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Teacher quality
Principal leadership
Parent involvement
I think Presidio Middle School is one of the most overrated middle schools in the city. The administrators, staff and teachers do not about the well being of your child. They mostly care about their STAR testing scores and maintaining their status. There is a big lack of concern for the behavior of students and teachers and counselors either look the other way and ignore it, pretend as if it isn't happening, or they just don't care. Some teachers and staff are so old that they are only at the school to collect a paycheck. I'm thinking "If you don't want to be here, I'm sure there are a bunch of unemployed YOUNG, VIBRANT, and YOUTHFUL teachers willing to take up the spot and make a difference in a young kids' life." However, there are those few (and, I mean few) teachers that actually make kids accountable for their actions (i.e. homework assignments, actions toward other students, etc.) but unfortunately, they go unnoticed. The administrators are super unorganized, unethical, and uncaring - They let the troublesome kids get away with murder and punish good kids who they know won't defend themselves. The school has been a huge disappointment and I'm glad my child is leaving.
—Submitted by a parent
I have two kids in Presidio. The school is large and the classrooms have 35 students on average. Parents must rely on school loop to keep in touch with teachers who are too busy to contact parents if there is a problem. That said, my kids love the school. They are both in AP classes and thriving. There is a culture here where it is cool for boys to study. My kids friends are diverse, studious, with a good school/play balance. I decided on this school for its academics;and, when I walked around the playground the students were not clumped up in separate racial groups, but playing together. The band program is amazing. The administrative staff I have dealt with have been helpful. I wish the classes were smaller.
—Submitted by a teacher
Not pleased with the school: expected much more from it: teachers communication with kids and parents doens't exist. Noone cares about your child at this school: just asking for money every Wednesday. Will be looking to change the school next year. Very dissapointed.
—Submitted by a parent
I was nervous about sending my daughter to such a big school, but we're been pleasantly surprised. Mostly excellent teachers, challenging work, a reasonable level of homework, good drama, PE, sports, chorus, jazz band, orchestra, and outdoor education options like trips to Yosemite. It probably helps if your child comes in knowing some classmates and can learn well in a fairly traditional classroom setting.
—Submitted by a parent
I think that Presidio Middle school is a excellent school,our Principal is a smart and energetic woman, she is always doing her tireless work with all the teachers and all the personal at school. Teacher are excellent, kind and care about the students education.The programs are very good specially Math programs, Art and music, Computer, P.E ,their sport team are great, the Outdoor Education trip are excellent for the kids there, that complement the education that Presidio gives to them. The parents work all together to help our school and support them through PTA and Fundraiser activities. I think Presidio has all in one, its just a great, well coordinate public school.
—Submitted by a parent
The parent who gave Presidio one star, I wonder about his/her child. Howevr, one can't completely blame a system. Could it be his child has challenges and need special attention? Only this parent and field expert would be able to answer, but for my child she is excelling at Presidio in her AP classes. She has several amazing teachers who work tirelessly; I'm really impressed especially when there is so much cut-backs in the public schools. So, for the parent with the kid that has been 'damaged' by his/hers experience at Presidio Middle, I'm very sorry to hear and hope you find the perfect environment for your kid.
—Submitted by a parent
My son stated to attend this great school. My experience is the best so far, teacher are nice and care about the students and recognize their work, the staff is nice . Their elective are many, they have a strong math program that my son likes. I think is just a great school.
—Submitted by a parent
This is not a perfect school and the teachers are not that great. It is a very "public education" school and they let you know they can do so much...in so many ways. Yes there are a couple of good teachers that care, but mostly in the 35 plus student classroom who is really benefitting? I think these reviews are not accurate. My child was getting A's and B+ until they attended this school. The cracks are so big and apparent that any child that is looking to make new friends at a new school are almost given the thumbs up to fall straight down them. There is no social schooling as far as how to behave or handle responsibility ie.extreme homework, communication...! Now we have to deal with therapy, counsellling, tutoring and a new school. What a waste of a childs time.
—Submitted by a parent
Presidio is a great middle school offering a wide variety of electives from homemaking to jazz band to orchestra. Most teachers are supportive of different learners and are willing accomodate their needs in the classroom. Fortunately the few teachers who are not on board are leaving the school this year!
