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GreatSchools Rating

Asawa (Ruth) San Francisco School of the Arts, A Public School

Public | 9-12 | 591 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings
2010:
Based on 2 ratings

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Principal leadership

Parent involvement

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55 reviews of this school


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Posted October 15, 2012

My child is thriving at SOTA. While not every academic teacher has been a perfect fit for her, the great majority are engaging, encouraging and excellent overall. The heads of her artistic discipline (Theatre Design and Technology) are wholly dedicated to the students. They demand the very best from each child, and get it. Staff and administrators are responsive to any issues that come up. In addition, the culture of the school is unique. Frequent performances and exhibitions in all disciplines make up the core of social life at SOTA. The best aspect of the school is the young men and women in action, expressing themselves and supporting one another. There are no stars on GreatSchools to measure that important area, but I'd give SOTA an "11".
—Submitted by a parent


Posted April 27, 2012

I am sure that the previous comment is posted by a prankster of some sort. It just doesn't read like an actual comment by a teacher. A teacher would probably spell "Principal" correctly at least. I find Carmelo to be an excellent administrator. Easy to talk to, low drama, intelligent and a straight shooter. I guess this site can't do any fact checking or prevent anonymous posters from posting falsehoods.
—Submitted by a parent


Posted June 12, 2011

Best school in San Francisco! I love going there! All the teachers are great, most are like personal mentors! I have friends at other schools in SF, most hate them, but I love going to school! Also, the classes are really not as easy that people say. The academics are very challenging.
—Submitted by a student


Posted June 1, 2011

SOTA has great positives and some negatives. The academics are excellent - only if you are in Honors and AP. You can get a great education here if you take that track. If you don't, expect to get into the California State University system or City College. My son did great, but some did not. Parent participation is key. Some teachers are fantastic, but some really do not teach well. Be a pro-active parent. My child was in theater and the teachers were negative and arbitrary in some ways. They seemed to bear grudges in a manner inappropriate and unprofessional. Perhaps they are burned out. There was still much that was terrific, unique, stirring, exceptional. You will be stunned by the sheer talent in these programs. No school is perfect. All in all, I would do it again.
—Submitted by a parent


Posted February 28, 2011

Both my teenagers love attending this school. Although there are not as many choices in terms of clubs or classes that you would find in a larger school - the fact that these young artists can immerse themselves in their field is a fantastic opportunity. The academics are certainly strong - the most exciting humanites faculty you could wish for and the leadership of a great Principal. If your student is serious about the arts - this school is the top choice - we have had growth on the API, our students get accepted into top colleges and do well on the SATs.
—Submitted by a parent


Posted February 28, 2011

My kids are a SOTA graduate and a SOTA junior. I'm so glad they chose and had access to an arts school; their high school life has been far, far richer than I could ever have imagined. Both have top standardized test scores and SATs, so the unbiased data confirms that their education has been fine. They are both quirky kids -- and a school full of artistic kids and artistic teachers can be like herding cats; it's not a desks-in-a-row-rigid-schedule atmosphere -- but we've been very happy with SOTA. My son was totally focused on his music and attends Oberlin College, getting a dual music-liberal arts degree. My daughter is very involved with her music but is also deeply engaged with SOTA's championship Mock Trial team, which was No. 2 in California last year and is going to the state finals for the fourth year in a row this year. SOTA is probably not for a kid who needs total structure at all times, but for a kid who's passionate about his or her art and thrives in a creative atmosphere, check it out!
—Submitted by a parent


Posted January 13, 2011

Ruth Asawa San Francisco School of the Arts, A Public School is good for your child who has art talent.
—Submitted by a parent


Posted January 7, 2011

SOTA is a druggy school. It also doesn't have a very good academic program. Not one of the schools I'd want my kids attending.
—Submitted by a parent


Posted October 12, 2010

My adult children are both graduates. They received a consummate music education and the academics were strong, too. The performing opportunities helped them develop confidence, discipline and creativity that carried over to all their work. They are both productive graduate students now (daughter, law school; son, getting his masters in piano in Germany), and part of the credit goes to the strong foundation and love for learning they developed at SOTA.
—Submitted by a parent


Posted May 26, 2010

SOTA is a great school if your child has a particular art they want to pursue and is strongly self motivated academically (or with parent support). The staff and administration are doing a lot with very little. Unfortunately, SOTA's culture is influenced greatly by the lack of resources for public schools and especially with lack of professional development for the teachers. The teachers and directors have a wide variety of experience and skills, from excellent to sorely lacking. Due to class size and lack of resources and support, there seems to be an inability to follow through with promises of communication with the parents and natural consequences for positive student participation or behavior problems. I've personally witnessed directors being unprofessional in their interactions with students, with little or no indication that this would be corrected. I would not recommend this school if your child isn't self-motivated or has learning differences.
—Submitted by a parent


Posted May 25, 2010

the Ruth Asawa San Francisco SOTA does a fabulous job of integrating the arts into a rigorous academic regimen. Intense parent involvement and support where each student is valued and supported. The students are friendly, open and accepting in a vibrant arts community. A very high percentage of SOTA students are accepted to the most prestigious universities and arts schools in the nation.
—Submitted by a parent


Posted October 4, 2009

A special place for young artists to grow and for them to define themselves. The creativity encouraged in the arts classes and the confidence gained through the teachers' respect for the individual, shows in the academic classes. I wish there was a school like SOTA when I was in high school.
—Submitted by a parent


Posted September 23, 2009

The students here are so accepting and open minded bunch o findividuals, who care about each other and their arts
—Submitted by a student


Posted September 21, 2009

Our school is a place of creativity and inovation. It is filled with kids who want to be there, who want to learn, and who want to share their art with the world. We have great teachers and faculty who are dedicated, careing, and energetic, though grosley underfunded. The kids are accepting and all get along. If someone felt like it they could come to school in anything from a buissness suit to full drag and not get laughed at or made fun of. We already know that our school is great, and we hope that you will recognize its greatness as well.
—Submitted by a parent


Posted September 21, 2009

the teachers and the great atmosphere/enviroment at the school.
—Submitted by a student


Posted September 21, 2009

I love this school. Everyday is full of energy and the students are incredibly interesting. It is like one of those places where you will never be bored.
—Submitted by a student


Posted September 21, 2009

I am an alumni of S.O.T.A. and I loved this school for all its worth, despite having little funding. The experiences I had at S.O.T.A. brought the happiest memories. They provide an art education that meets college levels, I would say it even topped it. This school deserves more.


