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GreatSchools Rating

Revere (Paul) Elementary School

Public | K-8 | 417 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

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17 reviews of this school


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Posted September 14, 2013

My daughter goes to Pre-K at Paul Revere. 1st thing that I love is the security that the school has in place to secure the safety of all students every day. 2. Ms. Cinthia or Maestra Cinthia is an outstanding teacher and it has been a blessing having my daughter in her class. 3. She communicates with parents very well in English, Spanish and Mandarin. She teaches the children some words in each language if the parents are ok with it. I know I said YES. If Ms. Cinthia is the foundation at Pre-K I hope the rest of the school will be just as good with the new principal and vice principal leading the way.
—Submitted by a parent


Posted April 22, 2013

My child was a 1st grade transfer into the immersion program at Revere. Although it was a rough start because he is not a native speaker, the kinder - 4th grades are very strong for children like mine. Over the 1st grade year he struggled, but they pulled him out daily for a one on one via a literacy intervention program. Spanish clicked and now he thrives. The immersion in 1st was a very positive experience and with teachers at each level working closely together. Each class level is a intimate, small family of children with 2 Immersion and 1 GE. One of the greatest achievements this year is the Revere's Math scores - Revere ES is far above SFUSD average for math proficiency - and kids enjoy math here! An unprecedented 70 point API increase in one year was VERY encouraging and I would be satisfied with any point increase next year . Revere definitely tests and benchmarks, so data is very important to the administration as it was to our family. Latino Parent involvement is increasing significantly adding to the cadre of volunteers in the PTA. The after school program has a well loved, hard working energetic crew. Definitely an excellent Immersion program and above average GE!
—Submitted by a parent


Posted November 29, 2012

Seems like fourth year is a charm. Our daughter is in 3rd grade and this year has been amazing so far. Thriving happy children. Focus in the classrooms, energetic teachers, vastly improved scores, academically accelerated students, differentiated learning, field trips to Mission Science, Randall Museum, San Francisco Symphony. Really an incredible turnaround. We are THRILLED we stuck it out with Revere and further thrilled to have out second daughter begin K at Revere in Fall 2013. Hats off to the administration, it's been a winding, uphill road but the hard work and willingness to engage with the community in earlier, well publicized, tough times has paid off. The difference in atmosphere in the school between last year and this year is like night and day. On the last day of school in June we were 99% sure we would not be back. Can't say enough about how happy we are with our last minute decision to stay! Our daughter is so genuinely proud of her school now, it's truly heartwarming. Go Revere!
—Submitted by a parent


Posted August 25, 2012

This is our fourth year at PR. We couldn't be happier with the direction the school is taking. We are more than excited about this school year and we hope to have more families coming in to join our community. Hard working staff, strong leadership, amazing families and awesome kids!
—Submitted by a parent


Posted March 23, 2012

The school security and lack of communication between the school staff administration is a reflection of poor leadership by the Principal. A "Dream" school, which is a "Nightmare" in test scores. The chaotic process at the beginning of the school year has not improved much. SF Unified School District does not give parents any way out of a school once it is assigned....which is unethical.
—Submitted by a parent


Posted December 30, 2011

I am a former student of Paul Revere,& one of the PR First 8th Grade Class graduates.I attended the school from K-8th Grade.The school has not been academically strong for many many years, but is progressively improving.The Bernal Heights community is great.Very safe (no gangs,violence,drugs).The school went through a lot of rough times during the past 10 years due to the extreme change in staff.Albeit,I believe the school today is getting on its feet.I have a younger sister who is at her last middle school year there,& academically, from the schoolwork/homework I've seen of hers,the school has gotten a lot more challenging (which is really good).What is good about this school,in comparison to other mid schools,is the community.Inside school (the school itself) & around the school,the community is very close:not a huge school where students may sometimes not be noticed by teachers.I have had the opportunity to meet many of the current teacher/staff at Paul Revere,& I believe in their desire to bring the school up.I encourage all parents to look into PR,especially Bernal Heights families.With the help of parents,together,PR will continue rising & enriching students with a great edu.


Posted August 22, 2010

I'am a parent that has a child attneding paul revere middle school this is his first year being in paul revere he says it is a very nice school. He also says that the teachers are very helpful not only that but they teach students in a very nice and intelligiant way.To me it seems that the teacher really care about there students. But there are a few rude students.I also think the teacher should be a bit more strict on rude students.My son says that during class students consistenly talk during class which wastes everyone time.But i think the teacher should be more strict.
—Submitted by a parent


Posted November 10, 2009

This school is great, friendly staff and students.
—Submitted by a parent


Posted September 28, 2009

Two way bilingual immersion, extra enrichment, devoted teachers and dedicated staff = happy learners
—Submitted by a parent


Posted September 24, 2008

Our family joined Paul Revere this year in the kindergarten Spanish Immersion program. We have found the school staff and parent's to be involved and it is a very caring environment. My child is learning more and more Spanish every day and we are looking forward to becoming fluent. There is the first annual walk-a-thon this year as a fundraising effort and if you want to be involved in the school there are many volunteer opportunities. The Principal is very responsive, energetic and smart.
—Submitted by a parent


