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GreatSchools Rating

Thomas Edison Charter Academy

Charter | K-8 | 540 students

We are best known for incredible Arts programs.
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 5 ratings
2011:
Based on 6 ratings
2010:
Based on 8 ratings

Teacher quality

Principal leadership

Parent involvement

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44 reviews of this school


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Posted May 16, 2013

My son is completing his kindergarten year in the TECA dual immersion program. He's had a really good experience at TECA. He has very bright and creative teachers and he seems to feel safe and confident. Some people have only heard that TECA was a charter school nightmare when it was owned by a corporation; but it's a nonprofit now and not corporate at all. On top of the spanish, this school has an incredible arts program. The kids have art almost all year long. They have a "Specials" class every day for about 45 minutes. They take PE, drama, art and music each for about 8 weeks at a time all year long for the whole time they are at TECA. I think the kids get to choose their own specials to some extent in middle school, but they're still there. So my son has three great teachers every day, how cool. TECA also has a good afterschool program with none of the restrictions that other schools seemed to have. Good price for it, too ($325 a month this year). All of the parents seem really engaged and involved.
—Submitted by a parent


Posted October 4, 2012

TECA is great! We have a full-time arts program, caring teachers, a renovated building, on-site After School, better food than SFUSD & no-added-sugar-for-sale policy, a new computer lab, a thriving 3-year old Spanish-English dual-immersion option in the lower grades, rising parent participation & fundraising (but never enough). We have an invigorated Parent-Teacher Committee - I spent 1 hour yesterday sorting TECA t-shirts with other parents, and another 30 minutes writing thank-you notes on Teacher Appreciation gift certificates with yet another group of parents. Meanwhile, Spanish-speaking parents were helping out in the classrooms, testing kids on their Spanish so the teacher can provide individualized instruction to every student. Yes, our school has warts - I did mention not enough $, right? But our teachers are caring people who believe in our mission to nurture "the whole child" and help our kids prepare for top high schools (3 admitted to Lowell last year- huge for our size; & many scholarships to other top schools). Our administrators listen to good ideas, our arts program is unmatched, and our parent participation is way up. Good things are happening here!
—Submitted by a parent


Posted September 11, 2012

Our son just started at TECA in the bi-lingual spanish program. We chose TECA over other excellent schools, private & public. The principal and administrative staff are true professionals with the best for the students being a top priority. In the dual language program my son spens about 2.5 hours in a spanish only classroom, then he has 2.5 hours in an english language classroom with a different teacher. He also does one hour a music a day (later in the year he will do drama, art and pe - always an hour a day). He is thriving and happy and full of energy at the end of the day. We had our first PTA meeting last week and we had 50 people sign up for the PTA and as volunteers on various fundraisers. I am enjoying the parent community a lot, although my spanish is lamentable. If you google the school you will find a lot of old sad news that isn't relevant anymore. The building is beautiful, the children are pushed academically, taught values and morals, and appear to be kind to each other. I have found all teachers/staff enthusiastic and communicative. The down side:very little sports and no green area for the children to play on. We also need to raise money to build a library.
—Submitted by a parent


Posted August 24, 2012

Ms. Cook is the best teacher in the world! If you want your child to succeed and love going to school, put them in her class. My daughter was lucky to have her for 4th and 5th grade because she stays with her students for 2 years. My daughter talks about her all the time. Ms. Cook really cares about all her students and they all love her! I am thankful for everything she has done for my children. 100 stars for Ms Cook!
—Submitted by a parent


Posted March 15, 2012

After almost a year, we are still very happy our son is at Edison. We have signed him up for 1st grade. Got an email from friends, wondering what to do for the upcoming furlough day. Ha! Edison is in session, we don't have to worry about missing work or day care.
—Submitted by a parent


Posted February 16, 2012

The bottom line is that the school experience is what you (as parents) and your child make of it. In 2010/2011 our niece came to live with us and we needed a school for her 8th grade year. We heard about Edison Charter Academy from a friend and parent who had 2 children in the school. After meeting with the principal we decided ECA would be it. ECA went beyond our expectations and was a great match for our niece at a crucial time in her life. The teachers care deeply about the students and take time to be present with them. We also had an involved group of parents. All this made a difference! In her one year here, our niece grew confident, was challenged by and experienced academic success, and was guided and inspired to make positive choices in her life. Also, one of the perks is that the school is situated in between the Mission District and Noe Valley, which brings together a rich diversity of culture and class. Yes, ECA has gone though transitions and like all schools it has quirks, but our year at this school was amazing for us as a family and life changing for our niece. If you want a school with a whole lot of heart and soul, this is one of them... consider it!
—Submitted by a parent


Posted October 2, 2011

The school raised from the ashes practically and it's become what it is today!. Disgruntled individuals will always have their funny little opinions. An opinionated individual will always want to come to make disruptive changes in the classroom If their will is not fulfilled, then they will post a nasty message on this site. So sad. Those who go around hating the school, those are the ones who never helped with their "little grain of sand." Teachers and staff are really committed a 110% to the wellbeing of the students. complain, complain, complain.


