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GreatSchools Rating

Piedmont Middle School

Public | 6-8 | 584 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 2 ratings

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17 reviews of this school


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Posted February 7, 2013

I have gone to Piedmont Middle School for over two years(I still attend) and I have gotten a great education and had great oppurtunities here. All the teachers are wonderful, and offer extra help if needed. Everyone is really supportive of ALL students, and ASB helps to make the school a great place to be. Go Mrs. Lippy! :)


Posted January 29, 2013

My son entered 6th grade in 2012 after having attended elementary school here. After hearing trepidation expressed by many parents about the challenges of transitioning to middle school, I have to say it was much ado about nothing. Sixth grade has been great! Academically, socially, etc. He is having a great time and learning a lot. I'd like to respond to some rather bitter posts about not fitting in. We fit in when we stop worrying about fitting in. I'm a single mom, I've rented here for nearly 10 years, don't make a ton of dough, do not sit on boards and committees like many stay-at-home moms do (and WHAT would we do without their volunteerism??) and my son is bi-racial. Not an issue. I have never felt like an outsider, unless I decide to feel that way on a bad day. Moving to Piedmont from SF for the schools is the best decision I've ever made, hands down.
—Submitted by a parent


Posted September 4, 2011

I moved from Oakland to Piedmont when it was time for my oldest to begin Middle School. I sold a house in Oakland that I loved for a much smaller one in Piedmont and I am extremely glad that I did. My 6th grader had a tough adjustment to middle school. Thankfully PMS was very proactive in getting him the additional help that he needed. His core teacher was communicative and supportive and he gained confidence and skill throughout the year. The beginning of 7th grade has been much smoother as he started the year with all of his support in place. I am impressed by the faculty's ability and willingness to work with and understand the needs of different learners. I have found that my "out of the box" kid has been accepted easily by his peers. As to economic and racial diversity, while it certainly does not compare to Oakland schools, there are plenty of folks in Piedmont who live in modest homes, work hard to pay their mortgages, and have "non-traditional" family arrangements. I have no idea what goes on in anyone else's social world and don't care who might be in or out. I care about my kids getting a good, broad, well rounded education and for that, in my opinion, Piedmont is tops.
—Submitted by a parent


Posted April 25, 2011

We're nearing the end of the biggest mistake I've made and I can finally find the words. Gave up my great house in Oakland for a mediocre, FAR more expensive home here after my daughter finished 5th grade at a top Oakland elementary school. Why? Same reason everyone moves here: I was scared. So I gave up ALL diversity-social, economic, racial and cultural to move to the one spot in the inner East bay without a shred, actually a hint of tolerance for it. The girls in this school are reflections of their mothers: Uber involved in one anther's social dynamics and stature with little consciousness given to the world surrounding this tiny haven. Not skinny? Out. Not wealthy? Out. Not a stay at home mom that has time to chair a committee? Double out. Does your child need the slightest bit of extra help? That's ok---we hide those kids at the "other" school. Kids know all the ins and outs of wealth and social standing and care for little else. To make matters worse, my daughter's peers are thriving at a "decent" Oakland middle school while she (even though she is white, thin, pretty)is an outcast because she has a single, working mom. If I could go back in time...
—Submitted by a parent


Posted June 27, 2010

I've been a student at PMS for 3 years and I'm going on to the Piedmont High School this coming new school semester. The school is definitely a great school for it has understanding teachers, a great principal and vice principal, and an awesome vast variety of electives you can take in 7th and 8th grade. First of all, not only does this school have a great school environment, but it amazingly has an ASB, or more commonly known as Associative Student Body. Elected students from each class and each grade get to be in a room together brainstorming ideas on how to get the school together in spirit and also helping improving the school. The teachers don't interfere much with the ASB, only if necessary, such as helping arranging announcements and etc. I'd tell you a lot more, but this comment thing only limits up to 150 words. Oh man.


Posted June 11, 2010

A few great teachers, students seem like they are not getting their full education. Other than that, this school can improve in many ways.


Posted September 16, 2009

Dedicated staff, interesting electives, focus on individual students' developmental needs.
—Submitted by a parent


Posted April 27, 2009

I've been going to this school for 2 years already and it's a top notched school. The teachers offer help before and after and between lunch which really help me if I am struggling at a subject. All the math teachers at PMS is really great. This school is free of drug and i never seen anyone physically or mentally bullied. The education here is unbeatable for a public school. Well, what do except if a school is ranked 64 in the nation out of like 10,000 middle schools. ;)
—Submitted by a student


Posted April 4, 2009

I've been going to PMS for 2 years now, and it has been very good. although there has been a few problems socially, academically it has been very fulfilling. Mrs. Knapp is one if best math teachers i have ever had. when I started to fall behind, she offered to go over all my tests and to give me free, extra tutoring after school. i am now getting A's in math and that is thanks to the wonderful support I got.
—Submitted by a student


Posted March 19, 2008

As a Piedmont alum, it s funny to read little has changed. Note to parents: while Piedmont kids will likely have to deal w/ ridiculous issues like popularity, name-brand clothes, etc., I promise they're also getting a first rate education. In fact, upon return from my class reunion, I was really happy to see the type of citizen the Piedmont schools produces. All of them- successful, smart and contributing in a positive way to society.


