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GreatSchools Rating

Lick (James) Middle School

Public | 6-8 | 595 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

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22 reviews of this school


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Posted April 27, 2013

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,,,


Posted January 5, 2013

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.


Posted September 6, 2011

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


Posted April 21, 2010

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 a parent


Posted April 19, 2010

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


Posted November 1, 2009

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


Posted July 23, 2009

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


Posted April 9, 2009

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


Posted April 5, 2009

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


Posted January 27, 2009

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


Posted March 12, 2008

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


Posted November 1, 2007

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 a parent


Posted March 28, 2007

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


Posted March 28, 2007

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


Posted March 17, 2007

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


Posted January 22, 2007

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


Posted January 4, 2007

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


Posted May 7, 2006

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 a parent


Posted October 30, 2005

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


Posted October 29, 2005

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.

About these ratings

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

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

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

This school's
API score

750

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

750

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

+1

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

3 / 10

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

4 / 10

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

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

158 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
55%

2011

 
 
47%

2010

 
 
46%
Math

The state average for Math was 55% in 2013.

157 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
45%

2011

 
 
41%

2010

 
 
42%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

180 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
58%

2011

 
 
48%

2010

 
 
47%
Math

The state average for Math was 52% in 2013.

182 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
52%

2011

 
 
44%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

164 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
21%

2011

 
 
25%

2010

 
 
28%
English Language Arts

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

171 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
50%

2011

 
 
53%

2010

 
 
44%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

187 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
34%

2011

 
 
35%

2010

 
 
28%
Science

The state average for Science was 67% in 2013.

170 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
54%

2011

 
 
50%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students42%
Females42%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged27%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability42%
English learner3%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate22%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)20%
Parent education - college graduate81%
Parent education - graduate school/post graduate100%
Parent education - declined to state35%

Math

All Students33%
Females33%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged16%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability34%
English learner5%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate12%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)14%
Parent education - college graduate77%
Parent education - graduate school/post graduate64%
Parent education - declined to state35%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

English Language Arts

All Students50%
Females50%
Males50%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged39%
Non-economically disadvantaged77%
Students with disability43%
Students with no reported disability51%
English learner12%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate37%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Math

All Students47%
Females37%
Males60%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged37%
Non-economically disadvantaged74%
Students with disability44%
Students with no reported disability48%
English learner17%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate42%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students28%
Females28%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged9%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability29%
English learner4%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)36%
Parent education - college graduate29%
Parent education - graduate school/post graduate71%
Parent education - declined to state24%

English Language Arts

All Students51%
Females51%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged29%
Non-economically disadvantaged83%
Students with disability50%
Students with no reported disability51%
English learner4%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)67%
Parent education - college graduate72%
Parent education - graduate school/post graduate100%
Parent education - declined to state47%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

All Students40%
Females40%
Males40%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged22%
Non-economically disadvantaged70%
Students with disability17%
Students with no reported disability44%
English learner0%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)37%
Parent education - college graduate61%
Parent education - graduate school/post graduate93%
Parent education - declined to state35%

Science

All Students64%
Females59%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged48%
Non-economically disadvantaged87%
Students with disability55%
Students with no reported disability65%
English learner26%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)69%
Parent education - college graduate83%
Parent education - graduate school/post graduate100%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
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%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 68%N/A54%
Source: NCES, 2010-2011

Teacher resources

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

Let your school shine!

School leaders: Help your school shine on GreatSchools
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Arts & music

Visual arts
  • Drawing / sketching
Music
  • Instrumental music lessons
Performing and written arts
  • Dance

Language learning

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

Let your school shine!

School leaders: Help your school shine on GreatSchools
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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Bita Nazarian
Is there an application process?
  • Yes
Fax number
  • (415) 695-5360

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • Standards-based
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

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

James Lick Middle School (ExCEL Program) (after school program)

About the program
  • SFUSD ExCEL afterschool programs ensure involvement of teachers from students' schools to make sure that after-school academics are aligned with the school day curriculum. Every school with an ExCEL program partners with a nonprofit community-based organization to run activities and build bridges to the neighborhood.James Lick Middle School youth take part in enrichment classes including after-school cooking and skateboarding as well as academic support classes emphasizing decision-making and leadership skills.
Operated by
  • Jamestown Community Center
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:30 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 6-8
Is there a fee for the program?
  • Yes
Website

Summer program 1

About the program
  • Each program has an academic, enrichment and physical activity component. The programs are based on a youth development model and include project based learning activities. The summer programs are operated by community based organizations that are contracted by SFUSD to provide the services based on grants to the school from California Department of Education. Each organization has a site specific enrollment process. Priority enrollment goes to the students from the school site. Students from other SFUSD schools are eligible to apply though in many of the elementary schools there is more demand than available slots. Funding changes year to year and program offerings change.
Types of activities
  • Academic
  • Arts
  • Athletic
Operated by
  • Jamestown Community Center
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Phone number
  • (415) 695-2497

Summer program 2

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

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Sports

Boys sports
  • Baseball
  • Basketball
  • Track
  • Volleyball
Girls sports
  • Baseball
  • Basketball
  • Track
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
Music
  • Instrumental music lessons
Performing arts
  • Dance
School leaders can update this information here.

Upcoming Events

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School culture

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

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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1220 Noe Street
San Francisco, CA 94114
Website: Click here
Phone: (415) 695-5675

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