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GreatSchools Rating

Sherman Elementary School

Public | K-5 | 428 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 7 ratings
2012:
Based on 7 ratings
2011:
Based on 11 ratings
2010:
Based on 9 ratings

Teacher quality

Principal leadership

Parent involvement

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77 reviews of this school


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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

We left private school because we were dissatisfied with the level of education our child was receiving. We felt many kids in good public schools were running circles around many of the privates. While it was scary to leave private for Sherman, we were right. Our child's teacher is top notch. Our child is ahead in many areas and has been really challenged academically here. They emphasize reading, writing, math and spelling, which are the foundation of what is needed to succeed in the future grades. No loosely goosey curriculum here. Some people have said some negative things about the Principal. They are totally off base. She cares about the students and know every child's name. She wants them to do well so they can succeed in the future. Since when is it bad to worry about test scores? The world is a competitive place and if your child does not have the foundation to succeed then they will trail behind. She went to Harvard, so I think she knows what it takes and it all starts in elementary school. There is great diversity here but it seems a lot of kids from the neighborhood go here. Many kids walk to school and have sibs in privates. A great school.
—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


Posted September 6, 2012

Sherman is the best you can do in a SF public school. The teachers really care and the community is very strong. However, the principal is the real winner. She cares very much about the kids and fights tirelessly against the union bureaucrats, bad teachers, and parents who care only about their kids. The city needs more Sherman's
—Submitted by a parent


Posted August 2, 2012

I am so thankful that my children are at Sherman. They have had excellent teachers that teach to them at their individual level. They also LOVE the enrichment programs such as art, library, garden, PE, computers, etc... Its a very positive and happy environment and my kids mostly look forward to going to school and doing well academically. I'm surprised by negative reviews, but I guess its because no school is perfect (particularly public schools) and each experience is individual.
—Submitted by a parent


Posted February 29, 2012

The young and inexperienced principal certainly has brought the school down. She has an unbelievable dictatorial nature. She often violates the SFUSD's guidelines and no one seems able to curb her. Maybe someone in the administration will wake up and see that her abuses are hurting the school and certainly irritating a large number of parents/taxpayers. I pity the teachers who have to work under her rule. Great that she is a Harvard grad but it was NOT in education. On a positive note the garden is awesome, a number of teachers are superior although many are quite young, the facilities are quite adequate; AND one of the greatest strengths is the parents who actively contribute their time and money to the school. There seems to be a great tradition of parent involvement that has carried through over the years.
—Submitted by a parent


Posted October 20, 2011

I like this is school. It is the one of the best of best. My two children are in this is school. And Everything is the best. Keep it up! I love Sherman Shark!!!
—Submitted by a parent


Posted September 24, 2011

The entire Sherman community collaborates to ensure my son has a positive education. I respect the principal, the librarian, the speech teacher, the art teacher, the garden teacher, the fellow parents and the amazing PTA. I feel fortunate that my son can enjoy this lovely school. There is an expectation for parents to contribute time, talent and/or money, but I think this is a positive approach to counter he recession. Sherman Elementary PTA raises funds to support many "extras" and I think all families should do what they can.
—Submitted by a parent


Posted August 31, 2011

My son is starting his third year at Sherman (now is second grade) and has continued to thrive here. So far, we've been very happy with each of his teachers and have felt embraced by and have become a part of the community. I attended California public schools years ago during their pre-prop 13 heyday and can honestly say that none of the schools I attended had as much going for them as Sherman. I love the green schoolyard, the library, music and arts enrichment, and friendly and involvement group of parents. The principal is a rock star. My son cherishes his friends here and is thriving socially and academically. I feel so lucky that he's part of this community.
—Submitted by a parent


Posted August 29, 2011

It was Open House at Sherman this late afternoon. I was shocked to see the class schedule that was posted on the whiteboard. My son spends most of the instructional day on reading and language arts. The remaining minutes are relegated to "enrichment" programs. Do the teachers teach at this school? When I asked when Science or Social Studies are taught, the teacher just smiled and said, "That's how we do things at Sherman." As it is, my son is not getting any reading instruction. He's not getting proper Science and Social Studies education. There's really no point to being here.
—Submitted by a parent


