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Teacher quality
Principal leadership
Parent involvement
Very disappointing experience. Aside from a small handful of staff who appear to be trying their best despite limited resources, the school seems to have no handle on how to address bullying issues despite numerous anti-bullying posters scattered about. Safety is a huge concern here and staff seem either unable or disengaged to stop the violence, perhaps because there seems to be an entire culture of these sorts of behaviors rather than a few perpetrators. The honors program is also ludicrous. The supposed honors math/science teacher does little but put on children's movies during class times or check facebook or text. Students are allowed to play cards as well as other games on handheld electronic devices during class times. After a semester of math, our child fell so far behind in the honors class that we had to hire a private tutor!
—Submitted by a parent
I currently go to this school and both my two sisters went to this school and liked it! my sisters still visit Aptos and I will too when I leave. Aptos is great, it's fun and we learn a lot!
I'm currently in 8th grade right now. When I started middle school in the 6th grade, I felt really uncomfortable with the environment and diverse community. But as the year went on, I felt more adapted to the environment and the students weren't as horrible as I thought they would be. The teachers were very supportive and want you to be successful. If you're looking for a middle school, this is the perfect school for your kid. My favorite teacher was Mr. Addiego. He was a truly good teacher and actually taught you the material that you needed to know!
Jazz band, regular band, orchestra. Great studio arts teacher. Theater productions. (Many Aptos students go on to attend School of the Arts.) Some really strong science, math, and history teachers--possibly my kids were lucky, but the ones they had were really good. Their classes were good preparation for Lowell. Strong sports teams (make the playoffs or championships in most sports). Really, really diverse student body, the most balanced in the city. A truly dedicated and popular new principal this year. Free afterschool program with enrichment and homework time. Lots of community activities. Active parent group that keeps growing. Beautiful building with refurbished auditorium, and great location next to a park that is just up the hill from the K train. It's a crazy time for parents as the kids are, well, middle-schoolers, but this is a great place....wish I had gone to a school like Aptos when I was in middle school.
—Submitted by a parent
I've had a student at Aptos for a full school year and so far, I'm amazed at the school quality. The teachers are incredibly engaged. The principal and staff have been supportive. And compared to other schools my daughter has attended, the PTSA is active, inclusive and focused on things that make a difference to the students and their education. I'm thrilled has gotten such great opportunities from a school in our neighborhood.
—Submitted by a parent
great school teacher help you and the kids are so nice there and also the pricipal is just the best
Our son is a 7th grader at Aptos. We are very happy with the quality of the teachers and support staff. We could not ask for more. The band program is AMAZING, the lunch program is wonderful (he eats!) and he is doing quite well and is learning and excelling at his studies.
—Submitted by a parent
My kid loves it and he is doing so well, the teachers are excellent.
—Submitted by a parent
Honestly, Aptos has been a non-stop nightmare since my son began eighth grade. I am shocked that there are children who have had positive experiences in this poor excuse for a school. Apathetic teachers, poor leadership, and constant chaos. From faculty and staff who ridicule children who are in emotional pain to students who have turned their school into an incubator for worse things to come, Aptos is a pretty sad example for the SFUSD. My husband and I were unable to hear the speakers during our daughter's eighth grade graduation in 2008 due to the extremely rude and obnoxious audience of parents. Shouting, talking, and even blatantly carrying on a cell phone conversation during the presentation! Where do these people come from? Read previous reviews to catch a glimpse of the poor writing skills that are acquired at Aptos. Do NOT send your children to AptosMS.
—Submitted by a parent
hey yall out there.want to find a great high skool. well for me i think Aptos is a great one. im in the 8th grade and graduating this year. All the teachers i have were very experienced and has a kind heart.One issue is that kids should stop the grafftie and the gums stickings all over the floor and under the table. Aptos is getting a remodling and the 3rd floor is done plus the groung floor caferteria and the girls bathroom plus the gym and the gym locker rooms.they haven't gone to the boys bathroom yet but the will in the summer.the 2nd floor toward the 3 staircase is done and they are remodeling the #1 staricase right now.I had a fun time at Aptos and will miss all the teachers, friends, and classmates i met.Trust me Aptos is a really great skool.- Angela.GO Tigers Rrawrrrrr! CLASS of 2010!!! ROKS!!!
—Submitted by a student
I'm an 8th grader at AMS, I've been here for the past three years, and I got through my bad times and my good times, learning from everything. I love it, it really changed me. I learned from all the different surroundings, the teachers really helped me. They were willing to help you during their lunch time, and afterschool. I would seriously recommend this school to kids from 6th-8th grade !
