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Teacher quality
Principal leadership
Parent involvement
FSK is an amazing jewel! My son has had such wonderful warm, dedicated, creative, organized, and inspiring teachers at Key. This year, the PTA has brought a year-long art curriculum called, Art in Action, into the classroom (K-5.) This means that all of our students will be studying 12 different artists each year and will be introduced to new art mediums such as charcoal and watercolors while learning how to create their own ancient cave paintings and works of art based off of Picasso, Van Gough, and the many other great masters. Overall, FSK has a strong sense of community that feels very inclusive.
—Submitted by a parent
I am a parent of 2nd & 4th graders at FSK. After going on 14 school tours, FSK was my favorite. I was impressed with the principal, teachers and parents back then and continued to be amazed at their dedication to the students. I appreciate the principal, who is takes time to listen to parents' concerns and encourages parents make teacher requests for the next year. The teachers are wonderful! They differentiate their lessons so my boys are challenged and enjoy their classes. Also, they have worked to include technology in the classroom with electronic touch whiteboards and a shared set of classroom laptops. There is a large special needs population, which develops empathy in all students. The school also has very extensive after school offerings - Beacon (free for 2nd-5th), CDC (sliding scale) & CYC (fee-based). A huge plus is the tuition-based Mandarin program that runs 4 days a week onsite. There is also guitar lessons taught by parent & teacher volunteers. One of my main reservations of this school was the early start time, but have found it to be beneficial to start the day early and get out early. Overall, we are extremely happy that we are here.
—Submitted by a parent
I had a good feeling about Francis Scott Key from my first visit, and it turned out to be right on. The school, from the top down, sets high standards for leadership, education, citizenship, family and friendship. The principal, Mr Wong, is a strong leader, and the kids like and respect him. The teachers are excellent. The school is warm and inclusive. While volunteering at lunch recently I saw an older student stop her friend in the lunch room so she could sing her a song. She had hurt her friend's feelings and the song was her way to apologize. It was a humble act of kindness that tells me Key is teaching our kids well.
—Submitted by a parent
FSK is such a wonderful school. The teachers are fantastic and are involved in EVERY aspect of your childs learning. Their dedication shows in all they do and they are supported through the leadership of Mr. Wong. It is so nice to see a Principal who participates and is always there to greet you. They have a great PTA who are dedicated to making FSK a community by funding programs and putting on really fun communtiy events. The school also has a great After School Learning Program. FSK truly is the hidden gem of SFUSD!
—Submitted by a parent
This is a terrific school, with high academic standards, fabulous teachers, and great new facilities. The parents are very involved, and new programs are being developed all the time. There is a terrific on-site afterschool program with Mandarin classes and judo, chess, guitar, etc. There is a great sense of community with most of the students leaving in the neighborhood. The school has an exceptional special ed program as well as many extra activities for gifted kids.Overall, exceptional school.
—Submitted by a parent
My son is an inclusive student at FSK. FSK was my first choice after visiting more than 20 public schools at SF. As my son gets older (3rd grader this year), he shared more fun activities that he did at school with me. And he LOVE going to school every day. All his teachers not only are very caring, but communicate frequently with me to address my son's certain needs. Most importantly, I heard so many good things from other parents about teachers at FSK. I think this is because our principle, Mr. Wong, sets a high standard for teachers and himself. Mr. Wong is very approachable, and a great communicator as well. In addition to teachers, all staff, paraprofessionals are great, too. No wonder my son can't wait to get back to school after long summer break each year.
—Submitted by a parent
Our son started Kindergarten at FSK last year and is now attending first grade. Wanted to wait one year before writing a review. We listed FSK as #1 choice in the lottery. Everything we expected from the tour turned out to be true. You and your child feel welcomed, teachers are there because they love to teach, great PTA/Principal relationship, good diversity of students, wonderful Mandarin after school programs. Child comes home happy and eager to tell us about what he learned that day. Oh... the remodeling is pretty much done... new play structure... bathrooms... yard... classroom... etc...
—Submitted by a parent
Friendly. Inclusive. Academic. Superb test scores. Best after-school program in the city. Principal of the Year. Teacher of the Year. Great activities. Strong PTA and School Site Council. Second to none and getting even better!
—Submitted by a parent
I was not sure if I should send my boy whom turned 5 this Oct 2010 and I was able to speak to the principal before my son started kindergarten and had my questions answered by the principal. When we started school, I feel all my worries are gone since my son enjoys going to school so much that he wants to go to school on weekends too. The teachers both during school time and afters school are all excellent. Also I feel welcomed by the PTA and the whole school. Also there are mandarin after school program and chess and cooking and gardening classes.
