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GreatSchools Rating

Moscone (George R.) Elementary School

Public | K-5 | 340 students

 
 
Last modified
Community Rating

4 stars


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9 reviews of this school


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Posted November 3, 2009

George Moscone is a wonderful school with great teachers whom love tteaching their students and care very much about their well being. they teach the students to speak three different languages, say the Pledge of Legency. The principal is a very goo person and role model for the students.
—Submitted by a parent


Posted October 2, 2009

They care about the students, my chilldren's teachers always let me know when there is a problem & try to find the best way to deal w/it.
—Submitted by a parent


Posted January 4, 2009

My daughter is now in the first grade at George Moscone. I have been repeatedly impressed by the quality of her teachers, the administration, and the staff. All are dedicated and professional. She loves school, is eager to learn, and there have been a wide range of educational field trips, even in the 1st grade. Finally they offer an exciting dance and visual arts program that she enjoys tremendously. The major down-side is that after-school offerings are limited and I had difficulty finding an appropriate one for her the kindergarten year.
—Submitted by a parent


Posted January 16, 2008

My duaghter just started kindergarten and I am so impressed with Ms Goot! She's incredibly patient, kind and an exceptional educator. The principal, Ms Zielinski, really is very dedicated to her students and the overall success of the school. If you're looking to expand your child's Spanish or Chinese language skills and instill a strong scholastic curriculum, this is the place to bring your child. If you're not a moring person, this will not be the best fit. But, taking into account what's gained, it's so worth waking up earlier. The only drawback is it's low diversity ratio.
—Submitted by a parent


Posted December 15, 2007

This school is amazing. Students tests are all high level. Ps. All the teachers are pushing their students very hard. I'll give this school two thumbs up. 5 stars = Excellent! :)
—Submitted by a parent


Posted December 9, 2004

This school seems very well organized under the (iron) command of Pat Martel. The school is pretty new and very tidy. Discipline is strong but does not seem harsh - I didn't see students being yelled at or threatened, but everyone knew how to behave. The pedagogic approach is, again, disciplined - although the school has many ESL students, the effort is to get all students reading and writing English asap. Although this is not an arts school, kids get dance and art time every week. School starts at 7:50 and timeliness is strongly enforced. This would not be the best school for kids who really can't deal with too much structure, but it seems to be successful with the ones who do attend. I liked the emphasis on trying to assure that everyone achieves and the pride that the principal clearly has in her school.
—Submitted by a parent


Posted June 11, 2004

I am most impressed with the quality of the staff at Moscone. Every teacher is fully credentialed and the average number of years of teaching experience is 12 years. Most of the staff has worked together at Moscone for almost ten years, and the principal has been at the school for 14 years. The staff makes decisions together and works hard to know and care for each student. Every child (including kinders) is known well by the principal and at least three teachers who are not their own teacher! With this kind of committed staff, it is no wonder I see kids excited about learning, proud of their achievements, and confident about their academic abilities. This is true even for those kids who don't get much academic support at home. It's energizing and inspiring.
—Submitted by a parent


Posted March 11, 2004

This is a great school. The teachers, staff and principal at Moscone are dedicated to one thing: helping the kids in their care to succeed. It's a no-nonsense environment where the kids know the rules--but also know that they are loved and appreciated. They feel themselves part of a school community, and want to do their best, not only for themselves, but for their families and their school. My daughter's teachers have been remarkable: effective, dedicated and inspiring. We're very happy to have our daughter at Moscone.
—Submitted by a parent


Posted October 24, 2003

Moscone school is the kind of place you dream about finding in its area. Well-disciplined, academically ahead, ethnically-diverse, economically diverse and always challenging. Moscone students and teachers work to earn respect and they deserve it.
—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

820

Change from
2012 to 2013

+22

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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

820

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

+22

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)

4 / 10

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

4 / 10

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

The state average for English Language Arts was 56% in 2013.

52 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
65%

2011

 
 
61%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

53 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
72%

2011

 
 
78%

2010

 
 
69%
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.

55 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
50%

2011

 
 
39%

2010

 
 
30%
Math

The state average for Math was 66% in 2013.

56 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
76%

2011

 
 
76%

2010

 
 
74%
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

 
 
69%

2012

 
 
58%

2011

 
 
58%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
67%

2011

 
 
60%

2010

 
 
82%
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.

52 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
41%

2011

 
 
64%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

53 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
28%

2011

 
 
77%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

52 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
43%

2011

 
 
59%

2010

 
 
66%
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 Students54%
Females69%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability59%
English learner46%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
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 state63%

Math

All Students61%
Females69%
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 disadvantaged59%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability67%
English learner56%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
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 state69%
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 Students49%
Females45%
Males55%
African Americann/a
Asian77%
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 disadvantaged52%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability50%
English learner38%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
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 Students88%
Females88%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged87%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learner82%
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
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 Students69%
Females78%
Males61%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability69%
English learner40%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
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 state69%

Math

All Students67%
Females74%
Males62%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learner43%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate73%
Parent education - high school graduate68%
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 state77%
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 Students57%
Females69%
Males46%
African Americann/a
Asian75%
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 disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learner24%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate53%
Parent education - high school graduate56%
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 Students45%
Females42%
Males48%
African Americann/a
Asian70%
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 disadvantaged41%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learner17%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate37%
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 Students56%
Females58%
Males54%
African Americann/a
Asian75%
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 disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learner24%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate53%
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 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 60% 51%
Asian 31% 11%
Two or more races 4% 3%
Black 2% 7%
White 2% 27%
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 84%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

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.

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School basics

School start time
  • 7:50am
School end time
  • 1:50pm
Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Valerie Hoshino
Is there an application process?
  • Yes
Fax number
  • (415) 695-5341

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)

Moscone Recreation Center (after school program)

Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 5:30 pm
What grades can participate?
  • 1-5
Is there a fee for the program?
  • No
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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2576 Harrison Street
San Francisco, CA 94110
Website: Click here
Phone: (415) 695-5736

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