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Teacher quality
Principal leadership
Parent involvement
I just spent the morning watching my son's kindergarten class lead the CACS all-school meeting and I am once again filled with admiration for the wonderful, caring, and attentive staff, the engaged parents, and the passionate young students of CACS. This is our 4th year at CACS. My two children have very different learning styles, and both are thriving in this project-based, arts-integrated learning environment. We are watching the transformation of the middle school curriculum and are excited to see the strong math and science program that our science-minded girl will be entering. Weekly music, dance, and art throughout the school year are a big hit with my kindergartener. The school partnership with the Page St. Boys and Girls club means daily van pickup and dropoff to homework help and swimming lessons. My kinder, who doesn't go to the Boys and Girls Club yet, loves CACS's weekly on-site chess club after school. We are extremely satisfied with CACS and recommend it to anyone who wants to imbue their child's education with creative thinking, unique challenges, and joy.
—Submitted by a parent
I have 2 kids at CACS and have been at the school 7 years and couldn't be happier. The teachers, parents, board and director are working like a well oiled machine and the school has made great advances in its program over the last 3 years despite budget cuts and personnel changes. It feels like we have hit our stride. We even have 2 new positions on staff this year to oversee the arts and academics and I dare say we offer one of the best educational programs offered in San Francisco.
—Submitted by a parent
We have two children in this school (including K) and are impressed. After attending SFUSD first, we were lucky to get into a charter school and we won't ever go back. They teach our children how to be critical thinkers and they educate them to communicate with each other. Our director left due to family situation, not because he didn't believe in the school and I disagree that the academics have changed since his departure. The school has project based learning and that can't change overnight. Both of our kids teachers have a masters and love teaching.
—Submitted by a parent
As a kindergarten parent, we are thrilled with CACS. The teachers and staff are amazing. The responsive classroom allows the children to all work at their own level. They learn from a young age to be responsible for their own education. Most importantly, our daughter loves school!
—Submitted by a parent
Since the director quit at the beginning of this year, this school has really gone downhill academically.
—Submitted by a parent
was always a very well run school. Always hire very good teachers Now completely renovated.
—Submitted by a parent
Creative Arts Charter School offers a learning environment where every child is seen in all aspects of its personality and dedicated teachers really go out of their way to help every kid to live up to its potential. Moreover, it was the CACS-community that made us feel at home from the first day at school on. When we moved from Europe to San Francisco with three kids (entering K, 4th and 8th grade) the oldest spoke just a little English while the two younger ones did not speak the language at all. Now, after less then a year, they all thrive and meet the learning requirements of their age level. Our daughter and many of her fellow 8th graders got into some of the cities most competitive high schools. We couldn't have wished for a better school than this one!
—Submitted by a parent
Creative Arts has incredible middle school science and math classes. My son is doing high school level work and loving the challenge. The advanced math teacher is amazing, bringing years of real world experience to the students. Finally, San Francisco has a middle school that meets the needs of high achieving students.
—Submitted by a parent
Our family has been at Creative Arts since our 6th grader began Kindergarten and with two sons at the school now we couldn't be happier. The small school environment and whole-child approach means each of our sons is truly well known and nurtured. The school meets the needs of both our math- and science-oriented 6th grader who loves electronics, computer programming, and D&D and our 3rd grader who loves music and dreams of being a toy designer. The project-based teaching approach allows each child to focus their efforts where they're most passionate, making the learning experience more meaningful and helping them develop their individual sense of self. Teachers provide very personalized feedback through the report card process and are available to support the child and his or her family throughout the school year. The parent community believes in the school's mission and is actively involved in bringing it to fruition. And our director is a wonderful advocate for the use of creativity in learning as well as a thoughtful, deliberate leader. I couldn't imagine sending our children to another school. I am confident that each our our sons will be well-prepared for whatever life brings.
—Submitted by a parent
My son is a physically active and creative child who was sent to counselling and remedial classes in a generic public school when we first moved to San Francisco. Since he has entered CACS he is the top of his class in writing, excels in math , has lots of friends and is generally percieved as a well liked, high functioning child. CACS allows children with strong personalities and love of physical activity to excel instead of being marginalized and suppressed.
—Submitted by a parent
We were fortunate to have choices during the Kinder search last year, and we ended up getting in to a very traditional, high-performing SFUSD school and CACS. My husband and I both felt very connected to CACS from the moment we toured the school. All you have to do is experience the Community Meeting on Fridays mornings, and you will feel the sense of community and see the healthy confidence of the students. Kids are happy at CACS and thrive at our school because of the open arts- integrated curriculum. I'm amazed at how synergistic the programs are from their classroom teacher, to the art, dance, music and even the aftercare program...you can see the amount of effort that goes on behind the scenes to make sure that each child has the opportunity to learn core competencies through different modalities. And to top if off, this school encourages open communication and full flow of creativity and expression. I bet you can see why we chose CACS over the very traditional high API score school down the street. Research shows that arts-integrated and project-based programs encourage whole child development, and for us that made sense. Not to mention the happy feeling I got on my tour!
