYC or at schools in CPE1’s peer group