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GreatSchools Rating

Monroe Elementary School

Public | K-5 | 491 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 6 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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41 reviews of this school


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Posted September 24, 2009

Great principal and teachers, diverse community, tremendous spirit!
—Submitted by a parent


Posted September 24, 2009

It's an amazingly close knit school that has three different language strands, namely Spanish, Chinese and English.
—Submitted by a parent


Posted September 24, 2009

Warm, truly diverse, authentic community, learning and growing each year.
—Submitted by a parent


Posted September 24, 2009

I am a parent of a 2nd grader and 5th grader at Monroe. I continued to be impressed by the leadership that our principal exemplifies with all members of our school community, which has 3 language strands. Not an easy task! I feel that my children are not only learning a second language, they are learning core academics within environment that genuinely respects diversity.
—Submitted by a parent


Posted September 24, 2009

Faboluos Principal really great teachers! a lot of parent involment!
—Submitted by a parent


Posted September 24, 2009

Spanish, Cantonese and English, an organic garden, an amazing and peaceful community - Monroe is a microcosm of what the world could be.
—Submitted by a parent


Posted February 25, 2009

As a parent at Monroe over the past 6 years I have seen and been a part of the growth that as taken this little known diamond in the rough to one of the top elementary schools in the city. We have made tremendous academic strides due to the hard work and diligence of our amazing principal, teachers and staff. We have strong and committed parent groups (PTA, ELAC, SSC) that work tirelessly to benefit all children at Monroe. With it's commitment to academics, a 4 Strands Arts Program, Language Programs(Spanish and Chinese) and a diverse population reflective of the city Monroe is a polished gem hidden among the buzz schools.
—Submitted by a parent


Posted October 27, 2008

My daughter started kinder at Monroe in August of 2008. We're delighted with the school. The PTA is strong, the teachers and language education even stronger, and the principal is a wonderful woman and very responsive to parents' concerns. Our daughter is already reading and writing in Spanish!
—Submitted by a parent


Posted September 15, 2007

I am a parent of a kindergartener just starting at Monroe. We are very impressed with our daughter's teacher and how quickly our English-speaking daughter is learning Spanish. There is a great computer lab, library and garden. The parents are very involved and there is a great sense of community. We love it so far.
—Submitted by a parent


Posted August 23, 2007

This year is going to be our best ever! Monroe is a great school to work at. The students are friendly and eager to learn. The teachers are engaging and dedicated. The parents are active and involved. Our new principal, Ms. Steiner is going to make this place shine and everyone is behind her. I love Monroe!
—Submitted by a teacher


Posted August 22, 2007

Monroe parent here: Our daughter is entering 2nd grade in Spanish immersion & we love it here. Great balance of culture, arts, academics & enrichment, plus an enthusiastic & hardworking group of parents. This a safe, sweet and friendly school.
—Submitted by a parent


Posted October 19, 2006

At Monroe Elemntary School we have three things going for us: dedicated staff, committed and involved parents, and exciting programs in academics and the arts. Our community is diverse and while we have to work hard to communicate (families speak different langauges, so we need to use translation often), this enriches our expereince as well as provides challenges. Our children are fluent in two of three languages. Our innovative Enrichment and Arts program provides our kids with Dance (Baile Folklorico), Music (Chinese Drums), Visual Arts and Computer, while at the same time freeing our teachers to meet at grade-level meetings to share ideas and create a challenging and coherent academic program. We expect to meet our AYP goals again this year. Our PTA is active: visitors to the school will see all the colorful fun activities supported by the community.
—Submitted by a parent


Posted September 21, 2006

Monroe is a hidden gem. Spanish immersion program is particularly good. PTA has really grown in past three years, adding dance, computer and sports programs. We love it.
—Submitted by a parent


Posted May 19, 2006

Great arts program: dance.
—Submitted by a staff


Posted November 4, 2005

Hi! I'm a parent@monroe. We offer 3 language programs: english-only, spanish dual-immersion (that brings together both spanish-speaking kids and english-speaking kids who want to learn spanish), & a chinese bilingual program, not chinese immersion (the lingo can be confusing). It's an excellent program, but is not geared to english-speaking kids learning chinese, but for chinese-speaking kids learning english & retaining their home language. There are chinese immersion programs at alice.Fong.Yu, west.Portal, & starr.King, that are open to english-speaking kids to learn chinese. If you are interested in monroe for any of our programs, one of our strengths that I'm most proud of is that our chinese, latino, & english-speaking parents work well together, have fun together, and gain a deeper understanding of each other. We have tours are every tuesday 8:30am, no appointment necessary. -
—Submitted by a parent


Posted September 19, 2005

Wonderful multi cultural school with excellent faculty and a young energetic and motivated principle who is super amazing. We also love that our son is learning Spanish in a small classroom setting.
—Submitted by a parent


