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GreatSchools Rating

Sherman Elementary School

Public | K-5 | 428 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 12 ratings
2012:
Based on 7 ratings
2011:
Based on 11 ratings

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86 reviews of this school


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Posted Thursday, April 17, 2014

Sherman, My grandson attends first grade at sherman. We are very pleased and the homework is appropriate for the age a7 grade..... He's progressing nicely and likes school.
—Submitted by a parent


Posted March 3, 2014

Sherman is a wonderful school. Our daughter started kindergarten their this year (2013) with one of the new teachers. She is great! I don't know why previous reviews complain about the principal. She is young, energetic, and very visible in the school. Please don't let the bad reviews turn you off to Sherman. Our experience has been great. Sherman was our first choice and we feel very lucky to have won the SFUSD lottery!
—Submitted by a parent


Posted February 23, 2014

Sherman is AWESOME! My child is learning so much! I am not sure why anyone would bash our Principal. She is always at every morning assembly and there for parents and kids in the hall. She knows every child. The kids love her. She is not a paper pusher who hides in her office like so many other heads of school. She takes education and preparing our kids for their future seriously. Because she is around she sees how kids act and if she added some personal comments to the parent below in a conference and they were different from what was relayed by the teacher then maybe they were her own observations. Has she no right to speak about what she as a Principal sees? Maybe the parent who wrote all the malarky does not want to face that they need to get their child in line. Instead they knock the Principal and try to hurt the reputation of a school that has an API of 931! This is public school and if these parents can not get their kids to behave here, where people are more accommodating different behavior issues, then they will not last a New York minute in the private school admission process where kids are put under a microscope. Get your kid in line and stop blaming the Principal.
—Submitted by a parent


Posted January 7, 2014

I toured this school in the fall. Somewhat informative parent-led tour, nice Spanish style building, wide halls, large playground, beautiful garden, active parent community, students engaged in some classrooms not in others. Least impressed by the principal. No greeting and absent during tour. At the end of the tour, a large group of interested families sat in their cafeteria. Had a Q&A with the parent volunteers-which was supposed to be facilitated by the principal. The parents said she was coming to answer additional questions. After we exhausted the parent-volunteers with questions, the room fell silent for over 20 minutes while we waited for the principal to show up. When she finally arrived, she was short, dry, unengaged, and acted as though we were wasting her time. She said she only had time for 3 questions :-/ Before my arrival, I was excited about this school. Unfortunately, I left gravely disappointed. With poor leadership, the whole system becomes dysfunctional. I want my daughter to attend a school where her teachers are getting what they need to be successful in their roles and the students have a positive, supportive role model as a leader--I didn't see this here.
—Submitted by a parent


Posted December 18, 2013

We are super happy at Sherman. My child is thriving and has made many important friendships. The teachers are caring and work to make a meaningful connection with their students. The principal is really focused on what counts and her wisdom to bring in the Columbia University Reader & Writer Workshop Program (used at many of the most respected schools across the country) has changed our student outcomes for the better. If you are looking for a strong academic school with an assortment of enrichment activities, Sherman is your school. My only complaint would be the slightly whiny parents. Many of them think, because they are so involved, they know what it takes to run one of the most successful K-5 public schools in SFUSD, and guess what, they don't. Leave the school direction to accomplished teachers, staff and Principal!
—Submitted by a parent


Posted October 28, 2013

Part 2: If needed, I will talk to someone in the school district to have Ms. Sara Shenkan-Rich re-evaluated for her role of job. Being in the educational field, a principle has to be well educated, professional with his/her job, and also must has moral standards and humanity personality. I don t see any of these in Ms. Sara Shenkan-Rich or even showing any respect to herself and others. In a couple of meetings with her and the classroom teachers and other staff, she was yawning without covering her mouth, raising her head up at a corner in an opposite direction while others are presenting. This behavior is so disrespectful. She provided conflict info about my kid from the classroom teacher. They went back and forth a couple of times and the teacher had to give up as she started showing her discomfort and raising her voice. Currently, I reached out to some staff in school to verify some info that the principle told us about our kid in the meeting. I discovered that she made up quite a bit of stories about my kid which is totally unacceptable. Over all, Ms. Sara Shenkan-Rich does NOT QUALIFY for her role as a principle at all. She s completely ignorance.
—Submitted by a parent


