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GreatSchools Rating

Buena Vista Horace Mann K-8

Public | K-8 | 600 students

Our school is the only K-8 full dual Spanish Immersion program in the city!
 
 

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 25 ratings
2012:
No new ratings
2011:
No new ratings

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31 reviews of this school


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Posted January 18, 2014

Every school has its strengths and weaknesses. I agree with most reviews written however wanted to tell how segregated the school feels when there is no diversity. We had to sacrifice diversity when choosing a school with only Spanish Immersion. Also my child complains about disruptive kids in class. I've had to try and teach him coping skills to refocus his attention.
—Submitted by a parent


Posted September 19, 2013

My son is starting his second year at this spanish-immersion school (last year kinder, now in 1st grade) and we have been very happy. His teachers have been sweet, understanding and effective, and he loves going to school. I am also very impressed with the focus on reading and writing this year, and have seen my son's oral and written language skills improve already. On top of the academic focus, the school has been able to retain a rich arts curriculum including a choral and instrumental music program, and a dance movement program so important for little wigglers. The principal is a caring educational dynamo who seems to know everyone's name and where everyone is at any moment. She is very focused on ensuring the teachers have the best teaching tools in their toolbox and it seems to be making a big difference.
—Submitted by a parent


Posted September 15, 2013

My son and third child is beginning his fourth year at Buena Vista Horace Mann as a third grader. In his first grade year, Buena Vista merged with Horace Mann to become a K-8 Spanish immersion school. There were bumps in the transition, as one would expect. Those bumps feel to me to be ironing out and I feel positive about the trajectory of the school, the current administration and teaching staff. My son's teachers have been good to amazing. My and my son's experiences with his third grade teacher, new to the school this year, have been incredibly positive. I suspect that she will be one of the teachers that he looks back on as an adult with respect and appreciation. My son is not an English language learner and children who are not have not fared as well in SFUSD schools, including Buena Vista Horace Mann. Educational equity is critical to a successful school and community and I feel that important steps are being taken at BVHM to better ensure the success of English language learners and that those steps do not take away from the education of my son, but rather by having other successful classmates his education will be better.
—Submitted by a parent


Posted September 12, 2013

A great community school in the heart of the Mission. Spanish immersion K-8. Wonderful, dedicated teachers, especially kindergarten and 1st grade. A professional, energetic principal and a vice-principal who is the heart and soul of the school. Beautiful garden and dance classes for all grades. Excellent community of parent who support the teachers and the administrative team. Kids love coming to this school.
—Submitted by a parent


Posted September 12, 2013

I love BVHM because it is a socially conscious bilingual school attending to students' academic development with rich exposure to the arts, environment, and responsible citizenship. The wonderful, committed and talented staff nurture and challenge our children; and the families work together with staff to ensure all children have access to an education that will expand their lives and help them meaningfully contribute to society.
—Submitted by a parent


Posted August 30, 2013

Iam Happy on the choice I pick for my kids. My son can be a little work, but the school has work with him well. And he is coming along. My daughter is doing great. Really like the teacher my kids had these last couple of years. Let go Buena Vista
—Submitted by a parent


Posted August 26, 2013

Buena Vista Horace Mann is a K-8 dual-language Spanish immersion school in the Mission neighborhood of San Francisco. This is an amazing community of caring, creative and dedicated educators and parents. Our son, currently in 2nd grade, is thriving socially and academically in both Spanish and English. He comes home happy everyday, and he looks forward to going to school and the after school program. If you are considering San Francisco schools, be sure to tour BVHM.
—Submitted by a parent


Posted August 26, 2013

Buena Vista Horace Mann K-8 is a fantastic school, with engaging, caring and very experienced teachers, wonderful staff, and a dynamic leader as principal. Parents are very involved. My children have thrived here, and have loved learning in Spanish and English.
—Submitted by a parent


Posted August 25, 2013

BVHM is an energetic, artistic, bilingual (Spanish) community. Despite the priority of music and the arts, the students focus on math, language skills, and physical education as well. We are purposeful about creating a safe learning space to empower the next generation - our core values: bilingual community, creativity, empathy, flexibility, integrity, perseverance, and responsibility, Your child will find a fun, energetic, diverse community and you will be welcomed by caring and supportive administrators, teachers and parents from all walks of life.
—Submitted by a parent


Posted August 25, 2013

Buena Vista Horace Mann K-8 has a wonderful caring environment. I have only the highest regard for the teaching and administrative staff. We are a community and strive to be more cohesive and inclusive every year with the stellar leadership of Jen Steiner and Larry Alegre. There are many ways parents can be involved with the school: directly in the classroom, working in the garden, preparing morning snack, or volunteering for one of our many events throughout the year. On a personal note anytime we have brought issues up with our children's teachers they act swiftly and with finesse. Also, my partner, I and my children are forging friendships that I hope will last for many years to come. It is such a wonderful place to grow and learn as both parents and students.
—Submitted by a parent


