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GreatSchools Rating

Peabody (George) Elementary School

Public | K-5 | 252 students

We are best known for family feel and talented staff.

 
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

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27 reviews of this school


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Posted Sunday, April 13, 2014

Peabody has a really involved PTA, intense school pride, an incredible principal and dedicated teachers. We have been there for 3 years and it keeps getting better. Every family is asked to give $1000 so there are a lot of gaps filled in that that government doesn't fund in CA.
—Submitted by a parent


Posted August 27, 2013

We really enjoyed our brief time at Peabody for our 2 daughters for K and 1st/2nd grade (SDC). The teachers and principle (and all staff) were great. We would love to stay, but moved to Pacifica (where home prices are more affordable).
—Submitted by a parent


Posted February 3, 2013

Hi, former student here! I'm now in high school. I want to say that George Peabody has given me so many memories that always make me smile whenever I think of them. It is tremendously terrific school because everyday was a day of learning and everyday was a day of fun. Your child will love it, I know I did. (5th grade teacher Mr.Gelfand is awesome! I wonder if he still has silent lion, the class pet!) -former student


Posted November 12, 2012

It's no secret that Peabody is referred to as a public private school. If you are lucky enough to have your kid(s) attend this school, you also know you must assume responsibility to ensure its success continues. About 8 years ago, parents got together, determined to make Peabody what it is today: a small school with an incredible principal, fantastic teachers and has a community of parents who commit to raising over $200k/year. And the fundraising is from bake sales every few weeks, but by simply writing a check to the school for at least $1000, and often much more. Giving even $10k a year is still cheaper than a private school, and knowing all the other parents are also giving the most they can in time and money to the school means you get to send your kid to a school of devoted, grounded families who become your friends and community, who share your same educational values and provide the school with the resources and support it needs to ensure our children receive the best education possible.
—Submitted by a parent


Posted October 27, 2011

This is our first year at Peabody. What a fantastic school! There is such a great sense of community here. There is alot of parent involvement. The teachers are dedicated. The students are engaged, happy and learning. With less than 300 students for K-5, this school is on the small side, but it is all to the benefit of the kids.


Posted October 13, 2011

My son is really enjoying kindergarten at Peabody. He actually gets out of the car every day and runs into the playground -- he's so excited every day to learn, to play, to see his friends. Peabody was our first choice because of its small size, small class size, community feel, its reputation as a really good school, and Principal Vroegh, who sets a very high bar of excellence, pride, dedication, and caring. Peabody is a place you just want to be part of. It's down to earth and fun and we feel really lucky to be a part of the community.
—Submitted by a parent


Posted August 20, 2010

we loved this school for the year my son was in kindergarten 2009-10. we moved to walnut creek, not because of any problem with the school. because we wanted better real estate. anyway, i know i will miss it. it was our first choice in the lottery and it was a great year.
—Submitted by a parent


Posted May 8, 2010

Peabody is a real beacon of learning. We live across town, and got a spot at Peabody by accident. Accident or no, we could not be happier. Our daughter's teachers are engaged, responsive and the principal, Mr. Vroegh, knows every child. She is thriving as are her friends and classmates, no matter where they are on the learning spectrum. And the parent community is active and positive. There are just wonderful families there - people and kids you are happy to know, and know better every year. I feel confident that my child (and our younger child following behind her sister) will be well-educated, supported and seen at Peabody.
—Submitted by a parent


Posted April 13, 2010

It's a small public school with a fantastic principal and teachers. My daughter has learned so much in the past 2 years at the school and she loves school. The PTA is extremely strong which supports many after school classes, such as piano, spanish, yoga, art, sports, tree frog trek, chess and many others. We love it
—Submitted by a parent


Posted November 4, 2009

This school has be absolutely wonderful and an amazing transition into kindergarten for our daughter and our family. The principal is outstanding and very actively involved, we love our daughter's teacher - she comes home with stories and pride in what she's absorbed each day. Everything from the garden, wonderful Coach Mary, Ms. Wong, Ms. Wanda, Ms. Tam, Nori caring for our kids on the play structure - the library, inviting PTA and absolute sense of community, we truly feel blessed to be a part of this school.
—Submitted by a parent


Posted September 22, 2009

A wonderful place to work. Parent and staff working together to make a joyful and educational environment. The curriculum goes above and beyond the california standards with amazing ties to the arts and sciences.
—Submitted by a teacher


Posted September 17, 2009

George Peabody is a school that develops community among its children, parents and staff. The leadership of the principal, Willem Vroegh is outstanding.


