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GreatSchools Rating

Argonne Elementary School

Public | K-5 | 422 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

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49 reviews of this school


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Posted March 18, 2014

A school is only as good as the strength of the partnership between committed, present parents, and a staff that is supported by the district, the leadership and those parents. Argonne has all of this going for it. The PTO is a large group of very talented and active parents; so many wonderful things have come to fruition as the direct result of their hard work. Our new Principal (2011-present) is a delightful chapter in Argonne's story. She is bright, cheerful, caring and so engaged. The children love her. It is surprising Argonne averages four stars, and is rated 8 of 10. Perhaps it's a reflection of the former Principal. She'd been driven out of another SF school and somehow hired at Argonne. She would have been removed if she hadn't resigned under pressure after only four months in her role as Principal. Hopefully this gives readers some perspective on the reviews in 2011.
—Submitted by a parent


Posted October 21, 2013

I have two daughters at Argonne and every morning they are happy and excited to go to school. They are both thriving academically and socially and enjoy the many benefits that come from having a Principal with great leadership skills, an amazing PTA, great teachers, a new and beautiful school, many opportunities for in and after school enrichment, an excellent after school program (rdsac), and a longer school year with many field trips built in.
—Submitted by a parent


Posted August 19, 2013

I have a 2nd grader and a kindergartner at Argonne and could not be happier. Great teachers, great parental involvement (via active PTA and otherwise), now joined by a great principal whose initial appointment last fall (2012) has been made permanent. Facilities are new and getting even better with the new playground structures and new gardens. Enrichment is solid with the PTA-raised money helping to pay for some which is beyond the district's budget. While we do miss the Russian language teaching which was offered 2 years ago, Russian and other languages and activities (science, music, etc.) are offered on site after school for a fee. Great after school care is available too through YMCA, RSDAC, Chinese after school care (all on site), and a bus which goes to the JCC (we have been happy with the Y).
—Submitted by a parent


Posted March 6, 2013

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


Posted January 18, 2013

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


Posted November 6, 2012

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


Posted October 28, 2012

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


Posted August 12, 2012

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


Posted March 21, 2012

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


Posted October 2, 2011

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


Posted March 7, 2011

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


Posted September 29, 2010

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


Posted September 29, 2010

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.


Posted June 5, 2010

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


Posted May 6, 2010

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


Posted April 28, 2010

Great teachers,friendly atmosphere,safe for children,my child loves this school
—Submitted by a parent


Posted January 25, 2010

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


Posted December 15, 2009

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


Posted December 14, 2009

Strong fundamentals Enriched curriculum including cool and educational field trips Joyful atmosphere
—Submitted by a parent


Posted December 13, 2009

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


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

884

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

884

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-11

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

79 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
76%

2011

 
 
68%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

79 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
91%

2011

 
 
82%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

72 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
65%

2011

 
 
54%

2010

 
 
42%
Math

The state average for Math was 66% in 2013.

74 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%

2011

 
 
92%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
86%

2011

 
 
71%

2010

 
 
88%
Math

The state average for Math was 72% in 2013.

65 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
78%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

64 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
74%

2011

 
 
76%

2010

 
 
87%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%

2011

 
 
76%

2010

 
 
87%
Science

The state average for Science was 57% in 2013.

64 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
72%

2011

 
 
61%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students66%
Females74%
Males58%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability70%
English learner66%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate76%
Parent education - graduate school/post graduate82%
Parent education - declined to state55%

Math

All Students70%
Females72%
Males68%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged74%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability72%
English learner68%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate62%
Parent education - graduate school/post graduate100%
Parent education - declined to state55%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students62%
Females60%
Males66%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged48%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability62%
English learner17%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to state38%

Math

All Students81%
Females76%
Males88%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged69%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability82%
English learner53%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to state81%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students78%
Females81%
Males76%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged64%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students87%
Females81%
Males92%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged86%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students77%
Females89%
Males59%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)58%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females73%
Males81%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)58%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students77%
Females81%
Males70%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)67%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 54% 11%
White 25% 27%
Two or more races 10% 3%
Hispanic 8% 51%
Black 2% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 44%N/A54%
Source: NCES, 2010-2011

Teacher resources

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

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Arts & music

Music
  • Instrumental music lessons
Performing and written arts
  • Dance

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Cami Okubo
Special schedule
  • Year-round
Is there an application process?
  • Yes
Fax number
  • (415) 750-8462

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Reading specialist(s)
  • School social worker/counselors(s)
Transportation options
  • MUNI 31, 44, 5, 28

Argonne Elementary Afterschool Program (after school program)

About the program
  • The Argonne Afterschool Program aims to give students in grades K-3 a developmentally appropriate program that reinforces what they are learning during the school day, while offering opportunities for new experiences. A typical day at this afterschool program includes homework help, science, health and fitness activities, recreational or art activities, character building, and a nutritious snack. To encourage a healthy lifestyle, the afternoon snack includes a minimum of two food groups. Homework help lasts up to 1 hour per day (depending on each child’s age), and is given in small groups. Kids are also given the chance to customize their experience with Student Designed Clubs on Fridays.Summer camps are offered through Richmond District Neighborhood Center.
Operated by
  • Richmond District YMCA
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:00 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 1-3
Is there a fee for the program?
  • No
Is financial aid available?
  • Yes
Website

Argonne Elementary School - Richmond District After School Collaborative (after school program)

About the program
  • RDASC's mission is to improve the quality of life in its community by providing youth and their families with affordable after school environments that are safe, fun, art enriching, academically enhancing and culturally relevant. Students are expected to attend the Richmond District Afterschool Collaborative program at Argonne Monday through Friday from 2:40pm-5:45pm. It is important to note that if your child is absent from the program for 5 days in one month, he or she may be asked to leave the program. A typical week includes free and homework time, art, recreation, community building and Friday field trips. Applications for the 2013-14 program are due April 26, 2013, although the program does not admit students on a first come, first served basis. Consideration is given to families who submit applications by the deadline. The Richmond District Neighborhood Center works to balance gender and grade levels, and consider academic and financial need. They also work with the site administrator to identify and assist families who have particular needs. Complete information and application are available on their website.
Operated by
  • Richmond District Neighborhood Center
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:00 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 1-5
Is there a fee for the program?
  • No
Website

Summer program 1

About the program
  • Each program has an academic, enrichment and physical activity component. The programs are based on a youth development model and include project based learning activities. The summer programs are operated by community based organizations that are contracted by SFUSD to provide the services based on grants to the school from California Department of Education. Each organization has a site specific enrollment process. Priority enrollment goes to the students from the school site. Students from other SFUSD schools are eligible to apply though in many of the elementary schools there is more demand than available slots. Funding changes year to year and program offerings change.
Types of activities
  • Academic
  • Arts
  • Athletic
Operated by
  • Richmond Dis. Neighborhood Ctr
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Presidio Middle School
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680 18th Avenue
San Francisco, CA 94121
Website: Click here
Phone: (415) 750-8460

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