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GreatSchools Rating

Dianne Feinstein Elementary School

Public | K-5 | 518 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 5 ratings
2011:
Based on 5 ratings
2010:
Based on 1 rating

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Parent involvement

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37 reviews of this school


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Posted October 29, 2012

DEFS is a great school. The principal is a nice lady. Teachers are dedicated, responsible and caring. The school has a friendly and peaceful atmosphere. My kids love this school. They often receive books from the teachers and their classmates. The PTA is active and has many activities. The fall harvest carnival is a highlight of this semester.
—Submitted by a parent


Posted October 12, 2012

This school is GREAT!!! Just transferred by son from another SFUSD school with real problems like no resources, safety issues, no leadership....but this school is AMAZING!!! We didn't know it could be so good in the public school system!! Great activities, teachers, art, music, PE, field trips... coming from a school with nothing like this and a The principal is really involved and there's lots of parent involvement, and really little to no bullying because of the no tolerance policy here... trust me, this school is a gem. You really couldn't ask for more in a public school!
—Submitted by a parent


Posted April 6, 2012

I am surprised at some of the reviews here. My son entered K in Fall 2011, and the PTA is anything but "hapless." There have been too many fun events for me to even attend all of them (dance party, walkathon, science night, grade level dinner and more). The PTA has met it's general fund goal, and the auction is next week--$60K in donations so far and counting, according the weekly newsletter. If you are a DFES parent who wants to be involved, there is plenty to do and your help would be welcomed, as that was my experience! My son is doing really well--already reading, making friends. The focus on kindness and Caring School Community guidelines have worked well for us and we use it to address any social issues that come up. Among the academic highlights: UCSF scientists came in to his class, and brought a real preserved human brain, (my son came home talking about it and I thought he was making it up, until I read the teacher's weekly update and saw it was true!) They taught a lesson on the brain, and came back later to do another lesson on snails. His teacher seems dedicated, is great about communicating with us--I really can't find anything to complain about.
—Submitted by a parent


Posted February 17, 2012

There is a big bullying problem at this school and the principal does not handle it very well. Also a couple of disaster teachers that parents can't seem to rid of. The campus is great, but an unusual amount of families leave the school due to its poor leadership and problems.
—Submitted by a parent


Posted February 15, 2012

The School is A joke because the principle should be no more than a janitor at best!!!. No skills what so ever. I wonder why the school system is so broken? Because people like her are hired as Principles! No Leader ship skills. I don't know where to begin.
—Submitted by a parent


Posted November 23, 2011

my sons teacher is excellent as i await an iep for special services my child has no support from the principle or other special ed teachers he has not received an education he spends his days in the office coloring
—Submitted by a parent


Posted October 24, 2011

A day doesn't go by when I am not grateful that my two children are at DFES. We were welcomed into the school community as an incoming K family and the feeling has not changed three years later. The teachers & staff are dedicated & amazing (2010-11 API score just grew to 889, up 28 points!) and the Principal has been supportive whenever I've worked with her. It's amazing what the PTA & SSC has accomplished. We have a lot of dedicated parents who give their time to supporting & improving our school. Of course we could use more volunteers, but what school doesn't? We are so lucky to have such an amazing campus, too. Overall, we could not be happier -- more importantly, our children are engaged and thriving.
—Submitted by a parent


Posted September 24, 2011

We have three children at Dianne Feinstein starting with the first year that it opened. It was an unknown and we took a chance. We became involved in the school immediately. We saw how the principal, the teachers, and the staff were dedicated to the education and well being of the children. We became involved in the PTA and watched it grow from a fledgling unit to a unit with a budget of $175K plus. The membership has grown to over 300 by the second month of this school year. The SSC is well attended and works with the PTA and the principal for the greater good of the children of the school. There is continuity in both the PTA and the SSC. We have three different children with three different needs and the school has stepped up to the plate for all of them. The teachers are dedicated both in and out of the classroom as some of them can be found in advocacy, community, and school groups outside of the classroom, working directly with the parents. Yes there are some politics. There are occasional teacher-parent-staff issues. But, for the most part, we love the school and our children cry when they can t go to school for any reason. We are sorry that this is not a K-8 school.
—Submitted by a parent