—Submitted by a parent
The teachers are fantastic and really care about hte kids. They go the extra mile to work with the parents.
—Submitted by a parent
I LOVE the music program and the music teacher, Ms. Gomez. I had always thought that my child was nonmusical and was astonished when Ms. Gomez awakened a real interest (and talent) in her. My child is really excited about learning her instrument and looks forward to band class each day.
—Submitted by a parent
Presidio is an wonderful school. The school is safe and my student is challenged and learning a lot. The teachers make themselves available at lunchtime to help and work with the students! My older son attended Presidio and is now attending an independent high school. He finds that he is completely able to keep up with his classmates who attended other independent schools!
—Submitted by a parent
It's a great school with a great staff and it's a really fine stepping stone to get our children from the nest of Elementary School into the freedom of High School and beyond.
—Submitted by a parent
I have a two daughters at presidio (6th and 8th) and am continually impressed with the staff, teachers, and the principal. Everybody is available for questions/concerns, the teachers really care about their students, and there is lots of extracurricular activity. Great sports, music, and arts programs. Super after-school program by the Richmond Beacon.
—Submitted by a parent
I love Presidio because it's a great school and I know that my son is getting a good education. The principal and staff genuinely care for the students and making sure that, in spite of budget challenges, that quality education comes first.
—Submitted by a parent
My kid love it. Great teachers and staff. Good sport & music program.
—Submitted by a parent
Nice atmosphere, gentle student body for the most part. Reactive staff when there are fights in the school grounds. Mostly dedicated teachers however there are some teachers who are on the old side. My son and daughter have had a nice education there and the afterschool program has been top notch.
—Submitted by a parent
Presidio provides a great variety of courses and its music teachers are very dedicated.
—Submitted by a parent
Presidio provides the academic challenge my child needs for his education career as well as the extracuriculum. But above all, my child is nourished with care and respect by the staff and the after-school staff from the Richmond Beacon Center. He has adapted to the transition and feel safte by meeting all new friends.
—Submitted by a parent
The school is well run with dedicated staff and principal and assistant principals. Teachers are pretty cool, too. The best of all is the after school program run by Beacon.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
364 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
359 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
359 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
322 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
366 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
381 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
376 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | 52% |
| Asian | 84% |
| Filipino | 71% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 30% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 72% |
| All Students | 80% |
| Females | 80% |
| Males | 81% |
| African American | 43% |
| Asian | 88% |
| Filipino | 86% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 42% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 68% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 89% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 27% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 66% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 83% |
| All Students | 81% |
| Females | 83% |
| Males | 80% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 85% |
| Students with disability | 50% |
| Students with no reported disability | 83% |
| English learner | 39% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 74% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 80% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 27% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 77% |
| All Students | 74% |
| Females | 74% |
| Males | 75% |
| African American | 44% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 5% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 70% |
| All Students | 13% |
| Females | 13% |
| Males | 12% |
| African American | n/a |
| Asian | 24% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 23% |
| Students with disability | 12% |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 66% |
| Males | 75% |
| African American | 32% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 84% |
| Students with disability | 32% |
| Students with no reported disability | 73% |
| English learner | 14% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 67% |
| All Students | 80% |
| Females | 78% |
| Males | 81% |
| African American | 35% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 87% |
| Students with disability | 41% |
| Students with no reported disability | 82% |
| English learner | 29% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 78% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 59% | 11% | ||
| White | 18% | 27% | ||
| Two or more races | 9% | 3% | ||
| Hispanic | 8% | 51% | ||
| Black | 4% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 49% | N/A | 54% |
| English language learners 2 | 8% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 48% | 2% | ||
| Spanish | 15% | 85% | ||
| Vietnamese | 11% | 2% | ||
| All other non-English languages | 7% | 1% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Russian | 5% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Chaozhou (Chiuchow) | 2% | 0% | ||
| Toishanese | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 19 | N/A | 11 |
| Average years teaching | 21 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
School psychologist School social worker/counselors(s) |
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Tips for understanding school culture
| Dress Code |
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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.
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450 30th Avenue
San Francisco,
CA 94121
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Phone: (415) 750-8435
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