—Submitted by a parent
We came to CACS last year after stints in a private as well as a top SFUSD elementary school. Although we encountered wonderful educators and families in all schools, I feel we have finally found our home here at CACS. Our two children who are quite different are both thriving and their love of learning is nurtured every day. Our more academic child is continually challenged; our child with some learning differences is accepted and supported. We have been impressed with the caliber of teaching, the innovative curriculum and pleased to find that not only does CACS excel in the arts but also in math and science. CACS is truly a gem of a school!
—Submitted by a parent
Our middle school-er is thriving at CACS. If you are looking for an alternative option that is nurturing, challenging and safe for your child - come visit this school. The teachers are so dedicated and teach to the whole child - they teach every child, because every child learns differently. Kids graduate from this school with confidence, extremely high self esteem and ready to move on to high school. I am proud to be associated with such an incredible group of kids, parents, teachers and administrators.
—Submitted by a parent
This is our fourth year at Creative arts and I cannot imagine going anywhere else. I know how excited my daughter is going to school everyday, great community, support. I am the only parent and we are an adopted family multi racial and I never felt at odd at creative arts. I know my kids gets all the support she needs, socially, academically and so forth. remarkable faculty, no bullying, extremely creative environment, yet I know my child is getting what she needs academically
—Submitted by a parent
Both my son and I could not be happier since we transferred to the Creative Arts Charter School this year. He has transformed as child and is clearly more grounded, happy and growing as an individual. My son is a motivated student and this school has delivered both the academic enrichment he needs but also support in social development. It is a joyful, warm community and we are thrilled to be part of it. I think CACS is a gem in the city of SF.
—Submitted by a parent
If I could give none stars, I would. This school is a joke. My son went here for 3rd grade, and I pulled him out. Also few other kids got pulled out by their parents. He is so incredibly behind academically and guess what, I have NO art that he worked on at this school. I really felt like I wasted a year of my child's life, brain and education. He learned to do half work, that teachers don't read what he turned in and that he hates reading. He was bullied, with little to no intervention by the administration. I can't even explain how much of a disappointment this school is. Go somewhere else. We are in the Oakland Public School district now and its a VAST improvement.
—Submitted by a parent
Creative Arts is a wonderful school that achieves the delicate balance between a child-centered, developmentally appropriate approach to education and academic excellence. The arts are integrated into the school's approach to education, and students spend 3 hours a week in specific arts classes. In elementary school, students have dance, music, and visual arts every week, and in middle school students select from electives that could include art, guitar, piano, creative writing, dance, video, and others. The school also places a strong emphasis on promoting the social and emotional development of its students and creating a strong community and safe learning environment. We came to CACS 3 years ago in part because of our frustration with the heavy emphasis on worksheet-based learning that dominated our older son's experience in his SFUSD school. Our children are now in 3rd and 6th grades, and we couldn't have made a better choice. They get a good mix of project-based learning and fundamentals, and a level of individual attention that is inspiring. Next year CACS is expanding to include 2 kindergarten and 2 6th grade classes, so now is a good time to look at the school.
—Submitted by a parent
What a wonderfully unique, developmentally appropriate school. We couldn't be happier with the high academic rigor, safe environment, constructivist learning approach, social skill development and a very gifted team of teachers and administrators. What a gem!
—Submitted by a parent
My son just graduated last week and I am grateful for the wonderful education he received at CACS! He has grown in so many ways and our love of our CACS family will forever be in our hearts! Thanks to Maria J. "the most awesome teacher in the universe" and our new director Fernando for making our last year here so memorable!CACS rocks!!!!
—Submitted by a parent
the project based learned, the individualized attention, the size of the school, the wonderful community, the arts incorporated into the daily curriculum, the encouragement of original ideas, I could go on & on....
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 48% |
| Females | 58% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 68% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | n/a |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | n/a |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 87% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 64% |
| All Students | 61% |
| Females | 67% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 68% |
| Females | 73% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 36% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | n/a |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
| All Students | 64% |
| Females | n/a |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 46% |
| Females | 50% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | n/a |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 25% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 64% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
| All Students | 63% |
| Females | n/a |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 44% | 28% | ||
| African American | 16% | 7% | ||
| Multiple or No Response | 13% | 3% | ||
| Asian | 12% | 8% | ||
| Hispanic or Latino | 10% | 49% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners | 3% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 16 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 83% | N/A | 96% |
| Emergency credential or waiver | 17% | N/A | 2% |
| Special staff resources available to students |
Assistant principal(s) Art teacher(s) Dance teacher(s) Librarian/media specialist(s) Music teacher(s) PE instructor(s) Reading specialist(s) Robotics/Technology specialist(s) School social worker/counselors(s) Special education coordinator Speech and language therapist(s) |
| Foreign languages spoken by school staff |
Japanese Spanish |
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| Is there an application process? |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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Website: Click here
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