Posted September 21, 2009

Our school is basically 'Fame' in a nutshell. We are breeding the next 'up-and-coming' artists. It's pretty awesome.
—Submitted by a student


Posted September 21, 2009

It allows students to funnel their creativity into their art disciplines. It is an excellent opportunity for young adults to better their skills in their art form and ready them for a future in the arts.
—Submitted by a student


Posted September 21, 2009

My child loves the atmosphere at her school. It has also allowed her to develop her artistic skills and merit.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

874

Change from
2011 to 2012

+66

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

1 / 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 2012

This school's
API score

874

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+66

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

8 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

67 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
17%

2010

 
 
26%

2009

 
 
22%
Algebra II

The state average for Algebra II was 69% in 2012.

73 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
42%

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
36%
English Language Arts

The state average for English Language Arts was 57% in 2012.

143 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
90%

2010

 
 
84%

2009

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
63%

2009

 
 
59%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
0%
Algebra II

The state average for Algebra II was 42% in 2012.

49 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
20%

2010

 
 
41%

2009

 
 
50%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
22%

2009

 
 
49%
Chemistry

The state average for Chemistry was 51% in 2012.

128 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
40%

2010

 
 
53%

2009

 
 
43%
Earth Science

The state average for Earth Science was 35% in 2012.

11 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
n/a

2010

 
 
50%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

151 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
76%

2010

 
 
79%

2009

 
 
67%
Geometry

The state average for Geometry was 17% in 2012.

94 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
n/a

2010

 
 
17%

2009

 
 
20%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

148 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
69%

2010

 
 
60%

2009

 
 
62%
World History

The state average for World History was 46% in 2012.

154 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
77%

2010

 
 
85%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

2012

 
 
n/a

2011

 
 
3%

2010

 
 
15%

2009

 
 
11%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

106 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
71%

2010

 
 
76%

2009

 
 
61%
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
14%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

110 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
75%

2010

 
 
81%

2009

 
 
55%
Geometry

The state average for Geometry was 9% in 2012.

43 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
n/a

2010

 
 
0%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

61 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
36%

2010

 
 
46%

2009

 
 
29%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

115 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
74%

2010

 
 
77%

2009

 
 
58%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students32%
Females31%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged33%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented30%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

Algebra II

All Students58%
Females60%
Males54%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)54%
Economically disadvantaged53%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented66%
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 graduate55%
Parent education - graduate school/post graduate36%
Parent education - declined to state64%

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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 disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students84%
Females86%
Males80%
African American45%
Asian86%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged65%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate82%
Parent education - declined to state88%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students18%
Females23%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)18%
Economically disadvantagedn/a
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented17%
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 graduaten/a
Parent education - graduate school/post graduate18%
Parent education - declined to state25%

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students57%
Females56%
Males59%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged60%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate58%
Parent education - graduate school/post graduate53%
Parent education - declined to state62%

Earth Science

All Students18%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students90%
Females96%
Males81%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged87%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate86%
Parent education - declined to state86%

Geometry

All Students85%
Females87%
Males82%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged94%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented92%
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 graduate94%
Parent education - graduate school/post graduate78%
Parent education - declined to state90%

High School (Summative) Mathematics (Grade 9-11)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females80%
Males75%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged73%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate74%
Parent education - declined to state75%

World History

All Students85%
Females89%
Males78%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged79%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate80%
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students78%
Females78%
Males76%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged85%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate79%
Parent education - graduate school/post graduate76%
Parent education - declined to state77%

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students83%
Females84%
Males83%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged85%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate83%
Parent education - graduate school/post graduate80%
Parent education - declined to state69%

Geometry

All Students37%
Females41%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)40%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented55%
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 graduate33%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students52%
Females53%
Males52%
African Americann/a
Asian59%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)47%
Economically disadvantaged79%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented42%
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 graduate44%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students75%
Females71%
Males80%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged73%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate70%
Parent education - graduate school/post graduate84%
Parent education - declined to state60%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

155 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
91%

2010

 
 
97%

2009

 
 
88%
Math

The state average for Math was 84% in 2012.

155 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
86%

2010

 
 
92%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students97%
Females100%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged91%
Non-economically disadvantaged100%
Economic Status Unknown91%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students95%
Females100%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged92%
Non-economically disadvantaged98%
Economic Status Unknown91%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 31% 28%
Asian 26% 8%
Hispanic or Latino 22% 49%
African American 12% 7%
Multiple or No Response 5% 3%
Filipino 4% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 16%N/A24%
Students eligible for free or reduced-price lunch program 225%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 43% 85%
Cantonese 27% 2%
All other non-English languages 14% 1%
Korean 4% 1%
Russian 4% 0%
French 2% 0%
Ilocano 2% 0%
Mandarin (Putonghua) 2% 1%
Portuguese 2% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

555 Portola Drive
San Francisco, CA 94131
Website: Click here
Phone: (415) 695-5700

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