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GreatSchools Rating

Lincoln Elementary School

Public | K-5

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted September 5, 2014

Nestled in the middle of a neighborhood of narrow tree lined streets, the setting of Lincoln sets the tone for a close-knit community feel with high parent and community involvement. The location also encourages a "walk to school" atmosphere that is such a positive force that brings people together unlike many other schools in California. Most importantly, the quality of education and teachers is first rate and the new principal has injected a little more vibrance vs the prior one, who retired but was also very good. When your children are overjoyed with excitement in going to school everyday and coming out of class with huge smiles on their faces, you know everyone is doing their job. Moreover, the school serves children from a variety socio-economic backgrounds (relatively speaking, for Burlingame) from very wealthy households to immigrants in nearby multifamily units, thereby exposing children to peers from different backgrounds. The test scores are very high, speaking to the quality of instruction serving these diverse needs. Student/teacher ratios are low, but the school is also big enough where all children can make friends with easy without getting lost in the shuffle.
—Submitted by a parent


Posted August 26, 2014

hello .MY NAME IS ALEXANDRA ROJAS MY TWO DAUGTHER JUST STAR SCHOOL TODAY ,AND IT IS THE FIRST TIME I SEE THEM SOO EXITED BACK TO SCHOOL ,SABRINA QUINTERO TELL ME I HAVE THE BEST TEACHE EVER!! SHE IS SUPER ,THE BEST MY LITTLE ONE ALEXA IS HAPPY TO FIND HER FRIENDS THERE ..THANK YOU VERY MUCH!!! FOR ALL YOU DO FOR OUR KIDS..THAN YOU ,THANK YOU!!
—Submitted by a parent


Posted April 9, 2014

My school has a strong academic program. And we have excellent My school has a strong academic program. And we have excellent My school has a strong academic program. And we have excellent My school has a strong academic program. And we have excellent My school has a strong academic program. And we have excellent


Posted April 22, 2012

Great teachers and strong parent involvement combine to create a very positive school atmosphere. It helps, of course, that a number of affluent households in the area (of which are not one) have one parent available to get involved in school activities, fundraisers, etc. Our son has attended for the last three years and has benefited tremendously from being around generally great kids from good homes. We moved out of the uncertainty of the city in search of a good school district and we found it here. Best move we ever made.
—Submitted by a parent


Posted June 29, 2011

Lincoln Elementary is an amazing place. My daughter is thriving, enjoying the fun and exciting curriculum that includes music and PE. Chorus and band are phenomenal. The reading and speech therapists make a positive impact. Finally, the principal holds the school together with her strong leadership.
—Submitted by a parent


Posted May 7, 2010

My child has been tested by a private source outside the school every year and is a grade behind in reading and writing. The staff is giving good grades and telling me it's fine. I'm very disappointed that we are unable to get our basic needs met. This school has many great extracurricular activities that enrich the environment.
—Submitted by a parent


Posted October 14, 2008

The school has a new principal this year, which has invigorated the staff and the parent community. Our wonderful school has gotten even better.
—Submitted by a parent


Posted May 26, 2008

Lincoln Elementary is a wonderful school with great teachers and a friendly community spirit.
—Submitted by a parent


Posted May 2, 2008

What a great school with many activities for the students and families. The parent and staff involvement is wonderful. Very inclusive. We are a new Lincoln family so we are anxious to get to know the school even better. We definitely had a great first year at Lincoln. Kudos to staff and parents.
—Submitted by a parent


Posted April 28, 2008

Art program from district is a disappointment. It does not encourage any creativity or imagination from the students. All the art pieces look the same. It misses the whole point of doing art! PE is great! Principal lacks interpersonal skills. And the teachers do not welcome parent involvement in the classroom makes you wonder how far they will go in working with you. If fact, it's quite odd that a public school will try to exclude parents from helping out in the classroom. There are certainly better schools around.
—Submitted by a parent


Posted March 28, 2008

Lincoln is a fantastic school in a great neighborhood! The leadership and staff is professional and works towards the good of our children. Academically, the school is getting stronger - a plus for the entire community. The PTA and Father's Club couldn't be better, raising necessary funds and planning great events. The school has very supportive parents. Sometimes, unfortunately, individuals' enthusiasm can be misguided.
—Submitted by a parent


