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Teacher quality
Principal leadership
Parent involvement
I AGREE with other parent, please be sure to obtain your own mental health specialist if the school counselor is "assigned" to your child for any reason. Not trying to help your child in heart, but giving your family tons of more trouble instead!
—Submitted by a parent
The principal of this school, Carol Fong is one of the cruelest people on this planet. She seems to enjoy yelling at the top of her lungs at some of the parents in the office. I have found her behavior to be unprofessional as she is verbally abusive to those parents that she decides she does not care for. This seems to be allowed when you complain to sfusd at the district level. This has scared some parents enough to leave this school. The teachers are excellent, which seems to be the reason people allow the principal to act in the manner in which she does. Before you decide to send your child to school here, it would probably be wise for you to ask yourself if it is worth the headache of placing yourself, as a parent, in the position of being bullied by a power hungry principal. This is my opinion as a parent who has been there for a few years.
—Submitted by a parent
I was Class of 2010 and the teachers are really nice, but to push you to do the homework. The teachers are all nice and do know each other. It was fun until the last day of 5th grade. :)
I have a 8 year old son that attends Ulloa and one more that will attend next year. The teachers and staff are excellent. My son loves every one of his teachers. By far the best way a child can learn is to be given a comfortable environment which includes but not limited to, teacher and student interaction, teachings of respectfulness towards others, being attentive towards the need of the children and getting the family to be involved in their child's learning. Ulloa has definitely met this. Thank you to all the staff of Ulloa.
—Submitted by a parent
I agree with the person who states that the principal could use CLAD training. The discipline that is meted out seems biased. Please be sure to obtain your own mental health specialist if the school counselor is "assigned" to your child for any reason whatsoever. Short of this, make your presence known daily, leaving little opportunity for questions about your involvement and awareness. This school gets one star only because you can't submit a review with NO star. And why are people identifying the teachers when it's against guidelines?
—Submitted by a parent
I had two children attend Ulloa. Over the the last 8 years, I have seen Ulloa transform from a good school to and outstanding TOP 10 one. Needless to say this could only happen with everyone on board to be the best they can be. Ulloa has done more with less than any other school. Kudos to the staff, but especially to the Principal. The principal's planning and guidance, are the main reasons for Ulloa's growth and success.
—Submitted by a parent
I'm the proud parent of one child who goes to Ulloa now, and another child who I am glad to say will follow her in a year. I think the principal is a strong leader who demands a high level of teaching. We all love Ulloa in our family.
—Submitted by a parent
Good school with very talent student and dedicated teachers and principal.
—Submitted by a parent
My 2 daughters are currently studying at Ulloa's bi-lingual classes. I would like to say thank you especially to the teachers, Mrs. Ng (K), Ms. Yu (2nd grade) & Mrs. Yin-Croft (3rd grade). They are great & experienced teachers, not only care about students' academic excellence, but also care of their personal growth well being. The principal, Ms. Fong is also an excellent & very smart school leader. She's easily to be reached by students & parents.
—Submitted by a parent
My daughter is a minor handicap in mobility. Because of that, she had been very shy and introverted before started kindergarten in 8/09. She is also an English learner. But she starting to open up in her class in a matter of a month! Her bilingual teacher is extremely helpful, kind yet sets discipline. She can teach 4 seasons and have the kids know them by heart in 10 minutes! The most impressive event, was that as soon as they heard about my daughter's condition, the principal, the room teacher and a few others in the school conducted a meeting with us on how to care for my daughter and help her exceed in class. I was breaking down in tears. You won't expect this kind of caring in a public school! My daughter now a much happier person, and excel academically as well! Thumbs up, Ulloa!
—Submitted by a parent
My daughter just started kindergarten this year. She has blossomed in her class and loves her teacher whom she talks about every, single day! Her teacher is fantastic, always on top of her kids and very firm when she has to be. While my child has just entered, as a fellow, SFUSD educator, I am impressed with Ulloa and its standards. I happen to like Carol Fong, the principal. She is no nonsense and besides the hardworking teachers there, keeps the children safe and academically challenged. I love her high standards. She has brought up this school from a 7 to a 10. This is a great accomplishment especially for a school that has a large population of second language learners. My husband has even said, 'I love Mrs. Fong; she runs a tight ship!'
—Submitted by a parent
Extreme pressure on the kids and staff. It's hurtful and destructive for the people in that schools. They desperately need leadership from someone who has better, wiser and acceptable leadership skills. It is run by some other veteran people who are like dinosaur and love setting their own rules. The kids are suffering badly. Parents are pressured and pressured for nothing bad about their kids. Most kids and some teachers are great. Parents and kids are the victim!
—Submitted by a parent
Unsatisfy with the overall school climate. It has way too much pressure on the poor kids. Kids with great test scores will be punished by some minor problems. Their standard are way too harsh and it's really abusive.
—Submitted by a parent
Great school, helps children to excel in their academic studies. The school is staffed with excellent instructors and the principal is an asset to the school district and children within it.
—Submitted by a parent
This is my son's second year at Ullloa. I have been really happy with his teachers along with how they not only strive for success in their students, but also teach them to be responsible caring individuals. So far, there has been great parent involvement which helps to ensure that the teacher gets the added help they need. Also, the PTA has a number of extracurriclar activities that makes it fun for the kids throughout the year. Academically, the kids really do their best and the teachers, principal and the parents are the reason. The only thing that I wish they had is some kind of music and theatre.
—Submitted by a parent
My son has been happy at this school in his experiences with other students and teachers. I am particulary happy with the principle and her involvement with the student body and parents. I feel that my child is learning at a good pace and is on track with his academic requirements. They care about the children's safety which is a big plus for me too. They do lack parent involvement in activities, but still manager to come out on top in fundraisers. I highly recommend this school.
—Submitted by a parent
I am a parent of four children and have nothing but praise for Ulloa Elementary.All four daughters have experienced Ulloa. My fourth child is currently attending now and is excelling beautifully. We are blessed with teachers who truly care and keep us up on the up (good news or bad).I love the diversity of children and the fun events over the years. I have many memorable experiences from this school and events I have attended over the years. It is also a pleasure for teachers ans staff to ask about the accomplishments of my other children who were past students.True, if I had the affordability to send them 2 a private school, I probably would have.I am truly happy with the outcome my 4 girls have recieved through public education. Ulloa is truly a hidden secret in the Sunset District.I am blessed.
—Submitted by a parent
Great schol, very academic, good discipline. The principal is wonderful.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 86% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 81% |
| Males | 91% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 91% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 82% |
| Males | 77% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 68% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 88% |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 92% |
| Males | 87% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 95% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 93% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 96% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 71% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 79% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 88% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 43% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 77% | 8% | ||
| White | 7% | 28% | ||
| African American | 4% | 7% | ||
| Filipino | 4% | 3% | ||
| Hispanic or Latino | 4% | 49% | ||
| Multiple or No Response | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 56% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 55% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 72% | 2% | ||
| All other non-English languages | 7% | 1% | ||
| Russian | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Indonesian | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Spanish | 2% | 85% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Toishanese | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| French | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Mien (Yao) | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!