Posted September 11, 2011

Please read all the reviews of this school, as it shows the progression of change that has and continues to occur at Edison. The new (as of 2010) principal, Ms. Morrell, seems to be directing Edison toward a steady and stable path of focused academic performance.
—Submitted by a parent


Posted August 1, 2011

i feel that this school is a great school so far, my son transferred to this school in the middle of the 2010-2011 school year from a private school and I feel he has learned more at eidison then the private school, he was able to fit in very well and improve his skills. I've olny dealt wth the kindergarten teacher and she is AMAZING!!!!! I was so impressed that i am hoping to transfer my oldest son and nephew to this school!!!
—Submitted by a parent


Posted April 18, 2011

I have been working here for the past 7 years as a teacher, and have stayed because it's been an amazing place to work. The community of kids, parents, and teachers is outstanding, supportive, and overall has very positive attitude about education. Our biggest challenge has been high turnover in our leadership, but now that we have Ms. Morrell, I feel like we have a strict principal who knows what needs to be done to boost our test scores and create an environment that prepares kids for high school and college. I hope our leadership remains consistent because I think after a few years with the same direction people will start to see our true strength.
—Submitted by a teacher


Posted April 6, 2011

Teachers at this school are great, they work with kids needs and are there anytime for a student. Afterschool program is great. On the other hand the principal is new to the school and has not once sent a letter or took time to intrudce herself. She is only about making her money and has no concern or care of kids needs. My kids has been going there since kinder and this will be there last year there. She treaten my son and interigated him in saying something he didnt do. She's really rude and maybe the reason she s there is just to be close to her boyfriend a teacher. The school is great other then her and the Teachers are Wonderfull!!
—Submitted by a parent


Posted March 27, 2011

My son has been in second garde this year. It's the first year and as a parent I'm satisfied with the way the staff responds to concerns of parents. They really try to work with my needs and take everything into consideration. I've had a great experience thus far. The curriculum is great too I'm happy with what my son is learning and he has interacted a lot with others. I see more confidence in him.
—Submitted by a parent


Posted September 28, 2010

I LOVED this school when I went there. The classes were great and the teachers I had definitely tried to get to know me on a personal level in order to help me. My attendance there has shaped a lot of decisions i've made (where I went to school after wards/where I plan to go) and changed my life in general. I do not regret going there; it's helped me with my educational decisions and has given me great friends, both staff and students.


Posted August 16, 2010

We had are child at Edison since Kindergarten and as she went up in grade the school kept deteriorating. The teachers and after school tutoring is what kept her there. After Mrs Sampson left we should of known it was time get out. If it wasn't for the teachers and Ramon up in the office we would of pulled our child out before she graduated.
—Submitted by a parent


Posted August 10, 2010

Unfortunatley, this school has not lived up to the hype. The staff is sub par, the Administration is focused on clicks and groups of whos' friends with what teachers. Then those teachers and classrooms get special treatments. The teachers are young and untrained. They would rather have their boyfriend on the field trip instead of parents going so they can get their quality time in. And don't expect help from the admin regarding any teacher that is in there click of friends. You will be shunned and disappointed. This is not the environment I want for my child. I have pulled my child from this school after 6 yrs. That says alot to a parent who does not want to up and change there childs whole system after 6 yrs in the same place. But as a parent you must do what is best for your child first. School gets aF.
—Submitted by a parent


Posted July 19, 2010

This school turned out to be a nightmare. My kids were here for 5 years. And when ms. sampson left i should have took them out immediately. The staff is biased, they always side with there teachers. Even when the teachers are clearly wrong. There is no leadership, the principal has changed at least 3x in 3 years. There are very few activities, or programs for the children to participate in. The staff is not diverese and is incapable of dealing with a diverse student population. The do not even practice their core values that they try to promote to the children. Compasion, integrity, etc. The staff is lacking in all of these things. I would think 2x no 3x befor putting my child in this school. To put them here would be detrimental to there mental and emotional health. I am happy my kids have been transfered to another school.
—Submitted by a parent


Posted April 13, 2010

it is aswesome staff is strict but allsow kind and caring. children have fun even thought they complain but at the end they learn a good lesson.
—Submitted by a student


Posted March 25, 2010

I was in Ms. Cooks class and it was great. She is the best teacher ever. She got me to succeed.
—Submitted by a student


Posted March 10, 2010

i LOVE this school , just the staff needs to be WAYY WAYY WAYY more strict .
—Submitted by a student


Posted March 3, 2010

This is a bad school which is in Program Improvement by the California Department of Education for failing to meet its Academic Performance for two years in a row! Back in '07, a new group of Board members were installed after the founding members resigned, but, unlike the previous Board, they don't seem to know what they are doing. The school hasn't had a good principal in years. The once pristine library is a shambles. Good administrative staff (Rhonda Sampson) have left the school. There isn't even an active parent organization. Don't need to be on board a sinking ship - my child is being transferring to another school. Do your research before looking into this school. It may not be around for very long.
—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 2012.

