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Teacher quality
Principal leadership
Parent involvement
Argonne is a fantastic public elementary school in the Richmond neighborhood of San Francisco. We've been thrilled to have our daughter attend Argonne. It boasts a skilled a devoted team of teachers, an energetic and creative new principal and a caring and engaged parent community. Our daughter is thriving and we couldn't be happier with the school.
—Submitted by a parent
Argonne is one of the best kept secrets in the SFUSD! As the parent of a 2nd grader and a 4th grader, I can attest to the well-balanced education my children are getting at Argonne. We have committed and wonderful teachers and support staff, a phenomenal principal, an extremely supportive parent and family community which devotes time, energy, service and financial resources to make Argonne a wonderful school for all students. The extended year calendar provides students more opportunities for enrichment activities, such as art, PE, dance, chorus, science and garden education, as well as field trips and project-based learning. We love Argonne!
—Submitted by a parent
My kids started kindergarten this year. I was already impressed by Argonne in the tour. Now, I am blown away by the parent involvement, dedication of PTO, teacher commitment and the new principal. My twins are in separate classes, and both teachers are excellent. The kids have tons of activities outside of the standard curriculum, such as computer lab, chorus, dance, PE, art (parent-led Art in Action), field trips, gardening, and more. The year-round schedule (four and a half weeks of instruction for grades 1-5 and two weeks for kindergartners) gives the teachers more time off during the year, which helps keep them "fresh". Because there are two, summer, kindergarten sessions, the teachers can focus on getting to know only eleven students at a time, and kindergarteners can acclimate to a new school with less chaos. One of my children is slow to adjust to change and new situations, so this time (and the added structure we will have in the future) was excellent. And, we ll still gives us plenty of time for summer vacation! Our family already feels part of an excellent community, and look forward to our years at Argonne.
—Submitted by a parent
This school has the most talented, committed and caring teachers you will find anywhere. My daughter's kindergarten teacher was unflappable, experienced and nurturing. Kindergarten was everything I had hoped it would be for her. We have had excellent teachers every year. My daughter is a bright child with strong math and verbal skills. She has been challenged and engaged throughout her experience at Argonne. Teachers strive to meet her academic and social needs. This year, we have a new, charismatic, responsive, knowledgeable and effective principal. Principal Okubo builds relationships with all of the families, teachers and staff. She is one of the best principals in the district. We are lucky to have her! We have an extended school year, so we have an additional 5 weeks of instruction every summer. By the time the regular school year begins, our kids have already adjusted to their new grade level and teacher and are already meeting the academic challenges of their grade. Students do not suffer "summer learning loss." We have a welcoming and friendly parent community with a strong culture of involvement. We provide myriad volunteer opportunities that fit into any schedule.
—Submitted by a parent
Wonderful things are happening at Argonne Our new principal, Ms. Okubo, has brought amazing leadership to our school. She is kind, intelligent, energetic and works well with the teachers and our parents. Most important, she loves the kids. We have bright and passionate teachers, involved parents and an extended school community committed to education. Our new garden is in bloom and serves as an outdoor classroom, our new play structure is an exciting addition for the kids. At this point we think Argonne is one of the best schools in SFUSD. If you are looking for a school in SF, come take a tour and see what is happening at Argonne.
—Submitted by a parent
Great teachers, great and newer facility, great parental involvement. Wonderful after-school options (we love the Y run one). The Russian language teaching is also a nice bonus (not immersion at all); however the grant funding for that may end this school year (2011-12). The only other hesitation, keeping this from a 5 star review, is that the old principal left in summer of 2011 and the new one has not been embraced by the teachers and parents (and vice versa). That said, we parents have been told that she will be transferring out this summer of 2012, so a 3rd principal in 3 years should be starting Fall 2012. Fingers crossed, if it is a good fit than this is an incredible school.
—Submitted by a parent
Our son started kindergarten here this year. We feel very fortunate to have this public school option. The teachers are outstanding and with a new engaged principal we hope the school continues to improve. The PTO is very active and creatively raises lots of funds to supplement horrendous budget cuts - kids get art, music, Russian language, PE and they fund reading specialists and class size reductions in the upper grades. The school building is among the nicest in the city and our son heads off to school excited and happy every day. The challenges these schools are facing are unprecedented but this school works hard to make sure the kids don't feel it. This public has it all: expansive library, large school yard, computer lab, clean well-lit art-covered walls and an experienced and caring faculty. The year around school year is not for everyone though so people should look carefully at the commitment of 5 extra weeks of classroom time but that extra length allows for lots of field trips and extracurriculars fit into the year in a way you don't usually see with the state mandated testing being the number one focus. We are happy to have gotten in; most families feel the same.
—Submitted by a parent
I love my public school! I love Argonne! We feel so fortunate to have gotten a spot for our daughter at Argonne. She has loved it from her first day! The teachers are very dedicated. Parents are involved in every aspect of the school. Students benefit from the year round calendar and enjoy the many enrichment programs at the school. The building, relatively new, is bright, clean, and filled with beautiful student art work. Argonne is a happy, vibrant, and high achieving school.
—Submitted by a parent
I love the unique year round school calendar. It's the only year round public elementary in San Francisco. I love how involved the parents are. I think that we have an excellent teaching staff who really care about the kids.
—Submitted by a parent
The teachers really care about giving these kids a great education. Also love the year round school schedule, it helps the kids retain important knowledge that they would have otherwise lost. This allows teachers more time to work on new material and less time on review.