Posted May 8, 2008

My son has been attending the Spanish Immersion program at Paul Revere for two years, he is currently in first grade. I have been very happy with this school so far. Both his Kindergarten and first grade teachers IMaestro Matt and Maestra Tamara) have been wonderful; warm, kind and attentive to my child and to us as parents. The principal and vice-principal are warm and very engaged with the school's activities. My son has been very happy with the afterschool program and has learned sign language from it. I am amazed at the amount of spanish my native english speaking son has learned in his two years. I wish there were more amenities, such as a science room or a gym, however the curriculum makes up for what the building lacks. I would recommend this school, particularly to parents who would like their children to learn a second language fluently.
—Submitted by a parent


Posted March 3, 2008

I'm a substitute teacher who frequents various elementary and middle schools around san francisco, and as someone who has engaged in practically every grade at this school, I would like to say that this school does not deserve the negative reputation of it's former self. Despite it's Dream school status and it's enrollment demographic, I've found this school has shown great promise on all levels. Dr. Tagomori and his teachers are fresh and engaging towards the students. It's college preparatory treatment of the students (referring to each class as a major university) is unique. This school also offers a special education class, spanish immersion classes as well as various arts (theater, music..etc). Their after-school program has such programs as Kung-fu, hip-hop dance and cooking. In summation, I've found this school comparable to any blue-collar neighborhood school in the city.
—Submitted by a teacher


Posted October 31, 2007

It has been a pleasure to become part of the school by virtue of being housed in the Annex. Our preschool has been warmly welcomed by the principal, Mr. Tagamore and all his staff. He responds quickly and kindly to requests and questions.
—Submitted by a teacher


Posted September 16, 2007

After looking a long time to find a school with the opportunity of Spanish immersion and high academical achievement, we entered Paul Revere School this year (K + 2nd. grade) and we are AMAZED! The principal is better then wonderful.. tracing a wonderful spirit and good vibe to the school. He is completely involved in seemingly every thing concerning the school and has offered a very closed and resolving communication with us parents. We have been given immediate response to any kind of subject we needed to (which we didn't had at all in the previous public school my son attended). He has a great staff which is supported and encouraged by him. Teachers are wonderful and administrates are helpful and problem-solving oriented. Everybody is so friendly and helpful and we can feel that people working at Paul Revere are happy people to be there.
—Submitted by a parent


Posted September 8, 2006

I have four children who are new to PR this year. I chose this school because it's a small neighborhood school where all my kids can attend. They've added a 7th grade this year and are adding 8th next year. The new principal is tremendous as are the rest of the staff and faculty; they are hard-working, warm, dedicated, and progressive. My K child is in the Spanish Immersion program and has a wonderful teacher. Paul Revere also has an after-school program with languages and arts and in-school music lessons. I feel this school has the potential to be superb!
—Submitted by a parent


Posted June 4, 2005

This school had great staff, but that will change this upcoming year (2005/2006). It has a weak principal and they are unsure who will be there next year. Only two teachers are returning next year.
—Submitted by a teacher


Posted June 3, 2005

I am excited to see the changes for the 05-06 school year. This year was a bit disappointing for me personally. School officials did not plan properly for the maternity leave of my 2nd grader's teacher. As a result he suffered emotionally as well as academically. Having three different teachers in one semester is unexcusable. My first grader is in a class that teaches in both english and spanish. It is a very nurturing environment. I wish there was more parental support. The behavioral distractions could greatly be minimzed if the parents were held more accountable.
—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

772

Change from
2012 to 2013

+18

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

772

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

+18

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)

2 / 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)

3 / 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.

56 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
58%

2011

 
 
32%

2010

 
 
29%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
70%

2011

 
 
49%

2010

 
 
55%
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.

49 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
55%

2011

 
 
34%

2010

 
 
17%
Math

The state average for Math was 66% in 2013.

50 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
65%

2011

 
 
83%

2010

 
 
45%
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.

36 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
66%

2011

 
 
35%

2010

 
 
30%
Math

The state average for Math was 72% in 2013.

37 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
80%

2011

 
 
37%

2010

 
 
29%
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.

43 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
51%

2011

 
 
40%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

45 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
60%

2011

 
 
48%

2010

 
 
39%
Science

The state average for Science was 57% in 2013.

42 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
43%

2011

 
 
23%

2010

 
 
18%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

34 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
15%

2010

 
 
26%
Math

The state average for Math was 55% in 2013.

36 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
35%

2011

 
 
24%

2010

 
 
26%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

35 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
38%

2011

 
 
27%

2010

 
 
34%
Math

The state average for Math was 52% in 2013.

35 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
42%

2011

 
 
9%

2010

 
 
12%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

23 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
4%

2011

 
 
3%

2010

 
 
3%
English Language Arts

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

24 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
39%

2011

 
 
27%

2010

 
 
15%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

26 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
25%

2011

 
 
21%

2010

 
 
12%
Science

The state average for Science was 67% in 2013.