Posted June 17, 2005

Monroe is a remarkable school full of remarkable students. We proudly serve our kids with strong academic programs in English, Spanish Two-Way Immersion and Chinese Bilingual. Our teachers are energetic and passionate about finding our students unique learning styles and academic levels. With this in mind, they collaborate in teams to craft artful and rigorous activities that bring each student to her greatest potential. While we remain true to the neighborhood roots of our school, we are also experiencing an influx of parents who have found out that Monroe Elementary is a colorful, safe, diverse, and happy place to learn. Come have a look!
—Submitted by an administrator


Posted April 27, 2005

Located in the Excelsior District of San Francisco, this 'hidden gem of a school,' to quote one of its teachers, just received a million dollar grant to become a Spanish and Chinese Immersion School. That means in addition to learning English, students may choose to become bilingual in either Chinese or Spanish throughout grades K-5.
—Submitted by a parent


Posted March 30, 2005

I really enjoyed my visit to Monroe. They seem to have a lot of momentum, good parent involvement, and a positive school atmosphere.
—Submitted by a parent


Posted March 14, 2005

During my tour the principal mentioned that he would be getting rid of the colorful colors of the library, (the most lively part of the school) to 'clean up the place' a bad sign. I also witnessed some playground bullying that was going un-checked until the principal had to come around and break it up. scary.
—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

806

Change from
2012 to 2013

0

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

2 / 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 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

806

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

0

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)

5 / 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)

2 / 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.

88 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
46%

2011

 
 
58%

2010

 
 
39%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
49%

2011

 
 
60%

2010

 
 
50%
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.

78 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
52%

2011

 
 
48%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

79 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
76%

2011

 
 
66%

2010

 
 
72%
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.

79 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
60%

2011

 
 
56%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

82 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
67%

2011

 
 
73%

2010

 
 
75%
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.

65 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
63%

2011

 
 
61%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
57%

2011

 
 
58%

2010

 
 
51%
Science

The state average for Science was 57% in 2013.

67 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
63%

2011

 
 
62%

2010

 
 
64%
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%
Females36%
Males48%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino19%
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 disadvantaged79%
Students with disabilityn/a
Students with no reported disability45%
English learner34%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females45%
Males67%
African Americann/a
Asian81%
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 disadvantaged53%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability60%
English learner51%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)47%
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 Students47%
Females56%
Males40%
African Americann/a
Asian70%
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)n/a
Economically disadvantaged41%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability48%
English learner35%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Math

All Students76%
Females81%
Males71%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability77%
English learner73%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate100%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%
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 Students74%
Females78%
Males68%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability73%
English learner44%
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate55%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)79%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females70%
Males77%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability75%
English learner51%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate50%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)79%
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 Students51%
Females54%
Males47%
African Americann/a
Asian65%
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)n/a
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability51%
English learner18%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate50%
Parent education - high school graduate38%
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 Students53%
Females54%
Males52%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability54%
English learner29%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate50%
Parent education - high school graduate38%
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 Students39%
Females37%
Males41%
African Americann/a
Asian60%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability40%
English learner17%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate50%
Parent education - high school graduate31%
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

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 48% 51%
Asian 34% 11%
White 8% 27%
Two or more races 7% 3%
Black 3% 7%
American Indian/Alaska Native 0% 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 74%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Reading specialist(s)
Instructional aide(s)/coach(es)
ELL/ESL Coordinator
Read more about programs at this school
Source: Provided by a school official.

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Arts & music

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
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Jennifer Michele Steiner
Is there an application process?
  • Yes
Fax number
  • (415) 469-4070

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • 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
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Reading specialist(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • MUNI

Excelsior at Monroe Early Education School (after school program)

About the program
  • The Early Education Schools work collaboratively with elementary schools to support children's learning. The afterschool programs offer a homework/tutorial period, outdoor experiences, and learning/enrichment activities. Afterschool programs are offered year-round. Bussing is available between a number of SFUSD elementary schools.
Operated by
  • SFUSD Early Education Department
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 5:30 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 1-5
Is there a fee for the program?
  • No
Is financial aid available?
  • No
Website

Monroe Elementary School Afterschool (ExCEL Program) (after school program)

About the program
  • Mission YMCA afterschool childcare provides a nurturing and stimulating environment where children experience a curriculum rich in cognitive and creative skill building.SFUSD ExCEL afterschool programs ensure involvement of teachers from students' schools to make sure that afterschool 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.
Operated by
  • Mission YMCA
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:00 pm
Is enrollment limited to students who attend the school?
  • Yes
What grades can participate?
  • 1-5
Is there a fee for the program?
  • Yes
Website
School leaders can update this information here.

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Students typically attend these schools after graduating
Hoover Middle School
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260 Madrid Street
San Francisco, CA 94112
Website: Click here
Phone: (415) 469-4736

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