Posted September 16, 2011

DFES is a peculiar school. My child has been in the school since its first year and will graduate this year. My other kids went to a different elementary school. We switched to DFES because it was closer to our house and we thought a new start up at a Science and Technology based school would be fun. The first few years at the school were a mess. School organizations like the PTA, SSC, and afterschool program all faltered due to disorganization and infighting. Parent volunteers were scant and the community was fragmented. The Principal was clearly more reactive, than proactive. We figured that this was just part of the start up. Unfortunately, after 6 years at the school, nothing has changed. The Principal lacks big picture skills. The good to great teachers confine themselves to the classroom. The PTA is hapless. Parent volunteers are frustrated and by meager volunterism and a process-heavy PTA. This has resulted in a dearth of fun school events like plays, carnivals, science fairs. Incredibly, there is no Science and Technology emphasis as purported by SFUSD. However, as was the case on day one, the school is clean, new, and has loads of potential.
—Submitted by a parent


Posted April 17, 2011

With 2 students in this school, I have seen and approve of what's been happening there. My kids will have conversations with me on what they've been taught and in reviewing their homework, I see that things are fine. I have had conversations by e-mail with Ms. Chang, the Principal and I pay detailed attention to her electronic newsletters. Also, the campus environment is nice and appears SAFE. While I'm near the school, I see the staff paying attention and working with the students. There's no shame when I tell people my kids are students at Dianne Feinstein Elementary.
—Submitted by a parent


Posted April 22, 2010

DFES was so great for us!! We are foreigners(from Japan) and couldn't speak English very well. But Teachers,Staff,Parents and Students were very friendly and accommodating! Thanks everyone!!
—Submitted by a parent


Posted April 22, 2010

It is a beautiful faclity with wonderful teachers and staff, and very engaged fAmilies. A strong community.
—Submitted by a parent


Posted April 21, 2010

I love the community at our school. Most of the teachers are enthusiastic and passionate about teaching. We are a newer school and still finding our way but we are building a stronger community every year.
—Submitted by a parent


Posted October 5, 2009

My daughter has had a wonderful experience at DFES. She is enthusiastic about everything she is learning and she loves all the teachers. There have been so many events to attend as well. Gardening Day, A playdate for new kids before school started, a dinner for every grade involving all of the families. Almost every morning in the yard the principle speaks for a bit, and it amazes me how many kids she knows the names of.
—Submitted by a parent


Posted September 17, 2009

This school has great programs, great teachers, great parents support, and great school comittee council. I love that this school follows great standarts of education and caters kids to have great childhood!
—Submitted by a parent


Posted September 17, 2009

Terrific, committed, passionate faculty; Nice facilities
—Submitted by a parent


Posted September 16, 2009

My son graduated in June from Dianne Feinstein Elementary and the three years he spent there were amazing! They nurture the children, the school is gorgeous and the faculty/staff are caring and dedicated! It is truly a hidden gem...
—Submitted by a parent


Posted September 15, 2009

Most importantly, the teachers are really good: dedicated, hardworking, kind to the children, creative, and love their work from what I can tell. The facility is beautiful; since it's newly built, everything is clean and in working order, and the architect designed it to take in lots of natural light. The play area is like a big park. Lots of artwork adorns the walls. The kids seem to take pride in their school, and appear pretty happy for the most part. Principals - well, they tend to come and go as a general rule, don't they?
—Submitted by a parent


Posted February 24, 2009

The principal is truly dedicated so I don't understand a few comments posted here. I think she is reserved, but she puts in 12 hour days, shows up to every PTA event, every fund raiser, every afterschool 'show' or art or science night...... She is there. I almost never see this level of dedication in anyone and I can only say how much I appreciate it and the kids and staff benefit from her support. Budget is a real issue here. The facilities are brand new and wonderful, but adding programs for which the state provides little or no funds (music, art, drama, computers and software, librarian, etc etc.) is a challenge for the PTA and School Site council. School is new so hopefully we will get it's stride but parents--we need your help. Volunteer efforts need to improve.
—Submitted by a parent


Posted January 23, 2009

I am surprised at any negative comments regarding the principal. I give her and her staff high marks. This is a great school and we look forward to many years here. We consider ourselves grateful to be part of the Dianne Feinstein community!
—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

873

Change from
2011 to 2012

-16

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

2 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

873

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

-16

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)

9 / 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)

2 / 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.

