Teachers and parents are calling for major changes at a Coney Island elementary school as chronic absenteeism and weak academic results raise concerns about whether students are receiving adequate educational and family support.
P.S. 188 Michael E. Berdy School, which serves children from pre-kindergarten through fifth grade, has an enrollment of approximately 233 students. Reports indicate that around 60% of its pupils are chronically absent, meaning they miss at least 18 days—or roughly 10%—of the school year.
Attendance records reviewed by the New York Post reportedly classified 167 students as chronically absent during the previous academic year, although that figure is higher than the separately reported 60% rate. The school’s absenteeism level nevertheless appears substantially above New York City’s overall rate of approximately 33%.
The attendance crisis has coincided with poor academic performance. Only about 40% of the school’s students passed state reading examinations, while 42% achieved passing scores in mathematics. The corresponding citywide averages were reported at approximately 50% for reading and 58% for mathematics.
Educators and community members are now advocating an extensive overhaul of the school’s instructional model. Their proposal would expand P.S. 188 from an elementary school into a kindergarten-through-eighth-grade institution focused on innovative thinking, career and technical education, and project-based learning.
Supporters believe practical lessons, hands-on projects and exposure to different careers could improve student engagement, reading comprehension and attendance. They also argue that expanding the school through eighth grade would give children greater academic continuity.
Parents say responsibility must be shared between the school system and families. Some have called for stronger outreach to determine why individual children are repeatedly absent and whether their families face difficulties involving transportation, healthcare, housing instability, bullying or mental health.
The school’s comprehensive education plan acknowledges that chronic absenteeism and weak mathematics and reading results are serious challenges. It also identifies wider social and economic barriers that can prevent students from attending classes regularly.
P.S. 188 has introduced a three-tier intervention system for students at risk of becoming chronically absent and has organized family workshops emphasizing the importance of attendance. It also works with community organizations to connect families with additional support.
New York City’s Education Department is introducing “school avoidance liaisons” across the public school system. These staff members will identify attendance problems early, communicate with families and help connect students with mental-health and other school-based services.
Teachers and parents at P.S. 188 maintain that isolated interventions will not be enough. They are calling for a broader approach combining curriculum reform, social services, parental involvement and personalized assistance to bring students back into classrooms and improve academic outcomes.
