GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
I currently have a 1st and 4th grader at Lafayette and we couldn't be happier. The teachers and the parent community are what really make this school shine. My kids have never had a teacher we didn't love and the PTA is strong and welcoming, raising thousands of dollars each year to provide wonderful programs for our kids such as Art in Action, PE, Smart Boards, Artists in Residence, and an awe inspiring school musical. We feel so lucky to be part of the Lafayette community.
—Submitted by a parent
Lafayette is a great place to learn. The teachers are really great and teach in a way so everyone can learn. The school is so diverse and fun. I made so many friends and had awesome experiences in all of the six years I was there. Go dolphins!
This is the second year that my child is in the auditiroy/oral pre-k class at Lafayette elementary school and we love it! The teacher is outstanding and does a great job with the kids. I will be keeping my child in this school till the 5th grade. The principal, Mrs. Ruby Brown does a great job with her staff and the PTA is outstanding. I would recommend this school.
—Submitted by a parent
Great neighborhood school. Most kids are from the outer Richmond, and the families are committed to the school and the neighborhood.
—Submitted by a parent
I can not be happier with Lafayette!!! My daughter is in kindergarten and LOVES her school, her class, her teacher and fellow students. I love the diversity of the student body, the great involvement of the parents, the school staff, the teachers and wonderful Mrs. Brown. The PTA is super involved and very inclusive of anyone who wants to help in any way, big or small. Everyone is super friendly, and while it is a larger school I feel like we are part of a small loving community. My daughter is thriving and we as a family are making great friends and great memories as well!
—Submitted by a parent
Lafayette is an incredibly warm and welcoming school. The teachers are passionate about their job, and the principal is fabulous. The parent community is incredibly involved and committed to the success of the school! My son adores his teacher, who is very challenging academically, while also fair, kind, and passionate about helping each child rise to his/ her full potential. We feel so fortunate to be part of this school. I have a son in 3rd grade and an incoming kindergartner who is excited to start next year!
—Submitted by a parent
My 1st grader comes home from school everyday BEAMING and nearly always says, "Mom, I'm ready to do my homework!" as soon as he walks in the door. When I first asked him if he liked his new teacher, he said, "No, I don't like her, I LOVE her!" Lafayette teachers are amazing. They have the right mix of challenge and support and go above and beyond to create a positive learning environment for our kids. A couple weeks ago, two teachers were at my home until 10pm at night helping with the grant writing committee!! The parent community is made up of the hardest working volunteers I have ever seen. They treat their volunteer jobs like actual paid positions. The principal, Ms. Brown, puts her students first and does a great job supporting the teachers and parents. Attending Lafayette makes you feel like you really did win the lottery!
—Submitted by a parent
This school emphasizes community. There is strong student, parent, teacher/staff, and community participation. Amazing things happen when so many people come together to ensure a quality education for our youth. There is wonderful access to so many resources: art, music, drama, sports, environment, language programs, civic responsibility, as well as the standard education, all under the guidance of a strong, caring principal. I have a 4th grader and a recently graduated middle schooler
—Submitted by a parent
Our daughter is now in 1st grade at Lafayette and we are as ever, impressed by the level of teaching, the cohesive community and the dedicated and hard working PTA. The teachers have high standards and strive to keep the students challenged. In addition, every family is made to feel a part of the school and community building is a priority. Our daughter is thriving and we have really enjoyed being active members of the parent community. Lafayette is truly a gem!
—Submitted by a parent
As the parent of a kindergartener at Lafayette, I have been very impressed with the classroom instruction and parent involvement at the school. It has high academic expectations along with a friendly, supportive teaching staff and community. This "hidden gem" in SFUSD won't be hidden for long.
—Submitted by a parent
Our child just started kindergarten and we really love Lafayette so far. The PTA members are amazing--hardworking, caring, and inviting--and the PTA membership is quite large at the school. The teachers clearly love their work and there is camaraderie, affection, and team spirit between the teachers and the principal--the AWESOME Ruby Brown--which is absolutely key to a school's success. What a gem.
—Submitted by a parent
The bottom line at this wonderful school is that if it doesn't meet your expectations, it's your own fault. The opportunity for meaningful involvement here is astonishing.
—Submitted by a parent
Lafayette is a great place. The teachers care deeply about the kids and do a great job teaching them and helping them grow as individuals. Mrs. Ruby Brown, the principal, does a great job of keeping the school on track and on target. The Lafayette community and the PTA are most excellent and helpful people.
—Submitted by a parent
We've had a great experience so far and we are so happy to be part of the Lafayette community. My daughter is finishing up a wonderful Kindergarten year. She loves school, has made lots of friends, learned a ton, and is even in the school play. The PTA is active and it feels like a neighborhood school in the midst of a large city.
—Submitted by a parent
My daughter absolutely loves this school. The principle is very involved and the students seem to really love her. Definitely a place you want to consider!!
—Submitted by a parent
Great PTA, great teachers, and great after school programs! My child is very happy and confident.
—Submitted by a parent
In addition to being a great school in terms of academics & arts, Lafayette was the only school I visited when I was evaluating kindergarten placement that emphasized character development as a key component of our childrens' education and of the community. The kids say a pledge of respect each morning after the pledge of allegiance and the school cultivates 'conflict managers' from the 2nd grade on so that children learn how to mediate when disagreement occurs. My son's class is really like a family - very supportive of one another and really caring in how they interact. We feel so happy that our children are learning not only how to think and how to execute, but how to be good people in the community and in the world. Go Lafayette!
—Submitted by a parent
Lafayette is awesome--My kids have amazing teachers and they get better every year!
—Submitted by a parent
Lafayette is a great school because they have exceptional teachers and staff, involved parents and successful PTA, many extracurricular activities and afterschool care, California Distinquished Award, upgrades to the school, and exceptional students!
—Submitted by a parent
Lots of parent involvement, great experienced teachers, and helpful staff. The kids are awesome and seem to be having a lot of fun.
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
77 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
76 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 | 77% |
| Females | 77% |
| Males | 77% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | 33% |
| Students with no reported disability | 88% |
| English learner | 58% |
| Fluent-English proficient and English only | 84% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 50% |
| All Students | 87% |
| Females | 91% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| 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) | 91% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 90% |
| Students with disability | 50% |
| Students with no reported disability | 96% |
| English learner | 81% |
| Fluent-English proficient and English only | 89% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 69% |
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 | 66% |
| Females | 67% |
| Males | 64% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 23% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 74% |
| All Students | 88% |
| Females | 83% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 75% |
| Fluent-English proficient and English only | 91% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 88% |
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 | 88% |
| Females | 87% |
| Males | 90% |
| 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 |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 83% |
| Males | 90% |
| 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) | 88% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 90% |
| Females | 88% |
| Males | 94% |
| African American | n/a |
| Asian | 88% |
| 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) | 92% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 86% |
| African American | n/a |
| Asian | 88% |
| 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) | 81% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 94% |
| African American | n/a |
| Asian | 91% |
| 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) | 92% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 42% | 8% | ||
| White | 35% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| Hispanic or Latino | 5% | 49% | ||
| Filipino | 4% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 31% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 41% | 2% | ||
| Russian | 14% | 0% | ||
| All other non-English languages | 10% | 1% | ||
| Vietnamese | 10% | 2% | ||
| Japanese | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Spanish | 3% | 85% | ||
| Ukrainian | 3% | 0% | ||
| Korean | 2% | 1% | ||
| Portuguese | 2% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Toishanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | 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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Tips for understanding school culture
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