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GreatSchools Rating

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

Public | 9-12 | 600 students

Visual and Performing Arts

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

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60 reviews of this school


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Posted March 28, 2014

SOTA is a great school! When my son was in middle school, every morning was a struggle just to get him out of bed for school. Now that he is at SOTA, he eagerly looks forward to joining his teachers and friends each day. The talent of the teachers and students is incredible. Some of the academic classes are still quite a challenge for my son but most of his teachers try to help as much as they can. We haven t heard of any drug problems within our department because our son's vocal teacher has a strict policy that drugs are an absolute no. FoSOTA is the nonprofit group that raises money for the school. They help keep the art programs in operation. My son went on the vocal trip to NY this January and FoSOTA was instrumental in making the trip a reality for all the kids in the department. The campus facilities are worn but most of the spaces work well enough for the classes. The performances are amazing! If your child is interested in auditioning, you should definitely go see a few shows. Our overall experience has been wonderful!
—Submitted by a parent


Posted March 26, 2014

This is a free public arts high school with lots of talented kids applying. They don't all get in, it's not that you're kid isn't good or anything, there's just a lot of talent out. For every one spot, I think about 4 - 8 students apply depending on the department. So the school has a reputation for drugs, it doesn't have a bigger problem than any other school, but here, they talk about it to the parents and students. Their test scores are the 2nd best in the district, right after Lowell. Think about it, Lowell only takes the best, we take the most talented and they push for education here, not just the arts. Some of the teachers are awesome and go above and beyond to help their students, some just suck. It happens in every school. The PTSA is great here, they try to keep families involved by bringing programs such as how apply for college, talks on drugs, internet use, it's all good stuff. They also do a lot of school activities like staff cookie boxes for the holidays. As always there's tons of school politics and it's sad but it mainly falls under on group FOSOTA which is basically do it's their way or no way. I think with the politics parents don't get as involved.
—Submitted by a parent


Posted October 5, 2013

Excellent school for students art, music or theater talent. We live an hour from the school and could not imagined any other school for him, Highly recommend it!
—Submitted by a parent


Posted September 10, 2013

Amazing team! Motivated and engaged PTSA. Kids are happy! what more could a parent ask for?
—Submitted by a parent


Posted September 6, 2013

This school is a jewel of San Francisco. Everything about it - the size, the care and understanding of teachers, the spirit of the student, the incredible artwork and student projects.....this school is very special. My son is very proud to be going here and I am grateful for this opportunity for him.
—Submitted by a parent


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


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

852

Change from
2012 to 2013

-22

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

852

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

-22

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)

10 / 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)

6 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

46 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
32%

2011

 
 
17%

2010

 
 
26%
Algebra II

The state average for Algebra II was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
58%

2011

 
 
42%

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

135 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
90%

2010

 
 
84%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
63%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

129 students were tested at this school in 2013.

2013

 
 
57%
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
Algebra II

The state average for Algebra II was 39% in 2013.

67 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
18%

2011

 
 
20%

2010

 
 
41%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

23 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
22%
Chemistry

The state average for Chemistry was 46% in 2013.

99 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
57%

2011

 
 
40%

2010

 
 
53%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
18%

2011

 
 
n/a

2010

 
 
50%
English Language Arts

The state average for English Language Arts was 52% in 2013.

139 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
90%

2011

 
 
76%

2010

 
 
79%
Geometry

The state average for Geometry was 15% in 2013.

67 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
85%

2011

 
 
n/a

2010

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

139 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
78%

2011

 
 
69%

2010

 
 
60%
World History

The state average for World History was 46% in 2013.

139 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
85%

2011

 
 
77%

2010

 
 
85%
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

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
3%

2010

 
 
15%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

128 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
78%

2011

 
 
71%

2010

 
 
76%
Chemistry

The state average for Chemistry was 32% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

157 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%

2011

 
 
75%

2010

 
 
81%
Geometry

The state average for Geometry was 8% in 2013.

46 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
37%

2011

 
 
n/a

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

97 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
52%

2011

 
 
36%

2010

 
 
46%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

The state average for U.S. History was 50% in 2013.