A very good school overall, with very strong teaching. However, in my opinion, the principal is a liability. I have to doubt her motivation. She lacks tact and communication abilities. My child just completed kindergarden, and he loves Argonne. On the last day of school, we bought him Argonne sweatshirt in the office, then went to talk to the principal about an issue. Out of the blue, the principal told me to take my child to a different school. My child -who is a really good student and was named a student of the week once during the year- was really upset hearing this. Lots of crying afterwards. Needless to say, we are puzzled and upset by this.
—Submitted by a parent
Amazing school! Great teachers. Beautiful facility. One of the most beautiful public schools in the city! I am so thankful to be at this school.
—Submitted by a parent
Great teachers,friendly atmosphere,safe for children,my child loves this school
—Submitted by a parent
Argonne overall has some great things going on for it. Many involved parents. Facilities are newer, great library. Kids act like kids, no inappropriate behavior / dress, and no cliques and definitely no gang influences. Kids are happy to be there each day. It feels like 1950's America, but more diverse. Academically, the school is really two schools. Teachers in K-3 are newer, coming in over last decade, and responsible for turning this school around. Some of the K-3's are among the best teachers in the city, including private schools. Teachers in 4-5 are uniformly mediocre - not bad but not stellar like the K-3's, burnt out, no love for the kids, no passion for the job, no inspiration. Luckily by 4th grade the kids are already on the right path, so overall they do pretty well.
—Submitted by a parent
Our family feels really lucky to be at Argonne. Here are several things I love: 1) A school-wide commitment to integrating social justice into the school curriculum across all grades; 2) Teachers who use a reward system to encourage positive behavior and empower students to express their feelings/opinions and jointly problem-solve more difficult situations; 3) An engaged parent community that regularly volunteers in the classroom, on field trips, in organizing fundraisers, and with administrative tasks; and 4) Recognition of the value of field trips (we've averaged two a month since this school year started) to enhance the learning that takes place at school. I also really get a kick out of the fact that my child's coming home using words she's learned from her classmates in Russian, Mandarin, Spanish, and Japanese. The fact that she's excited about going to school every day lets me know she feels safe and loved.
—Submitted by a parent
Strong fundamentals Enriched curriculum including cool and educational field trips Joyful atmosphere
—Submitted by a parent
I have 2 children at Argonne--one in 4th grade and one in 1st--and we have been tremendously happy with the school. The community is warm, inclusive and diverse. The principal is a caring and dedicated administrator. We have been delighted with the teaching for both our children across grade levels. The PTO works hard to raise money for all the extras, including art, music, dance and PE. Argonne is a wonderful school and a happy learning environment.
—Submitted by a parent
I m the parent of a kindergartener and I m both pleased and impressed with Argonne. We transitioned from a small, loving preschool and I worried that Argonne (or any public school) would feel large and institutional. Instead, our family has felt supported by the teachers and principal. The kindergarten orientation sessions are fabulous and we would have been thrilled with any of the teachers. The principal is very focused on the needs of her students and can detail what is taking place throughout the school at any given moment. Very innovative curriculum and enrichment opportunities, especially arts and science. We ve had great communication with our teacher. Our child started reading within the first three weeks of class and is very engaged. My only concern is the PTO, which is a tight group of parents and not nearly as warm and accessible as the teachers and principal.
—Submitted by a parent
My son just finished his first year here. I have been very disappointed with the lack of communication. Point number two: Just yesterday I called the school to find out where my son's yearbook was. I was told my money would have to be refunded because all the yearbooks have been distributed and he didn't get one, despite the school having cashed my check back in January. Next point: It seems I was supposed to have received a white envelope with my son's report card and 1st grade assignment. Never received it. Every time I ask the principal a question, her response is 'I don't know.' Guess Argonne's principal is merely a figurehead collecting a wage she certainly does not deserve! I gave this school a chance and donated hundreds of dollars. Well, not anymore! I would write more, but I'm out of space!
—Submitted by a parent
Argonne is a great school and it is only getting better...it is being led by a great group of parent volunteers who have thier hearts in the right place. The school has an excellent staff who also do a wonderful job in the classroom. I have two kids here and I have had a terrific experience. Parents and the community are working to make it better and we will!
—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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
70 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
66 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
64 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 | 76% |
| Females | 76% |
| Males | 76% |
| African American | n/a |
| Asian | 71% |
| 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) | 90% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 72% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 86% |
| Males | 97% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 87% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| 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
| All Students | 65% |
| Females | 68% |
| Males | 63% |
| African American | n/a |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 26% |
| Fluent-English proficient and English only | 81% |
| 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) | 42% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| 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) | 85% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 68% |
| Fluent-English proficient and English only | 86% |
| 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) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 86% |
| Females | 94% |
| Males | 77% |
| African American | n/a |
| Asian | 90% |
| 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 | 71% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 77% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 94% |
| Males | 80% |
| African American | n/a |
| Asian | 93% |
| 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 | 88% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 92% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 74% |
| Females | 76% |
| Males | 70% |
| African American | n/a |
| Asian | 84% |
| 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) | 75% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 81% |
| Males | 70% |
| African American | n/a |
| Asian | 84% |
| 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) | 75% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 76% |
| Males | 67% |
| African American | n/a |
| Asian | 77% |
| 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) | 67% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| 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 | 76% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 64% |
| 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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
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 | 53% | 8% | ||
| White | 24% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| Hispanic or Latino | 7% | 49% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 42% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 41% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 54% | 2% | ||
| Russian | 12% | 0% | ||
| All other non-English languages | 8% | 1% | ||
| Spanish | 8% | 85% | ||
| Vietnamese | 4% | 2% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Toishanese | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | 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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| Is financial aid available? |
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| Is enrollment limited to students who attend the school? |
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| About the program |
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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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680 18th Avenue
San Francisco,
CA 94121
Website: Click here
Phone: (415) 750-8460
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