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Teacher quality
Principal leadership
Parent involvement
My daughter is about to complete her first year in Spanish immersion at Hoover. The two Spanish-language teachers (Spanish and Social Studies) are new(ish), and there are disciplinary issues that sometimes disrupt class time. I'm unimpressed with her Science teacher, but that hasn't held back her progress. Otherwise, our experience with Hoover has been very good. My daughter loves band and has gotten a lot out of the program. Her English and Math teachers are first rate. One of the reasons we chose Hoover was their adoption of ALEKS, a terrific math software program that adapts to the individual's grasp of the subject matter. I always get prompt response from her teachers when I contact them via Schoolloop. I've been happy with the social aspects as well. There are lots of clubs and sports available, and from day one the student body was welcoming to the incoming sixth graders. I haven't had direct experience with the discipline problems other reviewers mentioned, so I can't speak to that. But I am impressed by the principal's commitment to the school community, and the positive social and anti-bullying sentiment school-wide.
—Submitted by a parent
II work for the SFUSD and have substituted at Hoover in the past. My family lives in the attendance area that feeds into Hoover. It's hard to believe what has happened to this school under the current administration. Because of a lack of discipline for the chronically disruptive students, the entire school suffers. There are no consequences for behavior which is totally unacceptable. The last time I filled in for a teacher, I was verbally abused by some students, in front of the entire class. I reported it to the office. (The rest of the students were fine, btw) When I returned the following week, nothing had been done. I found out that I was not the only member of the staff who had experienced the same type of "verbal bullying" without any consequences. I love teaching, but, will not send my 2 sons to Hoover. If this can happen to me, I do not want my sons to experience the same thing; disrespect, verbally bullying, and allowing a few kids to disrupt classes, while the administration closes it's eyes.
—Submitted by a parent
Have had 2 kids here . Good teachers, but the administration (the principle at the head) do not handle discipline issues, turn their backs to it, no consequences and pushes a policy of inflating grades. No wonder the grades are meaningless and the teachers demoralized. My last child will go into private school next year.
—Submitted by a parent
There are bunch of thieves in Hoover Middle School. What a shame! My daughter's iphone and her money got stolen and she also found out her friend's iphone got stolen not long ago. It's a place of education for their future but they're learning to be a thief instead!
—Submitted by a parent
This is a review of the Spanish Immersion Program at Hoover Middle School for the 2012 to 2012 school year. With the departure of Ms Garcia this program has been left in the hands of two young and inexperienced teachers, both are very nice young men but neither seem to be effective. My 8th grade student can't focus in either his Spanish Language or Social Studies class as the classes are out of control. The program is not well organized the work is not interesting or challenging and English is spoken in the social studies class. Don't come to this school for Spanish Immersion.
—Submitted by a parent
I'm kind of sad to know that I'm leaving this school in maybe 8 months. Hoover's stuck with me for the past three years, and although the quality is not all great, I have been so proud to be a hawk. Go Hoover Hawks!!
IMy child just graduated 8th grade. If your child is not interested in the music program, there is no particular reason to send them to Hoover. My experience is administration hides behind teacher union rules to avoid any extra work and the (non music) teachers are mostly average to awful. There are a few gems but when your child has core teachers consisting of 1 gem and 3 clunkers, the average isn't pretty. The administration does care about safety, but, not about academics for non honors students.
—Submitted by a parent
I have been at this school 2 years and it just keeps getting better. The principal is working with the staff to make an inner city school become a better place for all kids.
—Submitted by a parent
Because it has helped my two children grow into two mature caring young ladies that enjoy learning.
—Submitted by a parent
The counseling staff at Hoover has exceeded my expectations for over the past 3 years. Joanna Wardell, is an amazing leader and advocate for our kids. She has always made herself available for my daughter. She is well organized and likes her job. The counseling staff should be rewarded because they do an outstanding job, I consider them the backbone of the school.
—Submitted by a parent
Great community builder school. Great teachers & counsulers.
