GreatSchools Rating
Extended care
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Teacher quality
Principal leadership
Parent involvement
This school may not be the best but it does have benefits. Teachers have gotten better and THEY DO CARE. Supervision has also improved due to the change in principals. There are good and bad students but if you go up to them and ask a simple questions like "Where is The main office?" they will most likely tell you politely.
I currently attend to this school and all i can say is good. Although the lunch here isnt that great, the teachers do care about you. i had a friend with some life problem and the teacher noticed it. after school the teacher had a talk to her and gave her some advice and told her to go to the school council. now she is a lot better and although she still does have problems, her problems have went down. SO FOR THOSE WHO SAY THE TEACHERS DONT CARE, GET TO KNOW THE FACTS BEFORE SAYNG
great school where the kids are "smart" enough to eat rat poison that was left on top of a file cabinet
All of the teachers are nice and caring. The principal just came back from the hospital but he is doing very good job. Our school may not look very new and clean, thats why we're doing construction to the whole school. Next year, the school is going to look better and new then any other school! MLK also has support classes if you need help with a certain subjects. I recomend you to go to this school!
the lunch line here takes for ever your whole lunch! and by the time u get your lunch ,lunch break is over. there is no point of going to the school its not good teachers and staff done care about u.
This middle has lots of bullies. The school staff said this school has lots of special need students! There were couple incidents have happened on my children, my mother in-law and me. The thing is, where is the teacher? The 'special need student' even bully the pedestrian around MLK.
—Submitted by a parent
MLK student always bully the others, even the pedestrain. Seems they don't have enough teachers/staff.
—Submitted by a parent
I am currenty a sixth grader here and I love it.......the only thing I am not very fond of is the teachers (some of them at that) I love our pricipal as well
—Submitted by a student
This school has no structure. My daughter has only been going there for a month and i am taking her out. The children are allowed to do what they want. Where is the supervision. This school needs to be checked out by the Board of Education because there is some foul stuff going on there.
—Submitted by a parent
I am a 6th grader and I can already say that I love this school. The teachers here are fun and easy to love. This school does give out easy A's,though,and the work is easy. Most students here are easy to get along with so no need to worry social wise. There will always be somebody who will take you or your child in as a friend. It's a mixed school and I have met people here from everywhere, even places I didn't know existed! The orientation helped out a lot. I would have been lost on my first day without it! It's a small campus so it's easy to get to your next class. Social wise, I think this school is not cliquey so it's a five out of five stars. Academic wise, I think it deserves three stars. Send your child here,I'm pretty sure they'll have a fun!
—Submitted by a student
I am currently an eighth grader here at MLK, and it has been a great school year. Our band is flourishing, I can boast that some of our members has made it into All-City band last year, and are confident they'll get in once again this year. I am in the 'small community,' which has only two teachers instead of five, and my teachers are wonderful. They always recommend tutoring and try their best to explain questions, but from what I hear from the 'large community,' only their math teacher is serious. Our PE teachers has just became more strict in terms of dressing. Also, our newest principal, Dr. Eddings, takes his time to talk to every student (he also has a great humor!) and sends newsletters daily to our parents. I am satisfied with this school, but I believe it still has a lot of improvement to go through.
—Submitted by a student
It's not the best school, but it's not the worst either. I am in 8th grader here right now, and it's a pretty fun school, though there is not much to do. You have very little elective classes to choose from, but they're really great classes. It is a very diverse school. There are art programs, plenty of them. The only way to get to play music would be through band, which is still working its way up there. The school just bought new PE equipment, so there's tons of new sports to get through. My class just got through football, and now we're learning to play badminton. Overall its a fairly good school, but it could be better
—Submitted by a student
Although this school bost some of the the finest teachers it is not apparent when you child is attending. Teachers don't take time with children needing added help, the would rather send themt o the office with a suspension for not participating in class. The truth is that many young children are lost in MLK and the Principal and Counslers are only interested in their state funding and levels not with education our children. There is no music or arts program here, however they do have SPORTS...where is the balance? Just don't send your child here!
—Submitted by a parent
I'm currently an 8th grader at this school and over the years, all i could say is it was neither good nor bad. The work was moderate, it wasn't really challenging, we didn't even have electives until i was in 7th grade and this year they cut band class, drama, and business class. Also its easy to get an A, depending on the teacher. 4.0s are easy to get, its just that most of us are too lazy. If your in the small community, most likely you'll get an easy A. If your in the big community your most likely to have an A, too, but compared to the small community, you'll have more work. I don't really like it here, cause its not all challenging. Most teachers are easy, while some are hard, but since this school is not a big school, the teachers help us out a lot individually. Some teachers are really down to earth and we would talk to them bout stuff we would talk with our friends. Some teachers you can tell your problems to and they'll help you. I would recommend people who want are average/normal to go to this school, if you want a challenging school, then this isn't the school for you. Also we do have uniform, so if you like uniforms and the color red, then come here
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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
148 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
148 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
148 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.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
148 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 | 35% |
| Females | 44% |
| Males | 28% |
| African American | 12% |
| Asian | 37% |
| Filipino | 43% |
| 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) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 41% |
| Students with disability | 0% |
| Students with no reported disability | 38% |
| English learner | 5% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 30% |
| 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 | 37% |
| All Students | 30% |
| Females | 35% |
| Males | 28% |
| African American | 0% |
| Asian | 49% |
| Filipino | 14% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | 0% |
| Students with no reported disability | 33% |
| English learner | 15% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 33% |
| 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 | 31% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 46% |
| Females | 52% |
| Males | 38% |
| African American | 18% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 4% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 49% |
| Females | 55% |
| Males | 41% |
| African American | 11% |
| Asian | 73% |
| 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) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 25% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
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 | 28% |
| Females | 33% |
| Males | 24% |
| African American | 5% |
| Asian | 49% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 16% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | 54% |
| Females | 65% |
| Males | 45% |
| African American | 25% |
| Asian | 68% |
| 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) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 7% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 37% |
| Females | 45% |
| Males | 32% |
| African American | 17% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 20% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | 8% |
| Students with no reported disability | 43% |
| English learner | 3% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 61% |
| Females | 66% |
| Males | 57% |
| African American | 14% |
| Asian | 85% |
| 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) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 39% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
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
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Parent education - college graduate
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All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 49% | 8% | ||
| Hispanic or Latino | 21% | 49% | ||
| African American | 18% | 7% | ||
| Filipino | 5% | 3% | ||
| Pacific Islander | 4% | 1% | ||
| Multiple or No Response | 2% | 3% | ||
| White | 1% | 28% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 33% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 73% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 44% | 2% | ||
| Spanish | 39% | 85% | ||
| All other non-English languages | 6% | 1% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Samoan | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Toishanese | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 16 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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350 Girard Street
San Francisco,
CA 94134
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Phone: (415) 330-1500
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