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Teacher quality
Principal leadership
Parent involvement
KIPP is not for all students. The rigerous academics prepares students to succeed but I realized that my child was starting to become a perfectionist and obsessed with "making the grade". It's great to make good grades but I also think that it is equally important to develop social skills and KIPP acknowleges this by having interesting after school programs (such as basketball, chess, dance, robotics, and toastmasters, etc). At times I did feel that the school focused too much on standarized tests but I guess that's the only way schools stay afloat - KIPP is just blunt with it. The administration - the principal is excellent and she rules with an iron fist. Her adminstrative staff is very informative and great communicators. My child respects the teachers and they seem to give quality assignments that are age appropiate and provide social awareness. Teachers make themselves available by phone every evening and teach Saturday school (something I don't agree with because their school day is long enough).
—Submitted by a parent
It was important to me to have a competitive school for my son. He excels easily, so he wasn't being challenged elsewhere. Anyone who has high achieving students knows that not being challenged can derail these kids too. The commitment of parents is paramount in maintaining a standard of excellence and I have found in his 2nd year here - that I've had to be substantially more connected to his homework and assisting where appropriate. The faculty and staff are available and responsive - which is a must when it comes to real time kids. My only critique is with the VP - she could use some work on her people skills with students and parents alike. Can't win them all I suppose, that's why this school got a 4 out of 5 from me, instead of full rank.
—Submitted by a parent
Love, Love, Love KIPP Bridge...... They are hard working and have great love for the kids. The teachers there are passionate about the kids learning, they work long hours and accept phone calls till 8:30 at night if your child needs help with a problem. The administration states "no excuses." They focus on putting your child on the path to college. I am so happy that we came to KIPP as our daughter came out of her shell and is more involved in activities while holding a 3.80 GPA with a rigorous academic schedule.
—Submitted by a parent
Love the school and what they stand for. Sure it is challenging but the teachers are excellent and have a genuine interest in seeing the kids learn. They share the campus with West Oakland Middle and you can tell the difference.
—Submitted by a parent
A great school with challenging academic programs, and a very helpful staff. I do feel that the school staff has their own agenda for each individual students education and don't involve the parents into their plan, especially if the parent is not a college graduate. If your a parent that would prefer to NOT be involved in your childs educational plan then this is the perfect school for you. Overall I think its a great school. This is my sons 3rd year attending with plans to finish there too.
—Submitted by a parent
I absolutely LOVE this school!! They share a campus with West Oakland Middle School and you can clearly see the different in the expectations and behaviors of the children. I am also impressed with the teaching staff and the leadership from the Vice and Head principal. I think that my daughter is working very hard, but they have instilled a sense of accountability with their students which I think all children need.
—Submitted by a parent
This is school is strict. It is great for any child that wants to learn. It is not easy but the staff seems really committed to helping the students excel. The new principal is awesome. The kids really seem to respond well to her.
—Submitted by a parent
This school has a great balance. On one hand, it is strict and has rules and guidelines. However, there is an encouraging environment. The children know the expectations are high and they know they can meet those expectations with hard work and as my son tells me "no shortcuts".
—Submitted by a parent
I am a new parent of KIPP Bridge. I love the staff and all the administration. Everyone greets the parents with a smile. They are committed to getting my child to college.
—Submitted by a parent
The school and its staff were mostly excellent (except the vice p) until last year. Thinking about changing the school for my daughter for next year. Have heard that the teachers (who happen to be excellent) are not returning for the year of 2010-11 as well.
—Submitted by a parent
This school prepared my daughter to become extremely succesful in high school. KIPP schools are not for every child, only those that are hardworkers, good attitudes, and long attention spans.
—Submitted by a parent
They have excellent teachers and the kids really deserve a chance to excel! I volunteered tutoring and found it really rewarding.
My child is an excellent student & has always attended private school & has very good grades & no learning challenges. Our finances could not handle the downturn in the economy & a parent from KIPP San Francisco and San Lorenzo referred us to KIPP Oakland. At first I was a little concerned about the school date being from 7:30a-5p, we visited the school, my child loved it. School started in August with team building. My child came home everyday loving the school & earning everything & being responsible. By October my child was noticeably different & is depressed & having crying spells. The academics are great, but discipline is militaristic & too rigid. Only for urban kids that need structure/have life/acamedic obstacles.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 67% |
| Males | 56% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 76% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 78% |
| Males | 81% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 94% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 85% |
| Males | 91% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 94% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 68% |
| Males | 78% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 81% |
| Males | 85% |
| African American | 78% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 89% |
| Females | 89% |
| Males | 88% |
| African American | 87% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 78% |
| Males | 96% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 71% |
| Males | 96% |
| African American | 82% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 84% |
| Males | 100% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 71% | 7% | ||
| Hispanic | 22% | 51% | ||
| Asian | 2% | 11% | ||
| Two or more races | 2% | 3% | ||
| White | 2% | 27% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 75% | N/A | 54% |
| English language learners 2 | 6% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 85% | 85% | ||
| Cantonese | 8% | 2% | ||
| Tigrinya | 8% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 4 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 82% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
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| Extra learning resources offered |
|


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Oakland,
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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