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GreatSchools Rating

Cobb (William L.) Elementary School

Public | K-5 | 204 students

 
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 1 rating

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11 reviews of this school


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Posted January 30, 2014

My school is a wonderful school with a safe happy enviroment. Which makes for a better learning enviroment
—Submitted by a parent


Posted January 29, 2014

This school is wonderful! I initially wasn't sure what to expect when assigned Cobb but my son is thriving there. The school is bright and cheerful in a convenient location. His kindergarten teacher has been teaching for 25 years and I'm impressed at the jump in his english and math skills. There is a new principal, Ms. Scott, who is a great leader - very professional, motivated and eager for change - she is a wonderful role model for the students. The hours are very good - drop off from 8:15 until school starts at 8:40am and there is a FREE after school program run by the YMCA that lasts until 6pm and helps with homework and has after school clubs (my son has participated in all sorts of sports, ceramics/art, dance, etc) and has very dedicated staff (thank you Ms. Manika!) who is very thorough and gives us a great report at the end of the day. The diversity is amazing - finally a school with a good racial mix, something that is difficult to find at other schools. There is a good anti-bullying campaign. The downside is a lack of parent participation due to it being more of a commuter school, but the PTO is very active and Cobb is on the rise.
—Submitted by a parent


Posted October 30, 2013

Dr. William L Cobb (DWLC) Elem School is a little school with a big heart. I have visited 15 schools in our school district, as well as had my child attend kindergarten at another SFUSD school, and DWLC definitely stands out as truly one big family. I have been amazed at how DWLC loves on my special needs son, and how we as parents have been embraced (literally!). Ms. Scott, the new principal is firm yet loving - and has strong values of respect and care and she walks the talk. The campus is totally remodeled. The neighborhood is quiet and safe. Dr. Fagan (4th/5th grade teacher) gave up university teaching opportunities to teach at DWLC. She is just one example of the treasures we have at DWLC. After attending DWLC's annual African Am. History celeb., we were deeply impressed with the depth and soul of the presentations and felt proud that our child was learning such important historical and cultural lessons about our country. We are not African American ourselves - the school is in fact quite diverse ethnically. Don't just look at scores! I believe my child will be a more compassionate citizen because of his unique learning environment at Dr. William Cobb Elementary.
—Submitted by a parent


Posted October 4, 2013

Wow Cobb GREAT GREAT GREAT. My kids love this school staff is great, they truly care about the children. my daughters love school so much they can't wait for the weekend to end. never experinced tis at othe schools. The principal is so great Miss Scott You rock. Miss Collier thanks for all you do
—Submitted by a parent


Posted October 4, 2013

Dr. Cobb is a wonderful school it is like a little heidden treasure my famiily felt so blessed to have our children it has an old fashion loving feeling about it. With the newest learning technology. my kids have prevailed at Dr. Cobb Also love that it is a uniform school
—Submitted by a parent


Posted March 22, 2011

We love the teachers, parents and the wonderful job the principal is doing. Our daughter as a wonderful teacher, Ms Tong.
—Submitted by a parent


Posted March 12, 2010

Hidden Gem**** Dr. William Cobb elementary is a school on the rise. If you're interested in getting your children into a school that has a very diversified staff and student base this is the school for you. Where this school differentiates from other schools in the district is it's amazing staff run programs. 1. Gifted program for advanced learners 2. Special ed/speech program integrated seamlessly into the curriculum 3. there is even a new program starting at the kindergarten level next year where all incoming K students will have a college fund started for them. I am a parent of a gifted first grader and a special needs kindergarten student so am able to see both sides of the coin and this school definitely has a lot to offer both of them and everyone else in-between. The school also just got approved for a major renovation, which is huge.
—Submitted by a parent


Posted December 4, 2009

My son is in Mr. Becker's Kindergarten class and absolutely loves it! He was evaluated in preschool and I was told he would need an iep and possible special ed. Mr. Becker has fun play integrated academic learning tools that have worked wonders and now my son is reading and writing and loving school. He is testing average to above average on the standardized tests, the school counselor has worked with my son and after seeing his obvious academic success we all agree he doesn't seem to need any special ed.. and to me this speaks volumes about how great this school is!
—Submitted by a parent