Posted October 28, 2013

Part 1: I agree with some parents here. The teachers from this school seem to be fine. However, the principle, Ms. Sara Shenkan-Rich, is NOT professional in her job or line of responsibilities in educational field. Lucky, she is NOT a teacher. Otherwise, I am NOT going to let my child in her class. I totally AGREE with one of the parent here about the principle that, Her leadership style is dictatorial, manipulative, deflective and judgmental. Her lacks of ability to work effectively with her teaching staff causing a lot of conflicts in school. This year, I noticed that a lot old teachers have moved to another school. In addition, I also agree that the principle has very little knowledge in dealing with people/kids who are in different ethnic groups. She is not sensitive and understand the needs of the kids. I noticed that the school also has special ed class. I am not so sure how she handles special kid since she is NOT capable in handling any kids at all. I feel very sorry for those kids and their parents. I don t think Ms. Sara Shenkan-Rich actually has any tolerance for these kids at all. ~~ Please look for part 2 to my comment. Thank you~~
—Submitted by a parent


Posted October 11, 2013

This school lacks leadership. The principal lacks the ability to work effectively with her teaching staff. As a result, nearly 50% of the teachers left the school this year. She does not collaborate with the teachers or the parents. Her leadership style is dictatorial, manipulative, deflective and judgmental. Her motivation is test scores, but at the cost of the childrens' dignity. Pick a different school where the leader LEADS.
—Submitted by a parent


Posted September 30, 2013

My son loves Sherman. His teachers have been top-notch and he really loves going to school. The after school problem is also excellent and we often find ourselves having to drag him away at the end of the day because he is having so much fun. We were weighing private school vs. public, but are really glad he ended up at Sherman.
—Submitted by a parent


Posted July 14, 2013

The School is really great! For one the Library is fantastic and under great management!
—Submitted by a parent


Posted May 27, 2013

This school is very disappointing. The principal as previously mentioned lacks training and doesn't address students issues. Kids are being bullied on the playground and there is no proper supervision. The curriculums and field trips haven't change in years..Not challenging environment at all. Oh! and the cherry on the pudding, the math book for example is full of errors but it will still be used and 1 month prior to testing kids will switch to another book. There are so many nonsense in this school, it's hard to keep track! And the principal, don't even get me started, the only voice she can hear is her own.
—Submitted by a parent


Posted May 23, 2013

Sending my son to Sherman is the biggest mistakes. By living in San Francisco you'd think it would be diverse.My son was picked on his first year. The principal is insensitive to the needs of the kids,she also lacks knowledge of dealing with different ethnic backgrounds. Black history month,Chinese new year etc. isn't celbrated and that's sad! African American Honor roll isn't recognized. My son went from a warm,loving kindergarten teacher to a militant first grade teacher. This teacher also yells at certain kids.The 1st grade teacher kept my son in for recess almost everyday because she thought he needed tutoring. My son is vey advanced,not because of Sherman. Nor was I properly notified of him being kept in by his teacher. No I.e.p was done by the district stating he needed tutoring. If he was lucky enough to go out he was benched the entire recess.By law he's only supposed to be benched 6 minutes. Money rules Sherman.If you dont write checks than you're child doesn't have a fair chance an is looked down upon. 90% of he teachers aren't friendly and lack proper training. Test scores count more than the kids feelings. #everything that glitter isn't gold #i am my sons keeper!
—Submitted by a parent


Posted May 9, 2013

Sherman is great! What a wonderful place for my children to learn and thrive. We have a strong parent community to help "fill in the gaps", a seasoned teaching staff, a strong after-school program and a dedicated Principal. Sherman is a school that is highly focused on academics (using the Columbia University, Reading & Writing Workshop program) with plenty of enrichment and a large outdoor garden used to help support the kids learning. Leadership is key to getting this mix correct, and the Principal works hard to meet the needs of all the students. Pros: beautiful school, love the differentiated reading program, wonderful enrichment staff, amazing garden and seasoned teaching staff; Cons: start time (7:50 ugh), keeping up the garden takes a lot of parent volunteer work, also parent fundraising is heavy but it is necessary to keep the school running. You won't go wrong picking Sherman!
—Submitted by a parent


Posted May 9, 2013

My child does not like Sherman because of the boring classroom experience and the frequent substitute-teacher situation. The after school program is good and my child likes it. However, the classroom teaching is weak. My child barely learns anything there. No penmanship requirement and no individual attention. The principal does not care about the quality of the school. The STAR test results put the school in further lower ranking. The office staff are nice. However, at least some of the teachers lack passion and motivation. The school has a weird "culture", which sets it apart from most other schools. You can feel something wrong here.
—Submitted by a parent


Posted April 1, 2013

Sending my child to Sherman is a big mistake. The school does not possess a healthy culture. In this school, studying is not important. Instead, the teacher constantly picks on childrens' clothing, like the fashion police. The curriculum is weak compared to other schools we have experienced. The Principal does not have the necessary leadership. She does not respect parents and their opinion. Once you report anything that should be improved, your child or family may even get retaliated from the school. While most parents hoped that the Principal could solve the problems, it never happened here. While some of the staff are nice and friendly, under the current Principal, most things fall apart in this school. The priority of the school is so different compared to normal schools to the extent that you would not feel that it is like a school. For example, the book fair should be a learning event. Instead, it became an event to take little kids' money. More things that disappointed us. Too bad to mention here. As a parent with positive experience in most of my childrens' schools, I advise fellow parents to think twice before considering this school for your child/children.
—Submitted by a parent