—Submitted by a parent
I love this school. Having moved from an excellent school out of state I was nervous about having my kids join the sfusd. We were placed at F S Key and we were so lucky to get into such a wonderful school. From day one it was obvious what a welcoming community this school has. The PTA is very involved and super friendly. The principle is fabulous. The kids like and respect him and it shows by their actions. This year my younger son was able to start kindergarten and begs to go to school. I feel both my boys are getting a great education in an excellent learning enviroment. The on going remodel is just icing on the cake.
—Submitted by a parent
This is my son's second year at FKS now as a first grader. I am so glad that the lottery placed us here. Last year, when my son was a kindergartener, I was really worried that he would have a hard time in school. He is a whirlwind of activity and energy and I was concerned that an overworked public school teacher would find him too distracting for the class. However his teacher actually embraced who he was and still managed to easily get him into the rhythm of learning and structure. She was awesome. Now he is in first grade with another amazing teacher. But it's not just great teachers that make this a great school. It's a great principal (Principal of the Year), teachers, librarian, parents, kids and programs!
—Submitted by a parent
Excellent Leadership (Principal) Excellent and caring teachers and staff. Students are academically challenged and taught to respect and care for each other.
—Submitted by a parent
Both of my daughters goto this school and i have nothing to worry about cause you have the Principal of the year Mr.Wong and all of his teachers are great and actually take there time in teaching there kids.Great support from the PTA and parents too!
—Submitted by a parent
My Kindergarten nephew has settle into this school like no other! He loves it. He knows everyone and everyone knows him. Can't ask for a better transition from preschool!
FSK is a very special school and community. We feel so lucky to have our eldest in Kindergarten. Amazing Principal and teachers -- great PTA working to improve on an already great school. Resources for the kids -- we love it, love it, love it.
—Submitted by a parent
the teachers are great, good location, large yard open on weekends, excellent after school care. it was my 1st choice school!
—Submitted by a parent
Teachers put a lot of effort in teaching the students. Parents get up to date info on students academic progress consistently. Very engaging school, love the principal, Mr Wong, teachers and the PTA. FSK has a good curriculum, esp. their learning programs in school enhances my child's academic and computer skills. I have seen a lot of improvement from my child and it's really fun to hear what's been taught daily from FSK.
—Submitted by a parent
Best school I could wish for my daughter! Stuff is incredible and professional. You should see how kids' eyes shine when they see their principal Mr. Wong, how excited they are every morning to see their teachers and friends! Great school for the kids with special needs (not to mention that Mr. Wong's second degree is for Kids with the special needs). I would highly recommend this school to all parents! No exceptions!
—Submitted by a parent
Francis Scott Key is a great school with excellent staff dedicated to the children and school community! The school works seamlessly with community based organizations which enables the delivery of additional school services that benefit every child. The principal's door is also open all the time. He never gives you the feeling that he is too busy and welcomes everyone. Mr. Wong's drum beat is always "It's for the kids." Key also has the largest population of inclusion students in the district. Mainstream classes are brought into the inclusion classes where they learn about the children, their needs, and their needs - a teaching opportunity that fosters dignity, understanding and compassion. Parent involvement is always welcome and participation in volunteer events is high. The school/parent relationship is a large focus at Key and brings with it an additional layer of resources every school needs. Key is a Great School!
—Submitted by a parent
Nice principle, great teachers and good after school program.
—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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
81 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
81 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
71 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
72 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 | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | 82% |
| 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) | 83% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 79% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 86% |
| African American | n/a |
| Asian | 82% |
| 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) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 72% |
| Females | 75% |
| Males | 69% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 41% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 81% |
| Males | 88% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 59% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | 91% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 78% |
| Females | 85% |
| Males | 72% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 67% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 63% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 74% |
| 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 | 78% |
| Females | 82% |
| Males | 73% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 50% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 77% |
| Males | 71% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 50% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 33% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 75% |
| 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
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Grade 5
All students
Female
Male
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Asian
White (not Hispanic)
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Non-economically disadvantaged
Students with no reported disability
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Gifted and talented
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 | ||
|---|---|---|---|---|
| Asian | 73% | 8% | ||
| White | 10% | 28% | ||
| Hispanic or Latino | 7% | 49% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 3% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 44% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 63% | 2% | ||
| All other non-English languages | 8% | 1% | ||
| Mandarin (Putonghua) | 7% | 1% | ||
| Spanish | 5% | 85% | ||
| Vietnamese | 5% | 2% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| Hindi | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Burmese | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
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| Average class size | 19 | N/A | 25 |
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| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
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| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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| Students typically attend these schools after graduating | A.P. Giannini Middle School |
1530 43rd Avenue
San Francisco,
CA 94122
Website: Click here
Phone: (415) 759-2811
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