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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
It is a beautiful faclity with wonderful teachers and staff, and very engaged fAmilies. A strong community.
—Submitted by a parent
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
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
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
Terrific, committed, passionate faculty; Nice facilities
—Submitted by a parent
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 75% |
| Males | 57% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 76% |
| Students with disability | 0% |
| Students with no reported disability | 73% |
| English learner | 48% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 80% |
| Students with disability | 25% |
| Students with no reported disability | 82% |
| English learner | 80% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 60% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 66% |
| Males | 86% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 75% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 86% |
| Males | 66% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 55% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 84% |
| Males | 66% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 55% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 90% |
| Males | 86% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 74% |
| Males | 89% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 84% |
| Males | 89% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
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Male
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White (not Hispanic)
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Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Tips for understanding school culture
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