91 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
78%

2010

 
 
63%

2009

 
 
75%
Math

The state average for Math was 64% in 2012.

91 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
85%

2010

 
 
77%

2009

 
 
80%
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.

77 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
66%

2010

 
 
66%

2009

 
 
61%
Math

The state average for Math was 69% in 2012.

77 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
76%

2010

 
 
81%

2009

 
 
70%
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.

72 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
93%

2010

 
 
76%

2009

 
 
81%
Math

The state average for Math was 71% in 2012.

72 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
87%

2010

 
 
72%

2009

 
 
78%
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.

68 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
86%

2010

 
 
78%

2009

 
 
86%
Math

The state average for Math was 65% in 2012.

68 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
88%

2010

 
 
86%

2009

 
 
73%
Science

The state average for Science was 60% in 2012.

68 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
92%

2010

 
 
83%

2009

 
 
72%
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 Students66%
Females75%
Males57%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged40%
Non-economically disadvantaged76%
Students with disability0%
Students with no reported disability73%
English learner48%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate71%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students74%
Females80%
Males70%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged63%
Non-economically disadvantaged80%
Students with disability25%
Students with no reported disability82%
English learner80%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate85%
Parent education - graduate school/post graduate80%
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 Students72%
Females69%
Males77%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged62%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learner60%
Fluent-English proficient and English only77%
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)64%
Parent education - college graduate87%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students77%
Females66%
Males86%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged65%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learner75%
Fluent-English proficient and English only77%
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)73%
Parent education - college graduate84%
Parent education - graduate school/post graduate79%
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 Students77%
Females86%
Males66%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged67%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability82%
English learner55%
Fluent-English proficient and English only80%
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 graduate70%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students75%
Females84%
Males66%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged62%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability82%
English learner55%
Fluent-English proficient and English only79%
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 graduate70%
Parent education - graduate school/post graduate80%
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 Students88%
Females90%
Males86%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged82%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only94%
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 graduate93%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students82%
Females74%
Males89%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)93%
Economically disadvantaged77%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only84%
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 graduate90%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students87%
Females84%
Males89%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)93%
Economically disadvantaged82%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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 graduate93%
Parent education - graduate school/post graduate100%
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
Asian 45% 8%
White 31% 28%
Multiple or No Response 7% 3%
Hispanic or Latino 6% 49%
Filipino 5% 3%
African American 4% 7%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 127%N/A24%
Students eligible for free or reduced-price lunch program 223%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
Cantonese 47% 2%
All other non-English languages 17% 1%
Russian 9% 0%
Spanish 7% 85%
Vietnamese 5% 2%
Arabic 4% 1%
Japanese 4% 0%
Filipino (Pilipino or Tagalog) 3% 1%
Mandarin (Putonghua) 3% 1%
Armenian 1% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 19N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • Environmental Excellence Award (2007)

Special education / special needs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
Performing and written arts
  • Dance

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

School basics

School start time
  • 7:50 am
School end time
  • 1:50 pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Michelle Chang
Is there an application process?
  • Yes
Fax number
  • (415) 242-2532

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Standards-based
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • School social worker/counselors(s)
School leaders can update this information here.

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
Performing arts
  • Dance

Diane Feinstein Elementary GLO Afterschool Program (after school program)

Operated by
  • Growth and Learning Opportunities
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Is there a fee for the program?
  • Yes
Is financial aid available?
  • Yes
Website
Phone number
  • (415) 694-0960
School leaders can update this information here.

School culture

Dress Code
  • Neither uniforms nor dress code
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Aptos Middle School
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2550 25th Avenue
San Francisco, CA 94116
Website: Click here
Phone: (415) 615-8460

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