Thursday, October 1, 2026
All three schools in the Valley Stream 24 School District have been recognized by Better Outcomes Research for demonstrating strong academic outcomes among economically disadvantaged students over the past three school years.
Robert W. Carbonaro School, William L. Buck School and Brooklyn Avenue School were identified through a study led by Better Outcomes Research Executive Director Manya Bouteneff, an educator with decades of experience in public schools who is now affiliated with Monroe University.
The research seeks to identify schools serving student populations with at least 40 percent economically disadvantaged students that have achieved notable academic performance and to examine the practices contributing to those results.
Rather than comparing districts with one another, the study identifies schools based on predetermined statistical benchmarks. For elementary and middle schools, qualifying institutions must have at least 40 percent economically disadvantaged students and exceed specific English language arts performance thresholds among that student population.
“I identified [Valley Stream School District 24] purely on their data, so there was nothing about Valley Stream per se that attracted me,” Bouteneff said. “What attracted me was that their data showed that they were successful.”
Magnet schools, charter schools and districts with school choice were excluded to ensure the study focused on neighborhood public schools serving students based on where they live.
After identifying qualifying schools through state data, Bouteneff contacts district leaders for permission to interview principals about the factors they believe contribute to their schools’ success. The interviews are then analyzed to identify recurring themes and practices.
“I don’t ask any questions; I don’t say, ‘Do you do this, or do you do that?’ I just say, ‘Why? Why are you successful?’” Bouteneff said. “Once I code the interviews, I can come up with what are really the most powerful drivers of success in schools where that success is already visible.”
The current project replicates research Bouteneff conducted before the Covid-19 pandemic. In that earlier study, two factors emerged most prominently: the strategic use of student data and the creation of welcoming school cultures built on strong relationships. The new research is intended to determine whether those same drivers remain consistent in the post-pandemic era.
The goal is to provide schools across New York with practical examples showing that strong outcomes for economically disadvantaged students are achievable and to share effective approaches with educators nationwide.
At Brooklyn Avenue School, Principal Scott Comis credited the recognition to the efforts of staff members and described the school community as one with motivated students and educators. Expanded training and the increased use of academic data over the past three years have strengthened planning, classroom instruction and student support.
Comis also pointed to targeted interventions, including extra help sessions with classroom teachers, after-school math and reading support, and pull-out services designed to address individual student needs. Teachers use student performance data to tailor lessons around areas for growth, while families participate in data meetings to better understand student reports and collaborate with educators.
“Teachers at Brooklyn Avenue School personally connect to their students and their families,” Comis said. “This connection transmits a high expectation as well as a reminder for the students about how much they are cared for at B.A.S.”
The recognition, he added, reflects the daily work of staff members and district leadership as well as partnerships with families and the parent-teacher association.
At William L. Buck School, Principal Michael DeBlasio said the school combines systematic analysis of student performance with a commitment to creating an inclusive environment where students feel welcomed and supported. The school’s Multi-Tiered System of Supports has expanded to address students’ academic, social-emotional and behavioral needs through collaborative, individualized planning.
DeBlasio identified attendance as a key factor in student success and said staff members work with families experiencing challenges, including displacement, to coordinate transportation and maintaining consistent school attendance. He also described outreach efforts by administrators, psychologists and health staff that begin before students enter the building.
“When students are exploring, engaged, experimenting and applying skills with increasing independence, a school is moving in the right direction,” DeBlasio said. “These learning behaviors demonstrate that students feel comfortable and confident enough to take risks, immerse themselves in learning and intrinsically motivate themselves to improve their abilities. This is when educators are truly facilitating learning rather than simply teaching content.”
Within classrooms, educators analyze benchmark assessment data to develop targeted support while encouraging inquiry, critical thinking and student ownership of learning. Collaboration among teachers and ongoing evaluation of instructional practices help refine programs and strengthen outcomes over time.