Posted August 19, 2009

When we started at George Peabody two years ago, I was a little concerned because it was such a small school. I wondered if it would have the resources to be a truly great school. The PTA president at the time told me the size is actually an asset. It is much easier to turn a small boat than an ocean liner. In just 2 years we have seen remarkable additions to the school: a new play structure, a new learning garden, and unique after school enrichment offerings (from drama, to Tree Frog Treks to lion dancing). The teachers and the principal are fantastic. The parent participation and enthusiasm put added shine on this gem.
—Submitted by a parent


Posted March 6, 2009

I am a current parent of 2 boys grades 7 and 10. This school has a very positive atmosphere and a feeling of a closeknit family. Much better than private schools, IMHO. :-)
—Submitted by a parent


Posted December 10, 2008

My child is in their final year at peabody. After 6 years here, I think it was a good place for him most of the time. There were some rough times I don't feel were handled properly, and I would not send younger children here in the future while certain staff remain. Overall though I feel my child got a good education, was able to particiapte in some great activities like the LEAP Sandcastle competition in Oct, the rebuilding of the school playground in Nov, being part of painting & beautifying the school the past 4 years. The teachers are good at getting the kids that need extra help the attention they need. Challenging the ones that need it. And helping the ones in between excel on their own terms.
—Submitted by a parent


Posted October 19, 2008

This is our second year at George Peabody and we are very happy that our child is here. His kindergarten teacher was so experienced and I am continually amazed at what he was able to achieve under her leadership. We love the small community. The principal knows most everyone and is very involved as are most of the parents. The only drawback is lack of green space, but you can only fit so much into a small urban school yard, and plans are almost complete for adding a learning garden next to the new play structure.
—Submitted by a parent


Posted September 19, 2008

We are a new Kindergarten family at George Peabody so we're only a few weeks into the school year but we have been incredibly impressed with the school so far. It's small enough that very quickly our daughter felt at home. The Principal knows every child's name and is a constant presence around the school. The after school programs have been amazing and the parent participation is very active. Our family has felt incredibly welcomed in our new school.
—Submitted by a parent


Posted March 29, 2008

Peabody is a very small and unique school that is special in its committment to excellence and detail. The Principal is an excellent leader and is open to new ideas. The PTA is strong, providing a variety of extracurricular activities, after school classes, and weekend events. I feel the school is a little bubble of peace and security for my children to be. They are both thriving and happy. I feel my 5th grader is well prepared for middle school. With few exceptions, the teachers are great! I wish though the public scool system left for time for things like science fairs and special projects, but the curricullum is too full for this. I have found parent participation is key to the success of the children's grades. I highly recommend GP for any prospective parents with young children.
—Submitted by a parent


Posted January 21, 2008

Excellent principal. We've had excellent teachers and okay teachers. This year many students and parents have had problems with this teacher being unfair and keeping the children in for lunch and 10-20minutes late every day after school to do work because she does not budget her classtime well. There are a lot of extra-ciriccular activities but some families feel forced to participate so the school can justify funding them all. But my child is happy and thriving, doing very well academicaly & socialy, and that is what is most important. I may or may not concider sending a future child here.
—Submitted by a parent


Posted October 16, 2007

When I began the process of finding the right school for my daughter, I was convinced that I needed to get her into one of the 'alternative schools'. However, after touring George Peabody and speaking with some of the parents, I realized what a great little school it is. In the short time that she has been in Kindergarten, I have been thrilled with the quality of her education and the overall learning & social environment. Peabody provides a great integrative arts program, physical education and solid academics. It's warm and nurturing and small enough to provide individual attention to all the students. Most importantly, my daughter is learning and excited to go to school every day.
—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

904

Change from
2012 to 2013

-22

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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 met all student subgroup API targets for 2013

This school's
API score

904

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)

10 / 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)

9 / 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.

43 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
86%

2011

 
 
89%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

43 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%

2011

 
 
88%

2010

 
 
70%
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.

42 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
76%

2011

 
 
71%

2010

 
 
72%
Math

The state average for Math was 66% in 2013.

43 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
84%

2011

 
 
81%

2010

 
 
78%
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.

45 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%

2011

 
 
92%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

45 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%

2011

 
 
85%

2010

 
 
87%
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.

32 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
95%

2011

 
 
72%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

29 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
86%

2011

 
 
80%

2010

 
 
88%
Science

The state average for Science was 57% in 2013.

