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GreatSchools Rating

Rooftop Elementary School

Public | K-8 | 584 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 2 ratings
2011:
No new ratings

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51 reviews of this school


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Posted November 5, 2009

Rooftop makes it a priority to have diversity in the student body and the staff. The teachers and all involved are dedicated and committed to providing a good education for the students as well as preparing students to be respected and respectful members of the community. There is much emphasis on good communication skills and dealing with difficult situations. The school offers a well rounded education with everything from gardening, to cultural activities, to art, to music and top notch scholastics as well.
—Submitted by a parent


Posted November 5, 2009

It's the best! The teachers are all united with the same vision of creativity and respect for everyone.
—Submitted by a teacher


Posted November 5, 2009

I love the fact that Rooftop is very diverse and that it's not only academically challenging but also creatively. The student there are taught how to respect each other and how to shine. The teachers are great and it has a very private school feel for a public school.
—Submitted by a parent


Posted November 5, 2009

strong and diverse community with the arts integrated into every subject so kids can visualize what they learn and their ideas.
—Submitted by a parent


Posted November 5, 2009

Rooftop's students benefit from a gifted group of teachers, highly committed volunteers, artists-in-residence and a diverse and caring support staff. My kids not only learn arts and academics, they are empowered to question, explore, change and challenge.
—Submitted by a parent


Posted October 8, 2009

I have 2 kids at this school and the place is amazing - great teachers, great arts and fantastic parent involvement.
—Submitted by a parent


Posted October 3, 2009

the unflappable dedication of the staff under dire financial conditions and the fantastic parent volunteers.
—Submitted by a parent


Posted September 16, 2009

It nurtures children's artistic and creative potential as well as being excellent in the sciences and social studies. I always had a fantastic teacher and I felt the mission of the school was being met and more.
—Submitted by a student


Posted August 21, 2009

This is a very wonderful school. Teachers are so pleased to help students understand their concepts. Rooftop is such a welcoming environment and it really helps to prepare your child for their next grade.


Posted February 26, 2008

Strong committed parent leadership, a compelling and caring principal, and a lot of strong teachers make this a fine choice. The physical campus leaves much to be desired, and extracurricular activities are limited but some choices are available after school for a small fee (chorus, spanish, electric guitar). The on site after school program is great.
—Submitted by a parent


Posted November 8, 2007

This school has a wonderful school culture - I couldn't ask for anything more on that front. I appreciate the diversity of the student body, and how well it reflects SF in many ways. The integration of the arts into my children's school experience is also important to me. I am glad there is already such an established system for parents to get involved; I can do my part but I don't feel like I have to be a pioneer in any way. Before my child started school, I was worried that the needs of higher-achieving students might not get much attention given the pressures that public schools are under right now - I have been pleasantly surprised at the degree to which teachers and administrators have been looking out for the needs of my child. It feels great to have my child at such a thriving public school.
—Submitted by a parent


Posted June 30, 2007

I'm a 7th grade student at Rooftop and it's a fantastic school!I didn't have to worry about making new friends in 6th grade! If you have any children who are ready to go to school, I encourage you to enter them into Rooftop!teachers are great! Fun sports! School dances!
—Submitted by a student


Posted February 20, 2007

I have 3 children currently attending Rooftop Elementary and Middle school and I feel as if I've won the lottery. I can honestly say that my children are smart and well rounded because of the environment they are growing up in. This school is very nurturing but at the same time disciplined. They are taught that there is a time for fun and a time for studies, but they also know that the 2 sometimes go hand in hand for a great education. The parent involvement is about an 80% to high 90%. This may very well be why this school has such a good reputation. If it wasn't for the parent involvement, the PTA would not be able to have the funds to pay for the extra things the district will not provide for.
—Submitted by a parent


Posted December 14, 2006

Hi My son goes to Kindergarten at Rooftop and we couldn't be happier. We actually were set on private school until we were accepted into Rooftop and I couldn't be happier. The teachers, principle and parents are truly involved in everything. They talk about 'Rooftop spirit' and it is much more than lip service -- it is really part of the culture. Do not believe what others say about it being all about Art. It is true that they have a strong art program but since my son has been there he has discovered his natural talents in Soccer and is a sports fanatic. This combined with an exceptional curriculum, a commitment toward making these school a 'green environment' and the exceptional arts program results in a well-rounded child. Do not be discouraged with the public school process - we were able to get into this school in the 3rd round.
—Submitted by a parent


Posted February 3, 2006

I had two children who went through this school from K through 8th. The environment is nurturing and creative. The art integration is excellent and by middle school you can see the excellent impact on the children. The children are confident and willing to take risks when learning. I would say that the lower school is better than the middle school, there is more parent involvement, and it is a more supportive environment. I would say one of the big pluses was parent involvement. It was an eye opener to be in the class room on occasion. I understood the big picture better and the children really appreciated it. There is a strong family atmosphere.
—Submitted by a parent


Posted January 25, 2006

Quality of academic programs is very good. Students get well rounded reading, math, writing instruction and projects. Excellent field trips coordinated with the curriculum. Great paretn participation and planning. Great art instruction and projects.
—Submitted by a parent


