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Teacher quality
Principal leadership
Parent involvement
james lick brings back a lot of good memorys.. im an ex student (69) ! ! yes a very long time but it was one of the best experience that I had..and it still brings a smile to my face whenever I think about my time at James Lick,,,
I really enjoy attending Lick. I do feel challenged academically and I am glad I picked it. I have found problems with our principal, who changed the dress code this year to make it much stricter and less admitting. Lots of my friends are there with me, so it loosened the tension last year. Overall, it's a pretty good school, even with its history of gangs and bullying and violence.
My daughter just started this year. I have heard good things, but some negative comments about the principal. I am hoping my daughter adapts. Today I already heard something I didn't like with disruptive kids.
—Submitted by a parent
The only year that worked for us was 6th grade, although I loved almost all my son's teachers. When the past principal left a lot of them left with him as well as the academic performance and spirit. New administration tends to be patronizing and condescending when you make a suggestion or a comment as parent. It most be hard for those great teachers that remained. Parents need to stand their ground and ACT, put pressure and protect their kids from becoming the tail of Lion.
—Submitted by LORENZA T.Lerdo O'Malley, a parent
Most students are disruptive, and there are quite a few bad teachers. I don't feel challenged at all at James Lick. The whole school community is suffering because of the budget cuts.
—Submitted by a student
My Daughter is in 6th Grade at James Lick this year. She absolutely LOVES her new school. She says this school is the best thing that has ever happened to her! The other kids are great and she has made a lot of new friends. The teachers are great and the after school program offers lots of different activities. The Musical Theater program and the Art classes are also great. I would recommend this school to anyone.
—Submitted by a parent
My daughter attended James Lick for the past three years. Most of her teachers were amazingly dedicated and strong. I am concerned about the future of the school based on my interactions with the new principal and vice principal. I must say that I felt heard about issues but no real action took place to remedy problems and I felt that I was looked upon as atrouble maker. Hopefully, this year will run smoother and parent voices will be heard.
—Submitted by a parent
My daughter was well prepared for high school honors classes - she enjoyed going to James Lick My son is in 7th grade and is challenged and enjoys school - both my kids are high achieving GATE students and they were well served at James Lick - I feel that the differentiation really worked better than segregated tracks. Strong art program, lots of community building with the student and family community
—Submitted by a parent
I was a student at this school. I graduated in 2008. This school is a very good school. All of the teacher are hard on us, but was good that they was. I am very happy that i wen't to that school and if you are reading this you should make your child so to this school. This is a true jlms graduated
—Submitted by a student
We've been thrilled with James Lick. My daughter is thriving academically and socially. The teachers are talented and dedicated. They give 150 percent to the kids. My daughter is doing great in all her academic subjects--even math, which hasn't been her favorite subject in the past. She also loves all the arts that are available, including chorus, dance, and studio art electives and a musical theater production of 'Bye Bye Birdie' as an after-school activity.
—Submitted by a parent
This is the hidden 'gem' of middle schools in SF. The arts focus keeps kids involved and motivated while the academic program is rigorous. The diverse population reflects the San Francisco community and it's values. Go Bulldogs!
—Submitted by a parent
There is considerable writing across the academic core classes and in my view this is an indicator of high expectations, teacher quality and leadership. Though my child is in General Education, she benefits from the presence of the Immersion program because this leads to more discussion of academic subjects across the board. The music program has expanded to include 2, the art instruction is not only high quality but motivates those students who do not think they are 'art' oriented. Recently the 6th graders began a 'wheel system' where each 6th grader gets to experience the selection of Arts offerings and Peer Leadership. Parent involvement is high and consistent.
—Submitted by Lorraine Carr, a parent
The principal is a solid administrator and he's great with my kids. The Blue Bear rock music class is just amazing and makes school 'cool' for my 6th grader. The parents are hardworking folks. Great teachers, lively, small-school atmosphere.
—Submitted by a parent
My daughter is in 6th grade in the general ed program at James Lick. The programs are well integrated, other than the two classes in Spanish. This year has been great. The 6th grade math team is wonderful -- they group kids by ability which is flexible depending on where your kid is for any particular math concept. The rock music program rocks! My daughter has learned how to play the electric guitar. The opportunities of a small school are exciting -- she ran for student council, joined the track team and knows a lot of the teachers and students. The administrative team is so supportive of parent involvement and really know great instruction. I highly recommend James Lick. It's getting better every day and it's fun to be included in the turnaround!