29 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
85%

2011

 
 
76%

2010

 
 
84%
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 Students77%
Females88%
Males61%
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)80%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only79%
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 graduate72%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students89%
Females88%
Males89%
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)85%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only92%
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 graduate83%
Parent education - graduate school/post graduate91%
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 Students84%
Females85%
Males82%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students95%
Females90%
Males100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
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 graduate100%
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 Students77%
Females72%
Males81%
African Americann/a
Asian69%
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)100%
Economically disadvantaged53%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only84%
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 graduate100%
Parent education - declined to state83%

Math

All Students78%
Females67%
Males85%
African Americann/a
Asian83%
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)94%
Economically disadvantaged53%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
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 graduate91%
Parent education - declined to state91%
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 Students75%
Females72%
Males79%
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 disadvantaged45%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability76%
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 Students75%
Females71%
Males83%
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 disadvantaged45%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only81%
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

Science

All Students72%
Females71%
Males75%
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 disadvantaged36%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only81%
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
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
Asian 34% 11%
White 32% 27%
Two or more races 19% 3%
Hispanic 9% 51%
Black 6% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 31%N/A54%
Source: NCES, 2010-2011

Teacher resources

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

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Special education / special needs

Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Music
  • Choir / Chorus
Performing and written arts
  • Creative writing
  • Dance
  • Drama

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Health & athletics

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

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

School basics

School start time
  • 8:40am
School end time
  • 2:40pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Willem Vroegh
Best ways for parents to contact the school
  • Email
Is there an application process?
  • Yes
Fax number
  • (415) 750-8487

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Transportation options
  • Moderate street parking. Muni: 1, 2, 44
School facilities
  • Computer
  • Garden
  • Library
  • Playground

George Peabody Elemetary School - Richmond District After School Collaborative (ExCEL Program) (after school program)

About the program
  • RDASC's mission is to improve the quality of life in its community by providing youth and their families with affordable afterschool environments that are safe, fun, art enriching, academically enhancing and culturally relevant. Students are expected to attend the Richmond District Afterschool Collaborative program at Peabody Monday through Friday from 2:40pm-5:45pm. It is important to note that if your child is absent from the program for 5 days in one month, he or she may be asked to leave the program. A typical week includes free and homework time, art, recreation, community building and Friday field trips. 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.Applications for the 2013-14 program are due April 26, 2013. Although consideration is given to families who submit applications by the deadline, the program does not admit students on a first come, first served basis. Kindergarten students are admitted on a three week trial period to determine if they are able to adjust to the long day. The Richmond District Afterschool Collaborative works to balance gender and grade levels, and consider academic and financial need. They also work with the site administrator to identify and assist families who have particular needs. Complete information and application are available on their website.
Operated by
  • Richmond District Neighborhood Center
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?
  • No
Website

Summer program 1

About the program
  • Each program has an academic, enrichment and physical activity component. The programs are based on a youth development model and include project based learning activities. The summer programs are operated by community based organizations that are contracted by SFUSD to provide the services based on grants to the school from California Department of Education. Each organization has a site specific enrollment process. Priority enrollment goes to the students from the school site. Students from other SFUSD schools are eligible to apply though in many of the elementary schools there is more demand than available slots. Funding changes year to year and program offerings change.
Types of activities
  • Academic
  • Arts
  • Athletic
Operated by
  • Richmond Dis. Neighborhood Ctr
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
School leaders can update this information here.

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Sports

Boys sports
  • Playworks
Girls sports
  • Playworks

Arts & music

Music
  • Choir / Chorus
Performing arts
  • Creative writing
  • Dance
  • Drama

Student clubs

Clubs (distinct from courses)
  • Gardening
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
More from this school
  • The school offers after-school enrichment program for students that has a wide variety of enrichment classes available such as spanish, chess, lego, yoga. During the school day, students have access to the Playworks physical education program, the Opera Program and the Artist in Residence program. Beginning in 2010-11, the PTA is also sponsoring a Literacy and Language Support Specialist. The active PTA is an effective organization which supports many of the schools activities, and also offers monthly community events and parent education workshops. There are several after-care options available. There is an onsite fee-based after care program offered by RDASC, the ASPIRE program located at St. James Episcopal Church, also fee based. The SFUSD school bus stops at the JCC to allow students to attend the JCC after school program. The school also welcomes families to stay on campus after school to use the library or play on the yard (with supervision), which enhances the family feel of the school.
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Presidio Middle School
Roosevelt Middle School
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251 Sixth Avenue
San Francisco, CA 94118
Website: Click here
Phone: (415) 750-8480

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