—Submitted by a student
This is my son third year at Aptos. I can tell anyone that Aptos is a very good middle school for children. My son is not a smart boy. When he was a 6th grade student, he got 3 point GPA. Although he was in honor class at that time, 3 point GPA is not good for an honor student. He is very lucky since he has great teachers hepling him. His GPA have improved every term from a 3 Point GPA to a 4 point 7th grader. Now, he is a 8th grade student, and he keeps getting As. I am highly recommend Parents chosing Aptos.
—Submitted by a parent
I love Aptos. The teachers are really helpful and are willing to stay after school to help with work that you are struggling on. I will be graduating next year, and I am sure that I will miss all of the great teachers I have had.
—Submitted by a student
Aptos overall is a good school! The principal and teachers are very passionate about teaching the kids and keeping the kids in line! This is a big school! There are only three grades and over a thousand students! There are alot of other schools that have half the students but the rating is very low..Kudos to the faculty!!
—Submitted by a parent
I got to aptos and I absolutely love it I highly reccomend it to anyone looking for middle schools
—Submitted by a student
i find it nice, except for the following things: -the 80 year old gum on the floors all the time -tendency for kids to chew gums and not dress -failure to clean up after themselves during lunch (always the 8th graders...sigh...) -rowdiness of class(mine tooP) -rudeness -thieves
—Submitted by a student
Aptos is a great school, I have tons of fun, friends and the teachers are okay, except for a few who are pretty mean (thanks god I don't have them) The school lunches are really awesome too. :) I recommend Aptos to anyone.
—Submitted by a student
Aptos middle school is a very good school.The teachers really care about the students.
—Submitted by a parent
This is my daughter second year at Aptos. Her first year was outstanding. Dedicated teachers and stable enviroment even though she had a few unrulely classmates. However, her second year is a complete opposite. She has had countless subsitute teachers for her core classes and the unrulely students have taken control. I have to agree with several comments about the lack of quality teaching if your child isn't in the Honors program. Also, I don't understand the reasoning behind putting a student into an elective class they didn't request or one that needed prior experience. My daughter was placed in second year Band when she spent last year in Drama.
—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 59% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
294 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
296 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
263 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
255 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 | 71% |
| Males | 61% |
| African American | 32% |
| Asian | 71% |
| Filipino | 69% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 29% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 51% |
| Females | 58% |
| Males | 46% |
| African American | 12% |
| Asian | 75% |
| Filipino | 56% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 30% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
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 | 83% |
| Females | 85% |
| Males | 80% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 93% |
| All Students | 75% |
| Females | 75% |
| Males | 75% |
| African American | 61% |
| Asian | 83% |
| Filipino | 64% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 31% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 71% |
| All Students | 58% |
| Females | 59% |
| Males | 58% |
| African American | 31% |
| Asian | 80% |
| Filipino | 45% |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 27% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 50% |
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 | 32% |
| Females | 29% |
| Males | 34% |
| African American | 17% |
| Asian | 50% |
| Filipino | 25% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 6% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 26% |
| All Students | 74% |
| Females | 76% |
| Males | 72% |
| African American | 64% |
| Asian | 84% |
| Filipino | 75% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 16% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 72% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 94% |
| Fluent-English proficient and English only | 94% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
| All Students | 70% |
| Females | 72% |
| Males | 68% |
| African American | 39% |
| Asian | 82% |
| Filipino | 79% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 78% |
| Students with disability | 11% |
| Students with no reported disability | 77% |
| English learner | 20% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 68% |
| All Students | 71% |
| Females | 65% |
| Males | 77% |
| African American | 43% |
| Asian | 90% |
| Filipino | 74% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 31% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 37% | 8% | ||
| Hispanic or Latino | 26% | 49% | ||
| White | 12% | 28% | ||
| African American | 9% | 7% | ||
| Filipino | 9% | 3% | ||
| Multiple or No Response | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 55% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 54% | 85% | ||
| Cantonese | 29% | 2% | ||
| All other non-English languages | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Toishanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
| Specialized programs for specific types of special education students |
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| Level of ESL/ELL programming offered |
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| Instructional and/or curriculum models used |
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| School end time |
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| School Leader's name |
|
| Is there an application process? |
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| Fax number |
|
| Instructional and/or curriculum models used Don't understand these terms? |
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| Specialized programs for specific types of special education students |
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| Level of ESL/ELL programming offered |
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| Transportation provided for students by the school / district |
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| About the program |
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| Operated by |
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| Days offered |
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| Is enrollment limited to students who attend the school? |
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| Is there a fee for the program? |
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| Phone number |
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| About the program |
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| Types of activities |
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| Operated by |
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| Dates offered |
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Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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105 Aptos Avenue
San Francisco,
CA 94127
Website: Click here
Phone: (415) 469-4520
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