—Submitted by a parent
Not very impressed with the quality of teachers. They don t have control of the students like they should. They are not very helpful to inquiring parents. The teachers are either too inexperienced or just don t seem to care. I would not recommend this school.
—Submitted by a parent
You really can't go by the API score when deciding whether to send your child to James Lick. If you have a bright, self-motivated child and you're interested in the Spanish immersion program, he/she can get an excellent education here. The immersion students are for the most part high-achieving kids from nice families. Furthermore, the teachers are warm and caring and it's a small school atmosphere. The only drawback to this school is the rough atmosphere that some kids in the general ed program bring to the school. In spite of the bullying my child has sometimes suffered here, I am still very happy to have chosen James Lick.
—Submitted by a parent
I think James Lick is a great school for my son. He has been pushed to excel in math and social studies, been given some very creative assignments and had teachers follow his progress and provide encouragement. It's a smaller middle school which i think helps minimize lots of the usual middle school issues and helps parents to get involved and make contributions. The school location is convenient and relaively attractive for a city school. The trips to Latin countries are quite special - this year it is the Yucatan for a group of students, parents and teachers. The Spanish immersion program is tops.
—Submitted by a parent
The new leadership and renewed energy from the teachers has really made a big difference this year. My son has been challenged in courses, projects and had the differenciated curriculum for GATE students. The PTSA and parents continue to move ahead with parent education and fundraising to support the school goals and extended field trips to Costa Rica and Ashland, OR. The new focus on our ELAC group has outreached to many more parents. The free afterschool program offers homework support as well as variety of classes from fencing, hip hop, photograpy, portfolio development, yearbook, technology club, talent/fashion show, newspaper, Carnival and more. It is a safe and clean school. Kids from all grades and programs are friends-- it is one big community in a small school setting.
—Submitted by Chris, a parent
My daughter transfered in to James Lick from a larger middle school for seventh and eighth grade. One of the reasons she wanted to transfer was the warmth of the teachers at James Lick. When we toured she was very impressed with the dedication and interest that the teachers seemed to give to all of the students. She also felt less intimidated trying out for the sports teams here then at the larger school. As a parent, I have enjoyed a smaller middle school environment where the teachers, counselors and administrators know my child, know who she hangs out with and are always available to discuss any issue you might have. I also feel that she is being challenged in all areas of the curriculum. You should really visit James Lick and you will see the inviting, yet challenging, environment that I refer to.
—Submitted by a parent
We have a new Principal and Assistant Principal who are making positive changes at the school - our daughter is being challenged, is having fun and feels safe at this small mmiddle school. I encourage ytou to tour the school and see for yourself
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
156 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.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
171 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.
181 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
182 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.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
183 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 | 55% |
| Females | 58% |
| Males | 53% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 14% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 55% |
| 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 | 48% |
| All Students | 45% |
| Females | 35% |
| Males | 56% |
| African American | 14% |
| Asian | n/a |
| 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) | 89% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 74% |
| Students with disability | 46% |
| Students with no reported disability | 46% |
| English learner | 11% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 51% |
| 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 | 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 | 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 | 58% |
| Females | 69% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 81% |
| Students with disability | 46% |
| Students with no reported disability | 58% |
| English learner | 15% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 55% |
| All Students | 52% |
| Females | 51% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 17% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 45% |
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 | 21% |
| Females | 21% |
| Males | 23% |
| African American | 7% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 41% |
| Students with disability | 9% |
| Students with no reported disability | 22% |
| English learner | 2% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 17% |
| All Students | 50% |
| Females | 53% |
| Males | 48% |
| African American | 36% |
| Asian | 67% |
| 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) | 96% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 49% |
| 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 | 34% |
| Females | 37% |
| Males | 31% |
| African American | 29% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 55% |
| Students with disability | 17% |
| Students with no reported disability | 37% |
| English learner | 0% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 28% |
| All Students | 54% |
| Females | 50% |
| Males | 59% |
| African American | 29% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 71% |
| Students with disability | 42% |
| Students with no reported disability | 54% |
| English learner | 16% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 48% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
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English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 65% | 51% | ||
| White | 12% | 27% | ||
| Asian | 7% | 11% | ||
| Black | 7% | 7% | ||
| Two or more races | 7% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 68% | N/A | 54% |
| English language learners 2 | 41% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| All other non-English languages | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | 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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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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