24 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
21%

2011

 
 
15%

2010

 
 
18%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students31%
Females39%
Males20%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only59%
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)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Math

All Students61%
Females65%
Males56%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability67%
English learner52%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%
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 Students53%
Females57%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability54%
English learner37%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students86%
Females93%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability88%
English learner89%
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 graduaten/a
Parent education - declined to state76%
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 Students67%
Females75%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability69%
English learner61%
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 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 state42%

Math

All Students81%
Females92%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability86%
English learner78%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%
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 Students56%
Females55%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability57%
English learner48%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
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 state58%

Math

All Students80%
Females90%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learner73%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate79%
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 state73%

Science

All Students45%
Females25%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
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 disadvantaged45%
Students with disabilityn/a
Students with no reported disability45%
English learner26%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
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 state36%
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 Students44%
Females43%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner8%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females40%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner20%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students51%
Females45%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
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 state46%

Math

All Students54%
Females60%
Males47%
African Americann/a
Asiann/a
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 disadvantaged50%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
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 state54%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students48%
Femalesn/a
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

English Language Arts

All Students42%
Femalesn/a
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students19%
Femalesn/a
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Science

All Students39%
Femalesn/a
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%
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 59% 51%
Black 15% 7%
Asian 9% 11%
Two or more races 7% 3%
Hawaiian Native/Pacific Islander 4% 1%
White 4% 27%
American Indian/Alaska Native 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 83%N/A54%
Source: NCES, 2010-2011

Teacher resources

Foreign languages spoken by school staff Chinese (Cantonese)
Italian
Spanish
Tagalog
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Specific academic themes or areas of focus
  • Special education
Specialized programs for specific types of special education students
  • Multiple disabilities
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Italian
  • Spanish
  • Tagalog

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

School start time
  • 8:00 a.m.
School end time
  • 3:00 p.m.
Before school or after school care / program onsite
  • After school
School Leader's name
  • Stacy-Ann Afflick
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (415) 647-0878

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Mathematics
  • Special education
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Multiple disabilities
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Italian
  • Spanish
  • Tagalog
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Moderate metered street parking at Brava Theater. Muni: 12, 48, 67

Paul Revere College Preparatory Extended Day Program (ExCEL) (after school program)

About the program
  • Paul Revere's afterschool program include homework assistance, enrichment activities, social skill building, and recreation. Activities include sports, dance, arts and crafts, music, community service (service learning), board games, and more. YMCA SF Urban Services is a FREE program. In addition, a fee-based program is ofered through SF Recreation and Park. Sign up early as space is limited.SFUSD ExCEL afterschool programs ensure involvement of teachers from students' schools to make sure that after-school academics are aligned with the school day curriculum. Every school with an ExCEL program partners with a nonprofit community-based organization to run activities and build bridges to the neighborhood.
Operated by
  • YMCA SF Urban Services
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 6:00 pm
Is enrollment limited to students who attend the school?
  • No
What grades can participate?
  • 1-8
Is there a fee for the program?
  • Yes
Website

Paul Revere College Preparatory School Extended Day Program (SF Rec and Park) (after school program)

About the program
  • One of two Afterschool Programs at Paul Revere PreK-8 College Preparatory School. (The other is run by YMCA SF Urban Services) This fee based program is run by SF Rec and Park and is offered Monday through Friday from the end of the school day until 6pm. (Both programs are closed when school is not in session.) As with many Afterschool Programs, space is limited so sign up quickly and expect a waiting list. Visual and performing arts enrichment is offered, along with academic support, sports and other recreational activities. Only students who attend Paul Revere may register for this program. To sign up visit SFRecOnline.
Operated by
  • San Francisco Recreation and Parks
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
Is financial aid available?
  • Yes
Website

Paul Revere Elementary School - Brava Ballroom (after school program)

About the program
  • Brava Ballroom brings students in grades 3-8 from the Mission/Bernal Heights/Potrero neighborhoods to the historical Brava Theater's new dance studio once a week to learn ballroom dance fusion. Forms include tango, merengue, cha cha, salsa, and hip hop.
Operated by
  • Brava! for Women in the Arts
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
End time
  • 5:30 pm
Is enrollment limited to students who attend the school?
  • Yes
Is there a fee for the program?
  • Yes
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
  • Urban Services YMCA
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Phone number
  • (415) 695-5656
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Soccer
  • Track
Girls sports
  • Basketball
  • Soccer
  • Track

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
Parent involvement
  • Leadership is shared by all members of the paul revere community. students participate in student council, including school wide student body officer elections. family members participate in the pta. staff members meet in grade level teams and action committees. representatives from all these groups work together on the school site council.
More from this school
  • We use Caring School Communities (CSC) and CRLP to identify and build on individual's strengths and use our connections to each other and our community to continue to grow and learn.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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Notice an inaccuracy? Let us know!

555 Tompkins Avenue
San Francisco, CA 94110
Website: Click here
Phone: (415) 695-5656

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