Posted March 4, 2008

Unfortunately this very good school is headed downhill. The new principal is doing an exceptionally poor job and she is alienating everyone: students, parents and staff. She has no people skills, is a terrible communicator, and an even worse manager. Parent participation has fallen and attendance at school functions has dropped noticeably. Lack of response to many complaints from all quarters is leading to desperation in the school community as a whole. If you do not read about a change in leadership at this school, avoid it like the plague.
—Submitted by a parent


Posted August 23, 2006

The school has very good teachers, a great neighborhood setting, and a great neighborhood & community feel to it. Thanks to BCE community fund -- the school offers music, art, libarian, and upgraded computer lab. Last year's principal just retired. She was very involved and enthusiastic, supervises all drop offs and pick ups and directs traffic, and knew all the kids' names. Everyone is excited about the new principal that starts this year as well. Extracurricular activities are very good but have limited space. Many parents are very involved. The school hosts a number of social events/fund-raisers that are very kid oriented, fun, and well-attended; they really draw out the great sense of community around the school.
—Submitted by a parent


Posted March 7, 2006

Our experience at Lincoln has been very positive. The staff is excellent, concerned and attempts to work with parents regarding any issue of concern. I believe it's the parent involvement that makes the school a better place for children. The parents at Lincoln are a great resource and work with the school to meet the needs that are of high priority to the children: environment, field trips, library, computing etc... Another plus is that children are offered a very well rounded education with PE every day, music/instruments offered at the 4th grade and a full time librarian. All this is funded by the Burlingame Community for Education (BCE) -- parent involvement makes this organization a sucess.
—Submitted by a parent


Posted February 27, 2006

We've liked a lot of things about Lincoln. The younger teachers are bright, motivated and eager to show what they can do. The long-time teachers have a sure hand in the classroom and still care. The student body is diverse in a good way; lots of exposure to other cultures, but a general commitment to learning and good conduct. Could Lincoln do even more? Yes it could. It could start foreign languages in 3rd grade. It could push kids faster in math. It could offer science workshops that really got kids excited about lab work and discovery. Some of this may evolve in a good way, year by year. Lincoln's principal, Mary Meissner, wants to run a great school. Parents are actively involved and generally constructive. It's just a matter of stretching goals and not settling into easy routines.
—Submitted by a parent


Posted December 5, 2005

Lincoln is a great school! The principal is the finest you will find anywhere. She knows all the kids by name by the first week of school. She is very hands on, stands out in front of the school and the kids love her. There are many programs to get involved in. My son has learned a lot so far and I believe this is a gerat school
—Submitted by a parent


Posted July 17, 2005

Excellent school in academics, art, sports, and great teachers.
—Submitted by a parent


Posted November 7, 2004

My two oldest sons went all the way through Lincoln and each had a great experience. They each learn differently, have different interests in school and one had a slight learning disability. I felt Lincoln did their best to accomodate all children and identify issues (both bad and good) that affected all children in the school. The only reason that my third child is not attending Lincoln is because we moved out of the area; otherwise, we'd have one in kindergarten there.
—Submitted by a parent


Posted July 2, 2004

This is a terrific school - the parents are highly involved and supprtive, the principal knows almost all of the kids by name. Great values in a great neighborhood.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

918

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

918

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-2

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

90 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
78%

2011

 
 
86%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

90 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
88%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

86 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
74%

2011

 
 
76%

2010

 
 
64%
Math

The state average for Math was 66% in 2013.

86 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
84%

2011

 
 
94%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
93%

2011

 
 
93%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
95%

2011

 
 
89%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

59 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
96%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

59 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
73%

2011

 
 
89%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
92%

2011

 
 
94%

2010

 
 
95%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students86%
Females87%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learner91%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate89%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students78%
Females76%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learner73%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students68%
Females77%
Males61%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability69%
English learner50%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students71%
Females74%
Males69%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learner73%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate71%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students85%
Females94%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate93%
Parent education - declined to state67%

Math

All Students87%
Females85%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate93%
Parent education - declined to state83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students88%
Females93%
Males83%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students95%
Females97%
Males93%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students95%
Females93%
Males97%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 60%
Asian 16%
Hispanic 10%
Two or more races 8%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 8%N/AN/A
English language learners 21%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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1801 Devereux Drive
Burlingame, CA 94010
Website: Click here
Phone: (650) 259-3860

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