This school's
API score

794

Change from
2011 to 2012

N/A

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

8 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 2012

This school's
API score

794

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
2011 to 2012

N/A

Change from 2011 to 2012
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
(2011)

4 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

57 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
25%

2010

 
 
50%

2009

 
 
38%
Math

The state average for Math was 64% in 2012.

57 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
53%

2010

 
 
71%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

59 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
45%

2010

 
 
29%

2009

 
 
23%
Math

The state average for Math was 69% in 2012.

59 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
66%

2010

 
 
49%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

59 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
74%

2010

 
 
62%

2009

 
 
68%
Math

The state average for Math was 71% in 2012.

58 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
74%

2010

 
 
47%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

58 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
46%

2010

 
 
55%

2009

 
 
26%
Math

The state average for Math was 65% in 2012.

58 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
49%

2010

 
 
56%

2009

 
 
49%
Science

The state average for Science was 60% in 2012.

58 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
46%

2010

 
 
39%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

61 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
31%

2010

 
 
27%

2009

 
 
61%
Math

The state average for Math was 55% in 2012.

61 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
30%

2010

 
 
23%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

54 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
37%

2010

 
 
53%

2009

 
 
65%
Math

The state average for Math was 52% in 2012.

54 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
67%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

47 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
46%

2010

 
 
96%

2009

 
 
33%
English Language Arts

The state average for English Language Arts was 59% in 2012.

48 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
58%

2010

 
 
61%

2009

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
36%

2010

 
 
55%

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

49 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
61%

2010

 
 
48%

2009

 
 
50%
Science

The state average for Science was 66% in 2012.

48 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
55%

2010

 
 
81%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students62%
Females64%
Males59%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner58%
Fluent-English proficient and English only65%
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)60%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students88%
Females86%
Males90%
African American85%
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability88%
English learner87%
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)88%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students29%
Females30%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learner37%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)29%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females78%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learner69%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)62%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students57%
Females70%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability61%
English learner57%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females72%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability70%
English learner59%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students67%
Females68%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability69%
English learner65%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)76%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students85%
Females88%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability87%
English learner84%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)86%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students73%
Females74%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability75%
English learner70%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)76%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students54%
Females55%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learner37%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Math

All Students41%
Females39%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner26%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students40%
Females52%
Males31%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino45%
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability43%
English learner37%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females60%
Males55%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino61%
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability61%
English learner56%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students19%
Females27%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learner21%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students48%
Females54%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability49%
English learner42%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students26%
Females12%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learner13%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students43%
Females27%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner42%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 69% 49%
African American 21% 7%
Filipino 3% 3%
White 2% 28%
Asian 1% 8%
Multiple or No Response 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 136%N/A24%
Students eligible for free or reduced-price lunch program 289%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 99% 85%
Samoan 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 4N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff Dutch
Chinese (Mandarin)
Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • TECA scored a perfect 10 on comparable schools in California. (2010)
  • TECA was recognized in the San Francico Weekly for our efforts to become an independent charter school. (2011)

Special education / special needs

Specialized programs for specific types of special education students
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Visual arts
  • Ceramics
  • Painting
Performing and written arts
  • Dance
  • Drama
Clubs
  • Student newspaper
  • Yearbook

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Dutch
  • Spanish

Health & athletics

School facilities
  • Gym
Clubs
  • Gardening
School leaders can update this information here.

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Adrienne Morrell
Best ways for parents to contact the school
  • Email
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (415) 285-0527

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Spanish

Resources

Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Dutch
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Remediation
School facilities
  • Auditorium
  • Cafeteria
  • Computer
  • Garden
  • Gym
  • Library
  • Playground
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Football
  • Playworks
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Playworks
  • Soccer
  • Softball
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
Performing arts
  • Dance
  • Drama

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Student newspaper
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
More from this school
  • The school is no longer under the management of Edison Schools. Thomas Edison Charter Academy T(ECA) is an independent community school. We strive to create a strong connection between our students, parents, the community, and our staff. The majority of our teachers and staff have worked with the school for many years and we have very low teacher turn-over. There is a tremendous sense of community at TECA.
School leaders can update this information here.

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3531 22nd St.
San Francisco, CA 94114
Website: Click here
Phone: (415) 970-3330

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