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GreatSchools Rating

Hoover (Herbert) Middle School

Public | 6-8 | 1174 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

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34 reviews of this school


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Posted January 7, 2014

I've had two kids in this school and the school continues to change and with each change things are more unstable, unhappy teachers, fights and bullying among studnets with a teacher right there and they won't intervene. It is ok for student to attack another student and the victim is not allow to defend themselves, the bully is not punished and sent to behavioral change classes which doesn't change the bullying. So yeah, this is a very large school and yeah the bullying getting is worst, sometimes the bullying is done by the teachers. So I'm really disgusted right now. Then there's the PTA fund. In 2012-2013 school year, we found out that over $6000 was spent on food and the money didn't go to better the school for the students or staff to provide an better learning environment. This school year 2013-2014, there is almost no parent involvement and the PTA is doing as little as possible. I am sad to see how much this school has changed when my oldest went here to the way it is now. There's no information going home to the parents so even being at the school or talking to other parents who are involved, there is nothing.
—Submitted by a parent


Posted May 6, 2013

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


Posted February 5, 2013

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


Posted November 14, 2012

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


Posted October 25, 2012

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


Posted October 17, 2012

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


Posted September 22, 2011

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!!


Posted June 5, 2011

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


Posted May 6, 2010

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


Posted April 23, 2010

Because it has helped my two children grow into two mature caring young ladies that enjoy learning.
—Submitted by a parent


Posted April 22, 2010

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


Posted April 21, 2010

Great community builder school. Great teachers & counsulers.
—Submitted by a parent


Posted March 25, 2010

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


Posted August 14, 2009

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


Posted February 20, 2009

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


Posted January 10, 2009

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


Posted September 19, 2008

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


Posted September 5, 2008

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


Posted February 4, 2008

hoover is a outstanding school
—Submitted by a student


Posted January 19, 2008

Hoover is the coolest school ever! I love the teachers! It also has a great Music Department.
—Submitted by a student


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

About these ratings

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

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

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

This school's
API score

816

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

816

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-7

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

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

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

317 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
63%

2011

 
 
66%

2010

 
 
68%
Math

The state average for Math was 55% in 2013.

319 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
60%

2011

 
 
65%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
84%

2011

 
 
86%

2010

 
 
n/a
English Language Arts

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

328 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
72%

2011

 
 
67%

2010

 
 
70%
Math

The state average for Math was 52% in 2013.

327 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
55%

2011

 
 
57%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

278 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
42%

2011

 
 
49%

2010

 
 
65%
English Language Arts

The state average for English Language Arts was 57% in 2013.

320 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
72%

2011

 
 
71%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
7%

2010

 
 
27%
Geometry

The state average for Geometry was 85% in 2013.

38 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

339 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
61%

2011

 
 
56%

2010

 
 
56%
Science

The state average for Science was 67% in 2013.

319 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
64%

2011

 
 
61%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students61%
Females68%
Males52%
African Americann/a
Asian69%
Filipino50%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged55%
Non-economically disadvantaged73%
Students with disability23%
Students with no reported disability63%
English learner8%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate57%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state32%

Math

All Students64%
Females64%
Males62%
African Americann/a
Asian78%
Filipino55%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged59%
Non-economically disadvantaged72%
Students with disability13%
Students with no reported disability66%
English learner20%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate59%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)60%
Parent education - college graduate81%
Parent education - graduate school/post graduate61%
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students66%
Females72%
Males60%
African American13%
Asian78%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged60%
Non-economically disadvantaged75%
Students with disability15%
Students with no reported disability70%
English learner12%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate50%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)56%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Math

All Students65%
Females64%
Males66%
African American0%
Asian85%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged59%
Non-economically disadvantaged77%
Students with disability19%
Students with no reported disability69%
English learner31%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate63%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)59%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students48%
Females44%
Males51%
African American0%
Asian65%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged43%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability48%
English learner21%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate62%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)29%
Parent education - college graduate66%
Parent education - graduate school/post graduate74%
Parent education - declined to state44%

English Language Arts

All Students67%
Females68%
Males66%
African American43%
Asian78%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged60%
Non-economically disadvantaged77%
Students with disability31%
Students with no reported disability68%
English learner15%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate56%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)63%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to state62%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students58%
Females57%
Males59%
African American33%
Asian75%
Filipino55%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged49%
Non-economically disadvantaged72%
Students with disability10%
Students with no reported disability62%
English learner2%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate44%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)53%
Parent education - college graduate85%
Parent education - graduate school/post graduate79%
Parent education - declined to state51%

Science

All Students61%
Females61%
Males60%
African American43%
Asian75%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged56%
Non-economically disadvantaged68%
Students with disability23%
Students with no reported disability62%
English learner15%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate50%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)47%
Parent education - college graduate79%
Parent education - graduate school/post graduate88%
Parent education - declined to state57%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 56% 11%
Hispanic 23% 51%
White 8% 27%
Two or more races 6% 3%
Black 5% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Reading specialist(s)
Read more about programs at this school
Source: Provided by a school official.

Let your school shine!

School leaders: Help your school shine on GreatSchools
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Special education / special needs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities

Arts & music

Music
  • Jazz band

Language learning

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

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School leaders: Help your school shine on GreatSchools
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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Thomas H. Graven
Is there an application process?
  • Yes
Fax number
  • (415) 759-2881

Programs

Instructional and/or curriculum models used

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

Resources

Staff resources available to students
  • Reading specialist(s)
Transportation options
  • MUNI

Hoover Middle School Afterschool Enrichment Program (ExCEL Program) (after school program)

About the program
  • Stonestown YMCA provides enrichment, recreation, academic support and field trips everyday after school.SFUSD ExCEL afterschool programs ensure involvement of teachers from students' schools to make sure that afterschool academics are aligned with the school day curriculum. Every school with an ExCEL program partners with a nonprofit community based organization to run activities and build bridges to the neighborhood.
Operated by
  • Stonestown Family YMCA
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:25 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 6-8
Is there a fee for the program?
  • Yes
Website

Summer program 1

About the program
  • Sixth Grade Step Up Program Program will provide a one week orientation to middle school program for incoming 6th graders
Types of activities
  • Academic
  • Arts
  • Life skills
Operated by
  • SFUSD
Dates offered
  • June 3, 2013 - June 7, 2013
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 6
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Softball
  • Track
Girls sports
  • Basketball
  • Softball
  • Track

Arts & music

Music
  • Jazz band
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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2290 14th Avenue
San Francisco, CA 94116
Website: Click here
Phone: (415) 759-2783

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