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Teacher quality
Principal leadership
Parent involvement
I do have a question, How Green supporting sustainability, is this school? Will you nominate this school as one that is greening the premises? Please give me some feedback. Thanks! Sandra
"Hi, my name is ********** and what I like about Glen Park Elementary School is that it feels safe and I do not get bullied. I also like the way my teacher teaches science. He does hands-on experiments which really help me see the way things work. I feel confident on tests. All the teachers are funny and give me the courage to ask and answer hard questions. All of the teachers I have ever had at Glen Park Elementary have taught me a lot. So, I would like to thank them. I really like that the SF Unified School District has a new and improved school lunch program! That makes attendance at Glen Park Elementary even better!" We posted a review 4 long years ago when our oldest started kindergarten at GPS. I asked my oldest what she liked her about her school recently and that's what she wrote. It's been a great experience for my kids. They have learned an amazing amount from teachers who are very good at differentiating the curriculum. They have had great field trips and exciting art enrichment. They are excited about school and learning. Parent involvement has grown by leaps and bounds since we started as well. With our new principal, we couldn't ask for more!
—Submitted by a parent
As a parent of a kindergartener, we're really pleased with the school so far. The new principal, Jean Robertson, is fantastic, and the staff seems very engaged and committed. The PTO and staff seem aligned in elevating the school to the next level, and there is really nice enthusiasm for the increasingly neighborhood school. We've also been very pleasantly surprised with the number and breadth of "extras" (Playworks, SFArts, learning clusters for the kids, a new robotics project, a beautiful library and computer lab), and the great physical plant after the recent extensive re-model (and the upcoming greening project). It feels like a great time to be at this up-and-coming school.
—Submitted by a parent
In 1952, the principal allowed a TV in the lunchroom so everyone could watch the World Series. The Yankees beat the Dodgers as I remember. The playground was divided with a boy's side and a girl's side. Once I had to go into the girl's side to retreive a ball much to the amusement of all the students. It wasn't so bad because I was in love with Mara and I got to show off to her. Great place to grow up.
My child is a kindergartner at Glen Park School, and we have had a great experience so far. His teacher is incredibly dedicated -- I see her at the school late into the evening, volunteering at every school event, faithfully attending PTO meetings, and giving much of her own personal time to support the school. The new principal is dynamite and has already made some great changes at the school. I feel a strong sense of community among the parents, kids, teachers, and staff. Over the past few years they have built an energy and momentum that's really pretty special. We live in the neighborhood and have noticed a definite increase among local families sending their kids to Glen Park. Feels like great things are happening over there.
—Submitted by a parent
Glen Park has gone through a lot of changes. I love the feel of community and how the teachers genuinely care. My son was extremely shy and my son was welcomed by other students for being new which helped to be more confident. The teachers and staff are pro active with each child's development.
—Submitted by a parent
We just started kindergarten at Glen Park this year. So far we are very happy. This school has so much potential! The PTO is enthusiastic and growing. The renovations make the learning environment bright and cheery, the teachers are committed, the new and experienced principle is a great leader and I believe this will have a tremendous trickle down effect. The school has received a greening grant and is on track to start greening the property this year. Next year the plans are in place for a brand new outdoor education space and garden. The GATE (gifted and talented education) program is getting a fresh new start this year after a two year break. Many of the things we were hoping to find in this wonderful, up and coming Great School!
—Submitted by a parent
I just graduated glen park it's been the best years there. The teachers really help you. I wish that school goes up to middle.
Glen Park has been a rich, warm and safe learning environment for my son. The teachers are very dedicated and many have been at the school for 10+ years. I've been impressed with their ability to address and accommodate behavior issues and meet different learning needs within the same classroom. We have a growing and active PTO that emphasizes community building. Parent involvement is welcomed but not demanded, so you won't be made to feel guilty if you can't volunteer in the classroom or supervise field trips. The PTO funds Playworks, which provides a full-time staff person who is out there with the kids every recess, teaches weekly sports skills classes to all kids and organizes afterschool sports leagues.) We have a brand new playground for grades 1-5 with a large playstructure, open area and plans for playground greening. The kindergarteners have a separate play yard, which helped ease my son into the world of elementary recess. The school's partnership with SFArts Ed means every student gets a chance to participate in theater/art/dance classes each year. Overall, it's been a great match for our family.
—Submitted by a parent
My daughter is doing well academically and socially. She has had wonderful teachers so far.
—Submitted by a parent
We are a new kindergarten family, and after our initial shock of not making the top schools , I embraced glen park and am happy I did. It is not over crowded there are 20 students in my daughter's class and she loves it. She is learning to read and write beyond my expectations. The facility is beautiful with many resources, computer labs, librarian on staff and clusters. The PTO is growing, so look out other schools ! Give GP a chance and you will not be disappointed .
—Submitted by a parent
outstanding extracurrilar programs, Arts ,Music and an exceptional PE program , unlike anything seen in any elementary school. Principal is vetran [ 27 yrs at Glen Park] she leads a top notch staff , clean and safe site
great school my first grader enjoys the activities and has learned a lot this year. they also have a great after school program
—Submitted by a parent
My son has attended Glen Park for since kindergarten and is now in the 2nd grade. The Glen Park teachers he has had so far have done a great job in my son's learning and development.
—Submitted by Scott Poggenburg, a parent
Glen Park Elementary has a long history as one of the best to worst schools in San Francisco. There is extremely little parent involvement, no PTA, no organized volunteer group etc. There is no play structure. There are exceptional resources to the school promising opportunity for improvement in the future. The school is exceptionally clean and well organized, although the playground lacks volunteers making it understaffed and somewhat anarchial.
—Submitted by a parent
I have had two children in this school and it is a great school. The principal and teachers always do what is in the best interest for the children. The extra curricular activities like the Arts program, music and the After School Learning program are great.
—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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
45 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.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
43 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
39 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 | 53% |
| Females | 57% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 36% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 62% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 52% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| 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 | 26% |
| Females | 18% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 21% |
| Fluent-English proficient and English only | 32% |
| 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 | 29% |
| All Students | 42% |
| Females | 28% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 43% |
| Fluent-English proficient and English only | 41% |
| 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 | 57% |
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 | 41% |
| Females | 57% |
| Males | 24% |
| 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 | 39% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 17% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 52% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 28% |
| 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 | 54% |
| Parent education - some college (includes AA degree) | 42% |
| 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 | 62% |
| Females | 76% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 33% |
| Fluent-English proficient and English only | 74% |
| 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) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 62% |
| Males | 30% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 15% |
| Fluent-English proficient and English only | 61% |
| 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) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 52% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 25% |
| 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) | 53% |
| 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
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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 48% | 49% | ||
| African American | 18% | 7% | ||
| Asian | 12% | 8% | ||
| Filipino | 11% | 3% | ||
| Multiple or No Response | 6% | 3% | ||
| White | 4% | 28% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 40% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| Cantonese | 7% | 2% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| All other non-English languages | 6% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Hindi | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
Instructional aide(s)/coach(es) |
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