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Teacher quality
Principal leadership
Parent involvement
Posted January 11, 2011
I hope this message finds all current and prospective families doing well in 2011! I wanted to take a minute and let you know of some remarkable happenings at Fairmount. We take great pride in our positive welcoming school environment and community culture where we celebrate diversity and hold our scholars to the highest expectations known to mankind. Our Dual Immersion Program (Spanish/English) is led by cutting edge research promoting bi-literacy. With programs in place through the support of Community-Based Organizations such as Playworks and Edgewood, our suspension rate is locked at zero and disciplinary referrals can be counted on fewer fingers than one hand. We have been fortunate to welcome City Leaders such as our Mayor and members of the Board of Supervisors and MTA. Take a campus tour or stop by for a Daily Morning Assembly to learn more about Fairmount, the mark of significant student achievement (78 point API growth in just one year), equity/accountability, and joyful learning.
We have 2 children at this school- and we absolutely LOVE it. The leadership, the community, the dedication of the teachers. It is a rare gem in the city, and has a small town feel. Highly recommend for a great Immersion education - you will not know what people are talking about when they say SF public schools are not very good. This one's top notch!!!
—Submitted by a parent
This is a very mediocre school - a few great teachers, a few terrible teachers. Poor leadership, great community. Parents do a lot of work to help. Probably not a very good place to send your kid if they are learning English, the Spanish part is okay, doesn't seem that great.
—Submitted by a parent
I have two children at Fairmount, and couldn t be happier. This is a wonderful community and a wonderful school. We started at another school, so I can say that Fairmount is leaps and bounds ahead of other schools in the district. The children come from different backgrounds, cultures and languages. I have not seen the bullying, fighting, and severely disruptive behavior we experienced elsewhere. The parent community is inclusive, involved, and committed. Our experience with the teachers in the lower grades has been amazing. Principal Hilinski is a fantastic champion of our school. We are as proud to have him as he is to be at Fairmount. I have two happy kids who are excelling in their education.
—Submitted by a parent
I have two children at Fairmount, one in 5th and one in 2nd. As with any school, public or private, there is always room for improvement, and Fairmount is no different. Yet, there are many ways in which Fairmount is head and shoulders above other similar schools. The sense of community on campus dates back to the days when Principal Karling began morning circle. Parents are welcome to be present for this first 15 minute period. Further, parent involvement in the school, from library coordinator to classroom tutor to schoolyard greener is overwhelmingly positive. There are several strong sets of teachers. Particularly in the early grades, coursework and homework is coordinated. I have found homework to be appropriate, challenging, and varied in nearly every grade level. The school also has a committed, young, and intelligent Principal who has a long-term vision for continued improvement at Fairmount. His door is always open, and he will work with every family that walks through it. Finally, I can say from personal experience that the wellness support staff, particularly the school social worker, is extremely strong. Any SF child would be lucky to be placed here.
—Submitted by a parent
My three children have attended multiple public schools here in SF, and Fairmount by far has been my favorite. This is an incredibly sweet school with excellent teachers and a great principal. There is a small cabal of parents, particularly in the last couple of years, that spend all their time complaining about the homework, most often that it is too hard. Different teachers will assign different homework, the sooner you and your child learn this, the easier middle school and high school will be. If you want your children to learn, they should do their homework. Good habits start early. We don't speak spanish in our house, yet my oldest son, now in high school is fluent in Spanish, and my youngest (still at Fairmount) looks like she'll be even more comfortable with Spanish. We couldn't be happier with Fairmount.
—Submitted by a parent
My son just started 1st grade at Fairmount, and his sister graduated last year. The energy at the school has been wonderful ever since Principal Hillinski stepped in. We cherish our community at Fairmount, where teachers and parents collaborate to make a positive learning environment. Not every teacher is perfect, but I can honestly say that the majority of my daughter's experiences in the classroom and in the after school program were positive. She has started middle school Spanish immersion with confidence and a strong work ethic, thanks to Fairmount. I know my son is in good hands with caring, involved teachers. We also look forward to a year of fun family activities, which our fabulous PTA makes possible through their tireless fundraising and outreach. Fairmount's extracurricular activities like capoeira, Playsports, and our new, expanded gardens make this a truly special school!
—Submitted by a parent
it seems to me that some teachers agree on what the one homework will be for the whole year, thats rigth, the whole year, its frustrating,kids get discouraged,bored,as they are not challenged,only doing the same homework with a few changes for the whole year.You have to request it yourself if you want a different one.No wonder this school is under the standards...parents are frustrated here but many of them are voiceless.