Posted August 24, 2013

I have been a parent at BVHM for 9 years and counting. I have always been impressed with the school's strong sense of community and greatly appreciate the school-wide dual immersion approach (Spanish-English). The teaching staff is consistently high quality and strives to know each student individually, allowing for student self-expression and confidence building. The teachers truly take a team approach, both at the grade level and school-wide; I can say that all of my children have had terrific teachers. The PTA, ELAC and SSC are all active at this school. The PTA has successfully supported a very strong arts curriculum through even the most difficult budget cuts. The on site before and after care program for the grade school has served our family very well, providing real enrichment with a staff that consists of BVHM alumni and contributes to the well developed sense of community. BVHM transitioned to a K-8 Community school 3 years ago and a new, strong leadership team is helping the school develop into its new role after some growing pains. I expect to see the school continue to strengthen in its new role and serve as an example of a successful dual Spanish immersion K-8.
—Submitted by a parent


Posted August 22, 2013

Buena Vista Horace Mann K-8 is a fantabulous school!! The close knit community feeling makes me feel welcome. from the time my daughter entered Kindergarten in 2009 until now that she is starting 4th grade. Ms. Steiner, the Principal; Mr. Alegre, the Vice Principal and the entire staff and team of teachers are magnificent beyond words. The fact that this is a dual immersion Spanish program is just the icing on the cake. I am ensured that my daughter is learning Spanish and English that will carry her through her life and career with much success. They really focus on the child and also put a great emphasis on the families and making sure they are doing well. We LOVE BVHM!!!
—Submitted by a parent


Posted August 22, 2013

This is a school with heart. It's the 2nd oldest Spanish Immersion school in the State of California, oldest in Northern California (28 years). We have been at this school six years, with two children enrolled. The leadership team, the teachers, the parent community are incredibly tight and focused on one thing: teaching our children to be fabulous learners and decent human beings. Our children are happy and engaged, speaking, reading in Spanish and learning about the different cultures that exist in our society today. I couldn't think of a better place to be.
—Submitted by a parent


Posted August 22, 2013

Buena Vista Horace Mann's teachers are the best ones you can find, and the have low turnover. The school and the PTA invest in teachers' development, which, coupled with the low turnover, results in a school that has the highest standards. Jennifer Steiner, the principal, is awesome. She's capable and has a vision to make BVHM academically sound, inclusive, and with high quality afterschool care options. Adding the Spanish Immersion component, you have one of the best schools possible.
—Submitted by a parent


Posted August 22, 2013

We have two children at BVHM (2nd and kinder) and feel extremely lucky to be a part of this parent and academic community. Jennifer Steiner (principal), Larry Allegre, and the rest of the leadership team are incredibly committed. They have the vision, dedication, and community-building skills to make BVHM a truly excellent school K-8 school (the first K-8 Spanish immersion program in San Francisco). The teachers are phenomenal: smart, caring, responsive educators who combine support and creativity with their desire for high academic standards and the success of each of our children to create a nurturing, challenging learning environment for our kids. We love the diversity, friendliness, and commitment of the parents and the richness of our bilingual, bi-cultural community.
—Submitted by a parent


Posted August 8, 2013

This is a really friendly school and I like that the parents are involved with the students. Glad its a k-8 and then you only have to look for a high school.
—Submitted by a parent


Posted June 19, 2013

Our daughter will be starting 2nd grade at Buena VIsta Horace Mann in the Fall and she is already reading, speaking and writing at grade level in Spanish and English. We have been consistently amazed by the dedicated, creative and loving teachers at the school. Most have been there for many years, and many have had their own kids as students there. The principal, Jen Steiner, is on the top of her game with a great support staff including the heart/soul of the school, assistant principal Senior Larry Alegre. We love being a pat of this vibrant, diverse community. We can't wait until our little guy (now three) can start attending as well. It's the jewel of the Mission. We highly recommend it.
—Submitted by a parent


Posted June 18, 2013

We were nervous when first enrolling, but have been delighted with our experience. We have been at Buena Visat for two years now. A couple of characteristics make this school stand out from the rest in SFUSD: 1. Spanish Immersion. This school has the longest track record of any Spanish Immersion program in the city. 2. Community: Everyone here is warm, happy and inclusive. If you want to connect with other families at your child's school, the environment is open and perfect for that. 3. Principal: She is amazing, driven, tireless and charismatic. She sets the tone for the school -- warm, professional and dediicated. 4. Location: 100 feet from the 24th Street BART station -- great for parent's who work downtown (like me.) 5. K-8: Spanish immersion through 8th grade with the added bonus of not having to deal with the SF lottery system after 5th grade like those in K-5 programs.
—Submitted by a parent