Posted August 8, 2011

I am quite surprised with most of the reviews here. I thought I was the only parent who is unhappy with Sherman. Glad my negative sentiments are shared by others. Let's just see if there will be visible improvements in their academic programs. With the economy that we're in, expect more zealous and aggressive letters for donations 2x to 3x a week. The principal is really good at this. Her motto of "be a friend" is one of her pet projects.
—Submitted by a parent


Posted August 7, 2011

Sherman ES is a high quality school. Its strong academic program, nurturing environment and excellent teaching has more than prepared our kids to be successful in middle school. The teachers are the best and the school provided our kids with a solid curriculum and a variety of experiences that has made them well-rounded. We would recommend this school to anyone!
—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 2012.

This school's
API score

908

Change from
2011 to 2012

-24

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

10 / 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 2012

This school's
API score

908

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
2011 to 2012

-24

Change from 2011 to 2012
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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

10 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

70 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
86%

2010

 
 
92%

2009

 
 
84%
Math

The state average for Math was 64% in 2012.

70 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
88%

2010

 
 
88%

2009

 
 
74%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

60 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
79%

2010

 
 
81%

2009

 
 
75%
Math

The state average for Math was 69% in 2012.

58 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
90%

2010

 
 
96%

2009

 
 
99%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

64 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
94%

2010

 
 
95%

2009

 
 
73%
Math

The state average for Math was 71% in 2012.

65 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
93%

2010

 
 
99%

2009

 
 
75%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

55 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
85%

2010

 
 
76%

2009

 
 
72%
Math

The state average for Math was 65% in 2012.

57 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
92%

2010

 
 
92%

2009

 
 
71%
Science

The state average for Science was 60% in 2012.

54 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
84%

2010

 
 
82%

2009

 
 
70%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students79%
Females71%
Males83%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged68%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability87%
English learner81%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students80%
Females79%
Males81%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged68%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learner77%
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 graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students77%
Females75%
Males78%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged73%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability80%
English learner56%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
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 graduate67%
Parent education - graduate school/post graduate92%
Parent education - declined to state83%

Math

All Students96%
Females92%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged96%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
English learner94%
Fluent-English proficient and English only98%
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 graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students91%
Females91%
Males90%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged93%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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 graduate100%
Parent education - declined to staten/a

Math

All Students80%
Females79%
Males81%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged87%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability85%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students91%
Females88%
Males95%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged90%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
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 graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students82%
Females79%
Males87%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantaged79%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students87%
Females88%
Males86%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged82%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
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 graduate86%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


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 145%N/A54%
English language learners 239%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Cantonese 62% 2%
Spanish 10% 85%
All other non-English languages 9% 1%
Arabic 4% 1%
Mandarin (Putonghua) 4% 1%
Vietnamese 3% 2%
French 2% 0%
Hindi 1% 0%
Korean 1% 1%
Russian 1% 0%
Tigrinya 1% 0%
Toishanese 1% 0%
Urdu 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 19N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Special staff resources available to students Reading specialist(s)
Math specialist(s)
Read more about programs at this school
Source: Manually entered by a school official.

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.

School basics

School start time
  • 7:50am
School end time
  • 1:50pm
Before school or after school care / program onsite
  • Before 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 provided for students by the school / district
  • Moderate metered street parking. Muni: 41, 45, 47, 49, 76
School leaders can update this information here.

Arts & music

Visual arts
  • Drawing / sketching

Sherman Elementary School GLO Afterschool Program (after school program)

Operated by
  • Growth and Learning Opportunities
Days offered
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
Is enrollment limited to students who attend the school?
  • Yes
Is there a fee for the program?
  • No
Is financial aid available?
  • Yes
Website
Phone number
  • (415) 640-4144

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.

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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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