Posted February 14, 2013

Sherman is a fantastic school. The parent community is amazing, the teachers are great, the student body is diverse, the facility is fantastic. It feels like private school. We love it!
—Submitted by a parent


Posted November 18, 2012

Sherman used to be a great school. Under the current principal's leadership, the school went downhill. Not only did the standardized test results decrease, but also the educational quality.The principal does not really care about the students and the educational quality. She does not respect her staff and parents. Some teachers take sick leaves as often as two days a week, leaving totally unfamiliar subs to babysit (not teach) the children. The students barely have any homework and do not learn much at school. This school also has an odd schedule, 7:50am-1:50pm, very inconvenient for working parents. Hope Sherman can revert to its old, good reputation.
—Submitted by a parent


Posted October 24, 2012

This is a great school - the very definition of a high caliber public school. Great parent community, fantastic facility, a high quality faculty of committed teachers, and a great principal who is committed to her school. My child is very happy there and loves the afterschool GLO program as well.
—Submitted by a parent


Posted October 2, 2012

I agree with most of the reviews about the principal. She will put on a face in front of the parents and make you think that she cares about issues brought to her, but that about it...she never follows through... She completely got rid off the pledge of allegiance during morning assembly. But what unsettled me the most is the fact that kids are left unsupervised during recesses .Security is also not on her priority !.Teachers offer the same curriculum every year....every year kids go on the same field trips..over and over....
—Submitted by a parent


Posted September 15, 2012

The principal at Sherman needs to be sensitive to her special needs students. I saw her provoking an already upset special needs student and she had no sympathy for him. I was shocked at this treatment! No teacher should be allowed to behave this way, much less the principal of the school! I wonder if she would act this way in front of that boy's parents? Probably not, because she shows a different face in public.
—Submitted by a teacher


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

931

Change from
2012 to 2013

+25

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

931

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

+25

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)

9 / 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)

7 / 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.

66 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
79%

2011

 
 
86%

2010

 
 
92%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
80%

2011

 
 
88%

2010

 
 
88%
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.

59 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
77%

2011

 
 
79%

2010

 
 
81%
Math

The state average for Math was 66% in 2013.

57 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
90%

2010

 
 
96%
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.

60 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
91%

2011

 
 
94%

2010

 
 
95%
Math

The state average for Math was 72% in 2013.

60 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
80%

2011

 
 
93%

2010

 
 
99%
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.

61 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
85%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
92%

2010

 
 
92%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
84%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students88%
Females94%
Males82%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged80%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability97%
English learner81%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to state75%

Math

All Students88%
Females88%
Males88%
African Americann/a
Asian90%
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 disadvantaged84%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learner93%
Fluent-English proficient and English only87%
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 graduate82%
Parent education - graduate school/post graduate100%
Parent education - declined to state85%
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 Students74%
Females70%
Males78%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged57%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability81%
English learner55%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students93%
Females95%
Males91%
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)100%
Economically disadvantaged87%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learner92%
Fluent-English proficient and English only93%
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 graduate100%
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 Students84%
Females83%
Males83%
African Americann/a
Asian91%
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)82%
Economically disadvantaged78%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only90%
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 graduate75%
Parent education - graduate school/post graduate93%
Parent education - declined to state81%

Math

All Students95%
Females96%
Males94%
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)100%
Economically disadvantaged93%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state81%
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 Students86%
Females87%
Males83%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged77%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students87%
Females83%
Males90%
African Americann/a
Asian96%
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)88%
Economically disadvantaged83%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students86%
Females83%
Males90%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged79%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 44% 11%
White 30% 27%
Hispanic 12% 51%
Two or more races 9% 3%
Black 5% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 45%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Reading specialist(s)
Math specialist(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
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Math specialist(s)

Arts & music

Visual arts
  • Drawing / sketching

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
  • 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

Before school or after school care / program onsite
  • After school
School Leader's name
  • Sara Shenkan-Rich
Is there an application process?
  • Yes
Fax number
  • (415) 749-3433

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Standards-based
Specialized programs for specific types of special education students
  • Speech and language impairments
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Math specialist(s)
  • Reading specialist(s)
Transportation options
  • Muni

Sherman Elementary School GLO Afterschool Program (after school program)

About the program
  • GLO provides quality before-school and afterschool programming.
Operated by
  • Growth and Learning Opportunities
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?
  • Yes
Is financial aid available?
  • 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
  • GLO
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
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.

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Marina Middle School
Notice an inaccuracy? Let us know!

1651 Union Street
San Francisco, CA 94123
Website: Click here
Phone: (415) 749-3530

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