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Teacher quality
Principal leadership
Parent involvement
Longfellow is an AMAZING school.They a great physical education program and great teachers.They have installed an amazing computer lab and great math program called ST Math for fourth and fifth graders.They also have CYO camping trip.It helps kids with science and getting close to nature.They have an amazing music program for violin,trumpet,clarinet and flute for fourth and fifth graders.amazing programs and activities to like boys and girls basket ball teams, and after school program.There are about 600 students every year.They have students and teachers that are phillipino,latino,chinese,and african american.they have this really nice library and it is very quiet.
Longfellow was a top school in 2006. Now 3rd, 4th, and 5th grade students cannot even solve basic math problems. They also lack basic grammar and language skills. These students appear to lack basic skills. They appear unable to add, subtract, multiply and/or divide problems involving decimals, fractions, and percentages. Teachers are not making sure the students leave with a solid foundation for middle school. If nothing changes, our kids will continue to fall behind.. Students now, leave their 3-4-5th grades functioning at a lower level than when they began! Many teachers are not following core curriculum guidelines for these grades. STARS test scores have dropped. These kids speak English, language is not an excuse. The school must take responsibility for the education of our children. Longfellow has failed to successfully educate our children
—Submitted by a parent
I was inspired by the staff and teachers at Longfellow Elementary for their dedication. I went there during my elementary school years. The teachings that I learned have stuck with me all my life and have put a clear direction for me in my life. Thank You Longfellow Elementary for all the good times and bad times.
—Submitted by a teacher
The teachers and staff are fantastic! Longfellow gives parents and volunteers many opportunities to get involved in the child's education and the community.
—Submitted by a parent
I love this school. The principal, teachers, and staff are passionate and dedicated to what they do.
—Submitted by a parent
I love longfellow school because of great teachers like Mrs.Womack who has dedicated her life to the students of the S.F.U.S.D. for about 30 years. Thank you for all that you do for our children your the best love you. Love and respect always Quran Mays Sr. A PROUD DAD FIRST..........
—Submitted by a parent
We agree with the comments about Ms. Womack - she is just great and really caring about all her students. She brings out the best in every child!
—Submitted by a parent
Great Diversity and emphasizes the arts - seems there is not enough space for the amount of kids though. extra space for special needs, speech lessons etc.
—Submitted by a parent
It is a great school were teachers and staff realy care, parents are visable but need them to volunteer more. The building is small for the amount of students, the teachers and staff can sure use a breakroom, but it is a San Fran Gem
—Submitted by a parent
I am very happy with almost every aspect of Longfellow School. My son's Kindergarten teacher is nothing short of amazing, and I appreciate Ms. Hammon's dedication. I could have not asked for a better experience, with the sole exception being the mess that the other parents make while dropping off and picking up their children.
—Submitted by William Buckley, a parent
We had a good teacher for our 1st grade daughter last year. School is very diverse with about 1/3 Asian, 1/3 Filipino, and 1/3 Spanish speaking. The school seems to have more homework than advertised. I would say that the nightly homework is between one to two hours, including the reading of a book.
—Submitted by Jon Pon, a parent
I have been a teacher at Longfellow Elementary School in San Francisco for the past 5 years. I am very appreciative of the excellent Fine Arts programs the school provides to the students. In addition to dance classes for every grade level, Longfellow also has an fine instrumental music and choir program for students in grades 3-5. I am equally impressed by the dedication of the teaching staff and the commitment to excellence from our new principal. The teachers have great ideas and methods for meeting the individual needs of the students. I would invite you to visit the school during one of our performances. It makes my heart sing to see children for whom English is their second language perform so beautifully. I am also appreciate the wonderful support of the parents and the community.
—Submitted by a teacher
I am actually not a parent, but an alumni who graduated in 1989! At the present moment, I am in my 2nd year of pharmacy school in hopes of obtaining my Doctor of Pharmacy Degree in about 2 more years. I cannot emphasize enough just how grateful I am that I have attended Longfellow from K - 5th grade and just how much they have contributed to my success as an individual. I have so much admiration in all of my past teachers in Longfellow, for they challenged me in many ways and have given me the foundation that I needed in order to accomplish my goals in life. Thank you Longfellow for everything!
—Submitted by Jan Antonette Umblas, a former student
It amazes me how much this dedicated group of people can do with so few resources. This school is safe and clean, very diverse ethnically, and very motivated academically.
—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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
104 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
95 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
89 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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 | 53% |
| Females | 54% |
| Males | 52% |
| African American | n/a |
| Asian | 63% |
| Filipino | 69% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 55% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| All Students | 62% |
| Females | 64% |
| Males | 60% |
| African American | n/a |
| Asian | 92% |
| Filipino | 73% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 68% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 56% |
| Females | 59% |
| Males | 54% |
| African American | n/a |
| Asian | 64% |
| Filipino | 78% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 34% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 78% |
| African American | n/a |
| Asian | 88% |
| Filipino | 83% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 67% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 68% |
| Females | 71% |
| Males | 62% |
| African American | n/a |
| Asian | 91% |
| Filipino | 63% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 33% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 70% |
| Females | 73% |
| Males | 68% |
| African American | n/a |
| Asian | 100% |
| Filipino | 70% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 54% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | 62% |
| Females | 62% |
| Males | 62% |
| African American | n/a |
| Asian | 75% |
| Filipino | 68% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 25% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 67% |
| Males | 49% |
| African American | n/a |
| Asian | 90% |
| Filipino | 59% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 25% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 60% |
| Males | 53% |
| African American | n/a |
| Asian | 80% |
| Filipino | 62% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 21% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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
Filipino
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 32% | 49% | ||
| Filipino | 31% | 3% | ||
| Asian | 25% | 8% | ||
| African American | 4% | 7% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| White | 2% | 28% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 60% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 66% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 41% | 85% | ||
| Cantonese | 29% | 2% | ||
| Filipino (Pilipino or Tagalog) | 19% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Arabic | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Burmese | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | 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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