—Submitted by a parent
I have a 3rd grader and a kinder child, and really feel that I lucked out when we got our first choice to this school. We have very involved teachers who work with each other across the grade level and are always looking to better their teaching methods. As well, the parent community is very strong from both the English and Spanish speaking sides (as well as working and non-working). I like the way kids interact at the school and find that older kids treat the younger kids well. The only reason I leave one star missing from this review, is that all public schools are hurting right now and often not able to provide the "extras" that we all wish our kids could have. My kids love their school too, which makes me feel good about our decision to go with Fairmount.
—Submitted by a parent
My daughter went to school at Fairmount. I had to pull her out. The tutoring it was a joke! NO help very disorganize. I volunteer and the tutors did not know what the kids where working on. Also only the spanish speaking (latinos) kids took the spanish test at the end of year and finding out that test did not count like the CST. So is double preassure for our kids. Taking 2 test at the end of the year and only counting 1 not fair. Some teacher had preference on other kids too. Just because their parent participated more, but those where non working parents. Then that lady new principal came very rude did not say goodmorning just walk by you like you where a pole standing there. I have to say the 1st grade teacher Mr. Cuervo he is the best don't know if he is still there. but he know what he is doing and cares about his students. My daughter learned alot with him.
—Submitted by a parent
The other day my daughter said to me, "I'm such a lucky kid, because not everyone gets to go to a school as good as Fairmount." She's loved every one of her four teachers, and learning a second language has been just the challenge she needed to stay engaged in school. There is a very active PTA which raises funds to pay for arts enrichment programs, which along with partnerships with the SF Ballet, Opera, and Symphony, have provided my daughter with exciting arts experiences despite the lack of funding for such things in this state. As a parent I appreciate how knowledgeable and organized the principal is. He gets every penny available for the school and has a can-do attitude. Best of all he is here to stay.
—Submitted by a parent
I think this school is really on it's way. For several years past we've been waiting for a bi-lingual principal who could steer the school in the right direction. I feel we have that as of this year and changes he brings in spirit alone have been awesome. I have a child in this school and one in preschool--who can't wait to start at Fairmount. The teachers we've had from K-1 have been outstanding. Great new talent. Excellent old guard. Lots of collaboration and great team work.
—Submitted by a parent
Playworks is a program that has had a tremendously positive impact on Fairmount Elementary School. This is an organization that the school works with - they provide a coach who works with the students in structuring recess and lunch recess periods. She has been terrific at promoting the values of sportsmanship and being a team player. Playworks has revolutionized recess and lunch recess at Fairmount!
I have to say that I am always pleasantly surprised at how up-beat the positive energy is at Fairmount this year. It is hard to believe that we are halfway through the school-year, as it feels like we just started. I really liked the Baile Familiar and Dia de los Muertos celebrations. These celebrations make this school such a fun place to go. The community is very much alive with great energy and spirit this year.
—Submitted by a parent
This school is a disaster with no respect for teaching as a profession. The principal is a smooth talker who does not follow through with any action. Don't be fooled. There is no emphasis on curriculum, teaching, or safety at this school. It is a dangerous place for children. We had to take our child out in the middle of the year due to safety concerns.
—Submitted by a parent
The 2010-2011 school year is off to a great start under the leadership of our new principal, Jeremy Hillinski. He brings energy and enthusiasm to the difficult task of leading a school that has experienced several leadership changes and a major construction project in the past few years. My daughter is starting 4th grade, and I could not be happier with her progress in mathematics and language arts. Her father and I do not speak Spanish, but her language acquisition, understanding, and accent have been complimented by our friends who do. I worried that she would not thrive in public school, but the challenge of having the majority of her instruction in Spanish since Kindergarten, and the collaborative environment that Fairmount teachers encourage has helped her to flourish.
—Submitted by a parent
As a second grade parent I feel really happy with our school. We have a great principal on board, Mary L. Cranna. She is warm, caring, responsible, responsive, attentive, etc, etc. We're really lucky to have a principal willing to roll up her sleeves and work hard. Great staff, great enrichment programs. An excellent after school program, GLO. We have very actives committees; PTA, SSC & ELAC. They all work together with the principal & staff to benefit our children. Fairmount is the whole package. My child is only in second grade and he reads and writes very well in both English and Spanish. His teacher Mr. Castillo is an excellent teacher. Our community is the best. We are a family. We're Fairmount family!
—Submitted by a parent
The Spanish Immersion program prepares our children culturally and educationally to have great options in life!