Posted June 17, 2013

I love, love, love my son's school! The insane high quality of the staff - loving teachers, hands-on administrators, and every employee fully engaged with the needs of the kids and the community - set us apart. Furthermore, the parent community is the one that I'd always dreamed of - active, friendly, welcoming, and our dear, dear friends. The location can't be beat, and we're fortunate enough to have a large and historic building with two very large outdoor areas and a garden. The language component is incredible. By public school standards, this is a winning educational institution by any metric!
—Submitted by a parent


Posted June 17, 2013

My son just finished his first year at BVHM and he- and we- love the school. His teacher was really supportive and effective with a very high energy and easily distractible boy. The principal and vp seem to know all of the kids well. The parent community does a lot, and the arts programs are great. We use the on-site before and aftercare program, Buena Vista Childcarem, and it is wonderful, and there are good supplemental after school programs too (like chess and drama).
—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

748

Change from
2012 to 2013

+23

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 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 met 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 met all student subgroup API targets for 2013

This school's
API score

748

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

+23

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)

1 / 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)

1 / 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 56% in 2013.

63 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
41%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
68%

2011

 
 
n/a

2010

 
 
n/a
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

The state average for English Language Arts was 46% in 2013.

59 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
46%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 66% in 2013.

58 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
72%

2011

 
 
n/a

2010

 
 
n/a
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

The state average for English Language Arts was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
47%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
50%

2011

 
 
n/a

2010

 
 
n/a
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

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

54 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
53%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
47%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 57% in 2013.

54 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
62%

2011

 
 
n/a

2010

 
 
n/a
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

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

33 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
49%

2011

 
 
44%

2010

 
 
31%
Math

The state average for Math was 55% in 2013.

33 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
51%

2011

 
 
35%

2010

 
 
18%
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.

65 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
49%

2011

 
 
38%

2010

 
 
44%
Math

The state average for Math was 52% in 2013.

64 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
42%

2011

 
 
33%

2010

 
 
33%
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.

50 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
6%

2011

 
 
19%

2010

 
 
7%
English Language Arts

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

53 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
29%

2011

 
 
44%

2010

 
 
27%
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.

68 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
14%

2011

 
 
32%

2010

 
 
19%
Science

The state average for Science was 67% in 2013.

51 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
23%

2011

 
 
44%

2010

 
 
17%
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 Students40%
Females39%
Males41%
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)n/a
Economically disadvantaged24%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability48%
English learner26%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate82%
Parent education - declined to state29%

Math

All Students71%
Females71%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability83%
English learner62%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to state57%
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

English Language Arts

All Students35%
Females41%
Males28%
African Americann/a
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)n/a
Economically disadvantaged12%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability34%
English learner6%
Fluent-English proficient and English only69%
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)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students59%
Females53%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability59%
English learner35%
Fluent-English proficient and English only88%
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)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
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

English Language Arts

All Students64%
Females61%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged46%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability64%
English learner21%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
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 graduate88%
Parent education - declined to staten/a

Math

All Students72%
Females58%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged55%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability71%
English learner40%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
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 graduate88%
Parent education - declined to staten/a
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

English Language Arts

All Students45%
Females41%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability45%
English learner14%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate8%
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

Math

All Students48%
Females36%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability51%
English learner20%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate42%
Parent education - high school graduate27%
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

Science

All Students54%
Females45%
Males59%
African Americann/a
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)n/a
Economically disadvantaged34%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability55%
English learner21%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate25%
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
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

English Language Arts

All Students60%
Females62%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
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

Math

All Students48%
Females43%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability50%
English learner18%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented92%
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
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 Students44%
Females40%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability44%
English learner13%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
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 Students54%
Females52%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability54%
English learner35%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
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 state57%
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 Students18%
Females13%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
English learner7%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate31%
Parent education - high school graduate7%
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 state10%

English Language Arts

All Students45%
Females46%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learner14%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate38%
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 state38%

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 Students27%
Females27%
Males29%
African Americann/a
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)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disability13%
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate19%
Parent education - high school graduate21%
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 state35%

Science

All Students36%
Females35%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner7%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate38%
Parent education - high school graduate27%
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 state33%
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 72% 51%
Black 13% 7%
Asian 7% 11%
Two or more races 3% 3%
American Indian/Alaska Native 2% 1%
Hawaiian Native/Pacific Islander 2% 1%
White 2% 27%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 85%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
Gardening teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Reading specialist(s)
Security personnel
School psychologist
School social worker/counselors(s)
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Specific learning disabilities
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
  • Visual arts
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Choir / Chorus
  • Instrumental music lessons
  • Rock band
  • Theory
Performing and written arts
  • Dance
  • Drama
  • Poetry
Media arts
  • Video / Film production
Clubs
  • Dance club: Latin
  • Yearbook

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
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
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Garden/Greenhouse
  • Gym
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Cooking club
  • Girls on the run
School leaders can update this information here.