160 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
75%

2011

 
 
74%

2010

 
 
77%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students24%
Females19%
Males32%
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)27%
Economically disadvantagedn/a
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
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 state26%

Algebra II

All Students41%
Females33%
Males56%
African Americann/a
Asian41%
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)41%
Economically disadvantaged27%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented47%
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 graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

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
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

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 Students86%
Females88%
Males85%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged81%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
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 graduate87%
Parent education - graduate school/post graduate93%
Parent education - declined to state85%

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
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

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
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

Integrated/Coordinated Science 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
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

Physics

All Students57%
Females53%
Males64%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged52%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate65%
Parent education - graduate school/post graduate92%
Parent education - declined to state54%

World History

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
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

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
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

Algebra II

All Students10%
Females15%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged9%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented5%
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 state14%

Biology/Life Sciences

All Students26%
Females23%
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 disadvantaged28%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only26%
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 Students55%
Females56%
Males56%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged50%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented64%
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 graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%

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 Students79%
Females80%
Males77%
African American33%
Asian79%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged52%
Non-economically disadvantaged84%
Students with disability23%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate83%
Parent education - declined to state82%

Geometry

All Students76%
Females68%
Males91%
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)77%
Economically disadvantaged45%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented79%
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 graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

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
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

Science

All Students63%
Females63%
Males63%
African American17%
Asian65%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged48%
Non-economically disadvantaged66%
Students with disability15%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate53%
Parent education - graduate school/post graduate75%
Parent education - declined to state68%

World History

All Students74%
Females72%
Males78%
African American33%
Asian74%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged50%
Non-economically disadvantaged79%
Students with disability23%
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 graduate54%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate63%
Parent education - graduate school/post graduate83%
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

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
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

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
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

Biology/Life Sciences

All Students75%
Females78%
Males71%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged78%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate76%
Parent education - declined to state70%

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
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

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 Students89%
Females93%
Males82%
African Americann/a
Asian89%
Filipino73%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged92%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability92%
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 graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to state80%

Geometry

All Students35%
Females29%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantagedn/a
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only37%
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 graduate44%
Parent education - declined to state19%

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

All Students58%
Females54%
Males64%
African Americann/a
Asian62%
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)55%
Economically disadvantaged50%
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 talented57%
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 graduate59%
Parent education - graduate school/post graduate61%
Parent education - declined to state67%

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
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

U.S. History

All Students80%
Females88%
Males70%
African Americann/a
Asian82%
Filipino67%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged70%
Non-economically disadvantaged82%
Students with disability9%
Students with no reported disability85%
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 graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to state68%

World History

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
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

The state average for English Language Arts was 83% in 2013.

139 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
91%

2010

 
 
97%
Math

The state average for Math was 84% in 2013.

139 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
86%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students95%
Females95%
Males94%
Gender Unknownn/a
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state100%
Economically disadvantaged86%
Non-economically disadvantaged100%
Economic Status Unknown95%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females93%
Males94%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state94%
Economically disadvantaged95%
Non-economically disadvantaged93%
Economic Status Unknown93%
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 2012-2013 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.

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
White 42% 27%
Asian 30% 11%
Hispanic 14% 51%
Black 6% 7%
Two or more races 6% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 20%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Gardening teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Poetry/Creative writing teacher(s)
Reading specialist(s)
Security personnel
School psychologist
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Chinese (Cantonese)
Chinese (Mandarin)
French
German
Russian
Spanish
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Math specialist(s)
School facilities
  • Access to farm or natural area
  • Computer lab
  • Garden/Greenhouse
  • Industrial shop
  • Science lab

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Opera
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
Media arts
  • Technical design and production
  • Video / Film production

Language learning

Foreign languages taught
  • German
  • Russian
  • Spanish
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • German
  • Russian
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Gym

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
College preparation / awareness resources offered
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
School leaders can update this information here.

School basics

School start time
  • 8:00 am
School end time
  • 3:00 pm
School Leader's name
  • Brian Kohn
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (415) 695-5326

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • Classical (e.g., focuses on the "classics")
  • College prep
  • Core knowledge
  • Gifted / high performing
  • Internships
  • Outdoor / Farm-based
  • Project-based
  • STEM
  • Standards-based
  • Teacher-run
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • German
  • Russian
  • Spanish
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • German
  • Russian
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Mentoring
College preparation / awareness resources offered
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Transportation options
  • None
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Learning lab
  • Library
  • Music room
  • Performance stage
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • Academy Athletics
Girls sports
  • Academy athletics

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Opera
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
Media arts
  • Technical design and production
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
School leaders can update this information here.

Apply

 

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.

 
Apply now
 

Planning ahead

College preparation / awareness offered
College presentations or information sessions
Community college courses
SAT/ACT prep classes
School-sponsored trips to college campuses
Visiting teachers or lecturers from colleges
Notice an inaccuracy? Let us know!

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

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