—Submitted by a parent
As a first grade parent at Fairmount I am impressed with the quality of administrators and faculty. We have a responsive, caring, and effective principal, Ms. Cranna. My child had an excellent Kinder teacher and a fabulous First grade teacher, and I hear the excellence continues. She's learning, in Spanish AND English. Due to the support of the PTA my child benefits from numerous extra activities: choir, capoeira, social play group, additional PE days, a school librarian. The before and after care program, GLO, is onsite and simply adds to our happy experience at Fairmount. GLO is a quality program, with caring, engaging staff and hours that allow working parents to put in their 40hours without worrying about where their children are afterschool. The school has a fantastic community with engaged faculty and parents. I consider ourselves extremely lucky to be part of this engaged, caring learning-community.
—Submitted by a parent
i have a first-grader at fairmount who transferred there this year from san francisco's so-called 'trophy' public. (among other things, we sought a language immersion program in our neighborhood, which the other school could not provide.) weighed against so strong a competitor, fairmount has performed brilliantly thus far (though it suffers from lack of funding like every other CA public school). first off, this school community is warm. it is welcoming. staff make it their business to know kids' names. it feels like a big family. and the families are wonderful -- all pitching in and helping in the ways that fit their resources and availability. when there is a perceived need that isn't being met or funded, a solid group of active parents gets the job done -- or sets a plan in motion to make it so. and the teaching has so far exceeded our expectations.
—Submitted by a parent
I would like to echo what the previous parent wrote below. My kindergartener is doing great in Fairmount's Spanish Immersion program. She loves it and so do we -- she's learned so much since August and made wonderful friends. The staff is truly excellent, and the school is full of love, support and community spirit. (Last weekend I danced next to the principal in a free class by Loco Bloco as part of the school's Black History Celebration.) Fairmount's before- and after-school program is also excellent. We're very happy. We only wish the teachers and school - and a very well-organized PTA - didn't have to struggle so much with funding issues.
—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.
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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
65 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
57 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.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
52 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.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
52 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 | 41% |
| Females | 47% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 14% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 50% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 27% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 88% |
| 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 | 47% |
| Females | 48% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 8% |
| Fluent-English proficient and English only | 77% |
| 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 | 78% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 60% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 48% |
| Fluent-English proficient and English only | 81% |
| 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) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 89% |
| 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 | 53% |
| Females | 64% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 5% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| 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 | 56% |
| Females | 64% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 24% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| 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 | 43% |
| Females | 52% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 22% |
| 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 | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 37% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 15% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 19% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 0% |
| 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 | 12% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 23% |
| 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
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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 65% | 49% | ||
| White | 13% | 28% | ||
| African American | 8% | 7% | ||
| Multiple or No Response | 6% | 3% | ||
| Asian | 4% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 49% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Cantonese | 1% | 2% | ||
| Chamorro (Guamanian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hungarian | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Ukrainian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
| Special staff resources available to students |
School social worker/counselors(s) |
| Foreign languages spoken by school staff |
Spanish |
| Read more about programs at this school | |
| Specialized programs for specific types of special education students |
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| Clubs |
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| Specific academic themes or areas of focus |
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| Music |
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| Performing and written arts |
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| Specific academic themes or areas of focus |
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| Bi-lingual or language immersion programs offered |
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| Foreign languages taught |
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| Level of ESL/ELL programming offered |
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| Foreign languages spoken by staff |
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| School facilities |
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| Clubs |
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| Instructional and/or curriculum models used |
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| School start time |
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| School end time |
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| Before school or after school care / program onsite |
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| School Leader's name |
|
| Best ways for parents to contact the school |
|
| Is there an application process? |
|
| Fax number |
|
| Instructional and/or curriculum models used Don't understand these terms? |
|
| Specific academic themes or areas of focus Don't understand these terms? |
|
| Bi-lingual or language immersion programs offered Don't understand these terms? |
|
| Specialized programs for specific types of special education students |
|
| Foreign languages taught |
|
| Level of ESL/ELL programming offered |
|
| Staff resources available to students |
|
| Foreign languages spoken by staff |
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| Extra learning resources offered |
|
| Transportation provided for students by the school / district |
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| School facilities |
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| Music |
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| Performing arts |
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| Clubs (distinct from courses) |
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| Operated by |
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| Days offered |
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| Is enrollment limited to students who attend the school? |
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| Is there a fee for the program? |
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| Is financial aid available? |
|
| Website | |
| Phone number |
|
Tips for understanding school culture
| Dress Code |
|
| Parent involvement |
|
| More from this school |
|
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.
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| Students typically attend these schools after graduating | James Lick Middle School Herbert Hoover Middle School A.P. Giannini Middle School |
65 Chenery Street
San Francisco,
CA 94131
Website: Click here
Phone: (415) 695-5669
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