School basics

School start time
  • 8:20 (6-8) 9:30 (k-5)
School end time
  • 3:45 pm (thursdays: 1:45 for 6-8/ 2:45 k-5)
Before school or after school care / program onsite
  • Before school: starts at 7:00 a.m.
  • After school: ends at 6:45 p.m.
School Leader's name
  • Jennifer Steiner/ Larry Alegre (Vice Principal)
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (415) 282-7869

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Balanced LIteracy and Workshop Model
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Music
  • Performing arts
  • Social justice
  • Technology
  • Visual arts
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Spanish
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
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Reading specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Title I Schoolwide program (SWP)
  • Tutoring
Transportation options
  • Moderate metered street parking. Muni: 14, 29, 48, 49BART: 24th Street station
  • Transportation provided for special education students only
School facilities
  • Art room
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
Partnerships with local resources and organizations

Buena Vista Horace Mann (summer program)

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, BVCC and BVHM
Dates offered
  • June 10, 2013 - July 19, 2013
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Start time
  • 9:00 am
End time
  • 4:30 pm
What grades can participate?
  • K-8
Is there a fee for the program?
  • No
Phone number
  • 415-695-5881

Buena Vista Child Care (summer program)

About the program
  • Buena Vista Child Care (BVCC) is a fully licensed non-profit facility serving children in grades K-5. The afterschool program offers daily activities that include snack, homework, visual and performing arts, KidzLit (literature appreciation), clubs, group time, and physical activities. Camp activities include cooking, musical theater, science, sports, technology, arts and crafts, plus field trips to places like the Children's Discovery Museum, Golden Gate Park, the Academy of Sciences, Exploratorium, and more. In some weeks, campers take swim lessons at UCSF Mission Bay Bakar Fitness Center. In addition to school breaks, the center is open on days when SFUSD schools are closed.Camps:Camp activities include cooking, musical theater, science, sports, technology, arts and crafts, plus field trips to places like the Children's Discovery Museum, Golden Gate Park, the Academy of Sciences, Exploratorium, and more. In some weeks, campers take swim lessons at UCSF Mission Bay Bakar Fitness Center. In addition to school breaks, the center is open on days when SFUSD schools are closed. Call for camp details. 2012 Week-long Summer Camp Session: Dates: June 4-July 20. Ages: grades K-5. Days/Times: Monday to Friday, 7:30am-5:30pm. Cost: 50-00 per week plus 0 registration fee; extra fees for Spanish (0 per week), Swimming (0 per week) Snacks included; lunch not included; early bird, sibling, and multiple-week discounts available. 2012 Spring Camp Session: Dates: March 26-March 30. Ages: grades K-5. Days/Times: Monday to Friday, 7:30am-5:30pm. Cost: 0 per day for children enrolled in BVCC; 0 per day for those not enrolled in BVCC. Snacks included; lunch not included; early bird and multiple-day discounts available. 2011 Winter Camp Sessions: Dates: December 19-December 23, December 27-December 30. Ages: grades K-5Days/Times: Monday to Friday, 7:30am-5:30pm. Cost: 0 per day for children enrolled in BVCC; 0 per day for those not enrolled in BVCC Snacks included; lunch not included; discounts available. Afterschool: The afterschool program at Buena Vista (Horace Mann) is a partnership between Buena Vista Childcare and Jamestown Community Center. Many of the students enroll in the program for FREE.
Operated by
  • Buena Vista Child Care Before and Afterschool Program
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Start time
  • 9:30 am
End time
  • 3:45 pm
What grades can participate?
  • K-5
Is there a fee for the program?
  • Yes
Is financial aid available?
  • Yes
Website
Phone number
  • (415) 285-0221
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Kickball
  • Power lifting / Weight lifting
  • Soccer
  • Squash
  • Track
  • Volleyball
Girls sports
  • Basketball
  • Kickball
  • Soccer
  • Softball
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Choir / Chorus
  • Instrumental music lessons
  • Rock band
  • Theory
Performing arts
  • Dance
  • Drama
  • Poetry
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Chess club
  • Community service
  • Cooking club
  • Dance club: Latin
  • Girls on the run
  • Lesbian, gay, transgender club
  • Student council/government
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
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.

 
Apply now
 

What are your chances?


2 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
60
Applications received for the 2013-2014 school year
300

Planning ahead

Students typically attend these schools after graduating
Mission HS
Balboa HS
John O'Connell HS
Notice an inaccuracy? Let us know!

3351 23rd St.
San Francisco, CA 94110
Website: Click here
Phone: (415) 695-5881

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