Posted January 11, 2006

I've been a parent at Rooftop for seven years and feel that it's an exceptional school. There have been many challenges during that time, most notably a 4-year principal turnover, but the current principal has been there 3 years and has shown great leadership and vision. She is a firm yet open administrator. She promotes a strong literacy program and academics, and also embraces art enrichment programs as fundamental for children's esteem-building. The biggest challenge I've seen has been at the middle school, but it has shown much improvement under her leadership. My child is experiencing an incredible 6th grade year. The Rooftop community is racially and economically diverse and the staff is dedicated to ensure every child's academic success. Parent involvement is high and the PTA does considerable fundraising for enrichment programs and basics that the district does not provide.
—Submitted by a parent


Posted January 4, 2006

The Principal, Jane Bieringer, puts the kids' first. Her answer to anything asked of her is 'How will the kids benefit from this?'. She comes right out and says this, or you can tell it is the basis for her response. If the kids benefit, she listens. Her leadership is strong and clear. Visual Arts and Performing Arts are strong at Rooftop and totally integrated to support the curriculum and the kids' critical thinking. As of 2005, the very active parent volunteers raise over $225K for the PTA. The PTA funds the arts and art coordinators, science-in-the-garden and its fulltime teacher, a sensory motor program and its amazing fulltime teacher, a dynamic library and a very dynamic librarian. There is very low teacher turnover. The teachers my son has had (and have) care about him academically, personally and overtly. Parent/family volunteers are needed to keep this school great.
—Submitted by a parent


Posted November 11, 2005

This is a popular school only because it includes middle school. The Principal has only been at the school for 3 years and seems most interested in ART. The children only spend 20 minutes a WEEK in the library but work on ART everyday. Principal is not focused on physical education or healthy eating but in the ARTS. If you want your child to be an artist, this is the school for you.
—Submitted by a teacher


Posted October 2, 2005

For a public school in San Francisco, Rooftop is obviously one of the best choices. There is a lot of parent involvement. Most of the teachers are great. The administrative staff has been disappointing. There is a constant turnover of asst principals. Also, though they claim to have zero tolerance for bullying, they do little to stop it when presented with evidence of it or reign in trouble makers.
—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

880

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

880

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

+3

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)

8 / 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)

6 / 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.

65 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
65%

2011

 
 
61%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

65 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
81%

2011

 
 
68%

2010

 
 
68%
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.

63 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
67%

2011

 
 
68%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

63 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
80%

2011

 
 
77%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
82%

2011

 
 
84%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%

2011

 
 
76%

2010

 
 
80%
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.

59 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
84%

2011

 
 
79%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%

2011

 
 
77%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

59 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
76%

2010

 
 
58%
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.

60 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
87%

2011

 
 
67%

2010

 
 
81%
Math

The state average for Math was 55% in 2013.

60 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
63%

2010

 
 
73%
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.

58 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
86%

2010

 
 
85%
Math

The state average for Math was 52% in 2013.

56 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%

2011

 
 
82%

2010

 
 
77%
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.

53 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
52%

2011

 
 
62%

2010

 
 
68%
English Language Arts

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

53 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
80%

2010

 
 
86%
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.

61 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
61%

2011

 
 
64%

2010

 
 
75%
Science

The state average for Science was 67% in 2013.

53 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%

2011

 
 
65%

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%
Females84%
Males71%
African Americann/a
Asian100%
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)86%
Economically disadvantaged50%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability83%
English learner93%
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 graduate83%
Parent education - graduate school/post graduate95%
Parent education - declined to state67%

Math

All Students86%
Females87%
Males85%
African Americann/a
Asian100%
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)95%
Economically disadvantaged65%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability92%
English learner93%
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 graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to state75%
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 Students62%
Females68%
Males52%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged35%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability65%
English learner43%
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 graduate65%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students82%
Females79%
Males88%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged61%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability85%
English learner64%
Fluent-English proficient and English only88%
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 graduate94%
Parent education - graduate school/post graduate96%
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 Students90%
Females94%
Males83%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only94%
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 graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to state91%

Math

All Students80%
Females75%
Males88%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged69%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
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 graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to state82%
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%
Females76%
Males71%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged29%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)45%
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students75%
Females74%
Males76%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged47%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)64%
Parent education - college graduate90%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students68%
Females68%
Males67%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged35%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)45%
Parent education - college graduate80%
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 Students78%
Females84%
Males72%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged54%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males72%
African Americann/a
Asian83%
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)100%
Economically disadvantaged46%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate86%
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 Students86%
Females93%
Males80%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino76%
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 disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
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 Students80%
Females82%
Males79%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
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 Students51%
Females50%
Males52%
African Americann/a
Asian76%
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 disadvantaged46%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented93%
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 state54%

English Language Arts

All Students76%
Females75%
Males76%
African Americann/a
Asian82%
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 disadvantaged62%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
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 state69%

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 Students64%
Females58%
Males69%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino46%
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 disadvantaged70%
Students with disability18%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only67%
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 state56%

Science

All Students70%
Females58%
Males79%
African Americann/a
Asian76%
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 disadvantaged46%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
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 state62%
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 27% 11%
Hispanic 24% 51%
White 20% 27%
Black 14% 7%
Two or more races 14% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Tutor(s)
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
  • Emotional behavioral disabilities

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
School leaders can update this information here.

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School basics

School start time
  • 7:50am
School end time
  • 1:50pm
School Leader's name
  • Jeff Burgos
Is there an application process?
  • Yes
Fax number
  • (415) 695-5429

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
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
  • Tutor(s)
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!

443 Burnett Avenue
San Francisco, CA 94131
Website: Click here
Phone: (415) 522-6757

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