For the 2026 school year, there is 1 public school serving 377 students in 19153, PA.
The top-ranked public school in 19153, PA is Penrose School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public school in zipcode 19153 have an average math proficiency score of 7% (versus the Pennsylvania public school average of 38%), and reading proficiency score of 27% (versus the 55% statewide average). Schools in 19153, PA have an average ranking of 1/10, which is in the bottom 50% of Pennsylvania public schools.
Minority enrollment is 98% of the student body (majority Black), which is more than the Pennsylvania public school average of 39% (majority Hispanic and Black).
Best 19153, PA Public Schools (2026)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Penrose School
(Math: 7% | Reading: 27%)
Rank:
Rank:
1/
Bottom 50%10
2515 S 78th St
Philadelphia, PA 19153
(215) 400-8310
Philadelphia, PA 19153
(215) 400-8310
Gr: K-8 | 377 students Student-teacher ratio: 9:1 Minority enrollment: 98%
19153, Pennsylvania Public Schools (Closed)
School
Location
Quick Facts
Communications Technology High School (Closed 2014)
Vocational School
8110 Lyons Ave
Philadelphia, PA 19153
(215) 492-6958
Philadelphia, PA 19153
(215) 492-6958
Gr: 9-12 | 291 students Student-teacher ratio: 15:1 Minority enrollment: 99%
2901 South 84th St
Philadelphia, PA 19153
(215) 492-6457
Philadelphia, PA 19153
(215) 492-6457
Gr: 5-8 | 407 students Student-teacher ratio: 15:1 Minority enrollment: 97%
Frequently Asked Questions
What are the top-ranked public schools in 19153, PA?
The top-ranked public schools in 19153, PA include Penrose School.
How many public schools are located in 19153?
1 public schools are located in 19153.
What is the racial composition of students in 19153?
19153 public schools minority enrollment is 98% of the student body (majority Black), which is more than the Pennsylvania public schools average of 39% (majority Hispanic and Black).
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