Posted September 26, 2009

We have recently had our son start at William Cobb and they have done everything to help him as he has speech problems, the principle amazing !! From day 1 she has had the ball rolling, and the teachers and support staff also have their great part to play. I am truly excited for the future of our son at Dr William Cobb.
—Submitted by a parent


Posted September 6, 2006

I would like to let everyone in on a little known secert.Dr william cobb is a great school. We have a principal that is crazy excited about the 2006/2007 school year, parents that are ready to work,students that are ready to learn.In the past we have had problems with discipline but we are really getting a handle on it. Making school a safe place.
—Submitted by a parent


Posted August 15, 2005

My daughter, who at the time of this writing, has attended Dr. Cobb since she was in Kindergarten. My daughter is a high achiever and continued to thrive at Dr. Cobb. I credit the staff there.. former teachers of hers, the previous principal of the school, Mrs. Audap, who sadly, has now recently retired to the Parent Liaison, other school staff and the staffs of the before and after school program. Equally as sad is my daughter's departure to the school, as we now bid farewell to Cobb so she can attend a school closer to home. While I don't know what the future Cobb will look like with the integration of schools because of school closures and the new principal, whom I have not met, I can rest assure those contemplating on sending their children to Cobb that the staff that I have worked with are ones who are exemplary!
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

725

Change from
2012 to 2013

+17

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

2 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

725

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

+17

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)

1 / 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)

2 / 10

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

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

41 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
32%

2011

 
 
22%

2010

 
 
5%
Math

The state average for Math was 65% in 2013.

41 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
22%

2011

 
 
31%

2010

 
 
14%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

33 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
25%

2011

 
 
45%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

35 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
40%

2011

 
 
50%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

18 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
58%

2011

 
 
91%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

19 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%

2011

 
 
91%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

32 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
69%

2011

 
 
52%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

32 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
61%

2011

 
 
72%

2010

 
 
65%
Science

The state average for Science was 57% in 2013.

33 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
46%

2011

 
 
73%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students25%
Females33%
Males19%
African American21%
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 disadvantaged15%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
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 state21%

Math

All Students33%
Females27%
Males36%
African American26%
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 disadvantaged24%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
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 state29%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students30%
Females43%
Males21%
African American28%
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 disadvantaged23%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only29%
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 state31%

Math

All Students54%
Females36%
Males67%
African American53%
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 disadvantaged46%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only55%
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 state57%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students34%
Femalesn/a
Males25%
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 disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only33%
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

Math

All Students47%
Femalesn/a
Males50%
African American36%
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 disadvantaged60%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only50%
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

All Students63%
Females75%
Males42%
African American60%
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 disadvantaged65%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only67%
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

Math

All Students50%
Females50%
Males50%
African American43%
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 disadvantaged53%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only55%
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 Students48%
Females52%
Males42%
African American36%
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 disadvantaged39%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only53%
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

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
Black 54% 7%
Hispanic 15% 51%
Asian 12% 11%
White 11% 27%
Two or more races 6% 3%
Hawaiian Native/Pacific Islander 2% 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 73%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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Language learning

Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Matthew Hartford
Is there an application process?
  • Yes
Fax number
  • (415) 749-3436

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • MUNI

Dr. Cobb Elementary School - ALP (ExCEL Program) (after school program)

About the program
  • The Dr. Cobb Afterschool Learning Program serves kids in grades K-5. The program emphasizes and promotes math and literacy building through homework help and tutorials. Enrichment activities include sports, art, and other group activities.SFUSD ExCEL after school programs ensure involvement of teachers from students' schools to make sure that after school academics are aligned with the school day curriculum. Every school with an ExCEL program partners with a nonprofit community based organization to run activities and build bridges to the neighborhood.
Operated by
  • Buchanan YMCA
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 5:40 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 1-5
Is there a fee for the program?
  • Yes
Website
School leaders can update this information here.

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Students typically attend these schools after graduating
Roosevelt Middle School
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2725 California Street
San Francisco, CA 94115
Website: Click here
Phone: (415) 749-3505

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