—Submitted by a parent
i love this school although there are sometimes fights and the lunch isn't that good but everything else is absolutely amazing. P.S. I'm a 6th grader attending class of 2010~2012
—Submitted by a student
I attend and am currently an eight grade student at Hoover, and I must say, the school is excellent. Many of the teachers at the school get along with the students just swimmingly and the G.A.T.E program helps above-average students get ahead and beyond of their fellow classmates. I can see, however, why some parents would be somewhat disapproving of the school: some teachers lack the need to communicate with their student's parents. I can assure you, from a student's point of view, most teachers love to talk to parents. If your child does have a teacher who doesn't enjoy communicating with you- don't let one quiet teacher ruin your and your child's experience; many are very easy to talk to. I believe the school is a wonderful environment to ready your child for high school, and I full-heartedly recommend the school. :)
—Submitted by a student
Wow the teachers go above and beyond, we are new to San Francisco, and I have never met such wonderful 7th grade teachers, they call me on the phone with any concerns about my childs grades..thank you all schools should interact like this..
—Submitted by a parent
I attend Herbert Hoover Middle School and I love it. I don't understand why so many parents disapprove of this amazing school...The music program is the best in the district, according to the staff. And because I play in band, I am offended to learn that parents do not like this music program. Teachers here are great with students, and some offer at lunch tutoring and some after-school as well. The classes are awesome and I admit not everyone gets along, but I love this school, and I really don't want to leave.
—Submitted by a student
Hoover is a good school with really friendly kids. Some of the 7th grade teachers are really funny and very eduacated. This school offers a lot of athletics and clubs so the students never get bored. I recomend this school from a student who goes there. Only problem is the lack of communication with parents and kids.
—Submitted by a student
hoover is a very goo school. all of the teachers are efficient and nice. two math teachers are especially good. the library was open during the 2007-2008 school year. the school has great clubs available, including the rocket club named Hamr(hoover areonautica modeling rocketry). are twotwo lunch period
—Submitted by a student
Hoover is the coolest school ever! I love the teachers! It also has a great Music Department.
—Submitted by a student
Unless your kids are Gate, they will simply get passed over just to graduate. The counselors/admin only call parents when there is a problem. Not a lot of positive interaction. No tutoring or 'free' after school opps - I questioned them about this several times w/absolutely no help/concerns/recommendations. No library! I don't feel this school has properly prepared them for high school. I feel the school or district should have offered me help to increase grades. Mine graduated, but barely! I don't recommend Hoover - it's not necessarily better than AP or Aptos. If you have $-send them to private-I definitely would have, but I wasn't able.
—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 59% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
315 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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
312 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
206 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.
302 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
362 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
382 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
359 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 | 63% |
| Females | 66% |
| Males | 61% |
| African American | 17% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 76% |
| Students with disability | 18% |
| Students with no reported disability | 66% |
| English learner | 10% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 60% |
| Females | 59% |
| Males | 59% |
| African American | 0% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 70% |
| Students with disability | 19% |
| Students with no reported disability | 62% |
| English learner | 27% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
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 | 84% |
| Females | 91% |
| Males | 79% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 75% |
| All Students | 72% |
| Females | 75% |
| Males | 69% |
| African American | 64% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 7% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 61% |
| All Students | 55% |
| Females | 56% |
| Males | 53% |
| African American | 25% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 26% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 46% |
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 | 42% |
| Females | 49% |
| Males | 33% |
| African American | 23% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 20% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 29% |
| All Students | 72% |
| Females | 80% |
| Males | 61% |
| African American | 64% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | 50% |
| Students with no reported disability | 72% |
| English learner | 19% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 64% |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | 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 | 98% |
| Females | 100% |
| Males | 96% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 98% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
| All Students | 61% |
| Females | 66% |
| Males | 55% |
| African American | 26% |
| Asian | 76% |
| Filipino | 55% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 70% |
| Students with disability | 16% |
| Students with no reported disability | 65% |
| English learner | 17% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 47% |
| All Students | 64% |
| Females | 68% |
| Males | 59% |
| African American | 40% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 21% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 56% |
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 6
Grade 7
Grade 8
All students
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Male
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African American
Asian
Filipino
Hispanic or Latino
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Non-economically disadvantaged
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Fluent-English proficient and English only
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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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 48% | 8% | ||
| Hispanic or Latino | 22% | 49% | ||
| White | 11% | 28% | ||
| Multiple or No Response | 8% | 3% | ||
| African American | 7% | 7% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Cantonese | 31% | 2% | ||
| All other non-English languages | 7% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Burmese | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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