Posted August 21, 2007

I went to this school for 2 years and I loved it there. The teachers are always there to help you when you need it, before school, during lunch, and after school. I truly recommend this school, it's in a great area and has excellent teachers. Though if you fall being in math or science, it'll be hard to keep up unless you speak with a teacher to help you understand. Mr.James is a great math teacher; although if you fall being in his class, he'll expect you to know how to do something and sometimes won't help. The core teachers are great, and almost all teachers have a sense of humor. This city and it's schools are simply amazing. Almost all of the students are great as well. Though parents be careful, because somehow theres a lot of peer pressure at the schools between students.
—Submitted by a student


Posted April 19, 2006

This is a wonderful school with an excellent staff!
—Submitted by a parent


Posted March 22, 2006

This school is great for those on top academically, but generally those who aren't at the top but yet don't qualify as learning disabled can be left behind. There's a new program (one semester study hall /study skills) which seems to be wonderful for those (mostly boys) who for whatever reason aren't keeping up. Although parents are supposed to get progress notes midway through the semester if their child isn't doing well, my experience has been that they haven't been sent to us. There are some great teachers who will go the extra mile- Mr. James, for example.
—Submitted by a parent


Posted January 18, 2006

My daughter had a bad experience at this school and we pulled her out. I have since heard that a lot of kids look back at the middle school and feel that it was very hard. Academics are hard, and the staff can be somewhat unsupportive. My daughter fell way behind, and we had no idea how bad it had gotten. There are also some issues concerning social dynamics, although my daughter didn't have a problem with that. I'd say that if your kid is comfortable socially, and strong academically, it's probably a good school. However, if your kid has some problems, you'll have to really get behind it from the start, because the the school won't. There are some very good teachers, notably Ms.Kennedy.
—Submitted by a parent


Posted September 18, 2005

Great school, good teachers and class size.
—Submitted by a former student


Posted August 10, 2004

This is a great school academically, with committed teachers and administrators, but there really needs to be more of a focus on real diversity work, in the areas of both ethnicity and socio-economic status. Students lack any true depth of understanding and tolerance of people who are different/outside of Euro-American, middle or upper class groups.
—Submitted by a parent


Posted March 10, 2004

It's a great school to be in. One of the County's best
—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

963

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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

963

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

-10

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 2011 and Spring 2012. 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)

10 / 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)

9 / 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 60% in 2013.

216 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
91%

2010

 
 
94%
Math

The state average for Math was 55% in 2013.

210 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
89%

2011

 
 
90%

2010

 
 
93%
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

Algebra I

The state average for Algebra I was 86% in 2013.

30 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
94%
English Language Arts

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

183 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
93%

2010

 
 
84%
Math

The state average for Math was 52% in 2013.

153 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
91%

2010

 
 
81%
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

Algebra I

The state average for Algebra I was 50% in 2013.

99 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
94%

2011

 
 
96%

2010

 
 
92%
English Language Arts

The state average for English Language Arts was 57% in 2013.

218 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%

2011

 
 
88%

2010

 
 
92%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

84 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
80%

2011

 
 
76%

2010

 
 
73%
Geometry

The state average for Geometry was 85% in 2013.

35 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
94%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

220 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
95%

2011

 
 
84%

2010

 
 
87%
Science

The state average for Science was 67% in 2013.

220 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
94%

2011

 
 
87%

2010

 
 
88%
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 Students94%
Females95%
Males94%
African Americann/a
Asian97%
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
Non-economically disadvantaged94%
Students with disability71%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented98%
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 graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students95%
Females94%
Males96%
African Americann/a
Asian100%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disability71%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 graduate94%
Parent education - graduate school/post graduate95%
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

Algebra I

All Students100%
Females100%
Males100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students93%
Females94%
Males92%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability64%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
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 graduate94%
Parent education - declined to staten/a

Math

All Students88%
Females84%
Males92%
African Americann/a
Asian90%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disability54%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only88%
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 graduate82%
Parent education - graduate school/post graduate90%
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

Algebra I

All Students98%
Females100%
Males96%
African Americann/a
Asian100%
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
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
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 graduate96%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

English Language Arts

All Students90%
Females91%
Males89%
African Americann/a
Asian98%
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
Non-economically disadvantaged90%
Students with disability63%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
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 graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students82%
Females82%
Males82%
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)80%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disability56%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only82%
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 graduate96%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Geometry

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students90%
Females89%
Males90%
African Americann/a
Asian98%
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
Non-economically disadvantaged90%
Students with disability52%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
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 graduate92%
Parent education - declined to staten/a

Science

All Students89%
Females88%
Males89%
African Americann/a
Asian98%
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)86%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disability41%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
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 graduate85%
Parent education - graduate school/post graduate90%
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 State average
White 74% 27%
Asian 21% 11%
Hispanic 3% 51%
Black 2% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 0%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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740 Magnolia Avenue
Piedmont, CA 94611
Phone: (510) 594-2668

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