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Teacher quality
Principal leadership
Parent involvement
I love Buri Buri Elem. School,great teachers and a wonderful principal Dr. Spalding,very hands on ,directs traffic, even loading luggages in the truck for outdoor ed,very humbling tasks,he is much involved in the school's activities.The work of the students seen in open house is exceptional,good job for teachers and students.My son is heading for middle school,we will miss Buri Buri.
—Submitted by a parent
Principal Spalding is awesome! You will not expect to see a principal unrolling his sleeves and pushing the trash can around during lunch and directing traffic in the morning out on the streets. It shows such involvement and commitment and with such leadership, I am confident that my kids will shine as well. We currently moved from SFUSD to SSFUD and my kids are loving it already and it's only the 2nd week of school! I feel the school is very well organized and the teachers my kids have are patient, fun, caring, and encouraging. Such an awesome school!!!!
—Submitted by a parent
I believe that Princiapal Spalding has done a great job !! I think that the jump from 2nd grade to third third is a big pill to swallow especially if the teacher doesn't even know how to explain it to the parents. They are teaching things in school now that I was taught in 5th and 6th grade. I do not think throwing around ADD to the parents whose children are having a little more trouble grasping the new things being taught is right. I have spoken to many parents in this class and the teacher has brought it up to at least 4 or 5 parents. I have not gone to the Principle but I know several parents have and asked that thier children to be removed from this class. My child takes lessons before school and private twice a week and still has 1 1/2 hours of homework without his reading. My son is like a sponge but when you keep shoveling new stuff at him like a sponge he will stop retaining and start to drip.
—Submitted by a parent
Great school! Teachers and principal work together to bring out the best in their students. We need to support this awesome school.
—Submitted by a parent
My daughter will be going into the second grade and loves going to school at Buri Buri. There is never a day where she doesnt want to go to school. The staff, teachers and the Principal (Dr. Spaulding)are great. She is learning in a positive environment.
—Submitted by a parent
My 2nd chld has attended this school for Kindergarten, (he is now going into the 5th grade this coming school year) and I have seen the positive changes that have occured since Dr. Spalding became the Principal. I have to say, the energy level of the teachers, the students and the parents have increased, twofold. The kids are more engaged in their classrooms, not many have that "I'm bored" look on their faces! Teachers are more upbeat! The there are more parent volunteers then I have ever seen., I credit this new energy level to Dr. Spaulding, he seems to always be aware of every student, every parent and all the needs to fhe school as well. He is definately a motivating factor at the school! Cheers to Buri Buri!!!
—Submitted by a parent
This school has too many students in each class. I do not feel that my child is getting the proper time at this school. This child earned all A s on his report cards and it has been a great time consuming nightmare for him and our family every night. Some of the math that is being brought home is not the math I learned in school and it come with lack of instruction and or the variables needed to calculate and formulate the problems. The books even do not give you adequate instructions nor the verbal needed. It is not only steeling my child childhood away because we are up until he goes to bed doing homework and most of the time and has to finish the homework in the morning. If the teachers can not provide the simple verbal that are required for the math book, then they should not be picking these book!!! I am not the only parent to complain about this lack of instruction and what I feel is poor teachings. These kids have or should be allowed to be kids as they are developing not spend more time at home doing home work than having quality time with the family or just relaxing before bed. Sincerely, Not a happy parent.
—Submitted by a parent
I'm the parent of a recent graduate of Buri Buri. My child spent 6 wonderful years at Buri and will miss it immensely. He received the best education during those 6 years at Buri. Fortunately our youngest child will still attend this wonderful school and benefit from the great teachers and staff at the school.
—Submitted by a parent
Great and fun learning environment, teachers show their concerns and care for each student.
—Submitted by a parent
My 7 year old son is in Mrs. Su's second grade class and loves going to school. He is a voracious reader and is very bright and I am pleased that he is being challenged. Mrs. Su is very patient and does the little things that shows she cares. I have nothing but positive thing to say about all the teachers that my son has had at Buri Buri and am pleased with the way my son is being taught.
—Submitted by a parent
My daughter is in third grade at Buri Buri. She attended another school in the district and recently relocated to Buri Buri. Buri Buri is a wonderful school. Both her 2nd grade and 3rd grade teachers have helped her progress wonderfully. She loves school and is doing very well. I have found that the teachers do a great job of challenging her without discouraging her. Thank you.
—Submitted by a parent
My daughter is a Kindergartener in Mrs. Currier's class. Mrs. Currier is a great teacher who involves herself with her students and gives her attention to every one of them. She is a very pleasant lady and we are very happy that she is our daughter's teacher. Our daughter also knows Mr. Jones and the other Kindergarten teachers. This is a great school with a healthy environment! The new principal, Dr. Jay Spaulding is very nice. You can see him after school with his sleeves rolled up, directing traffic, making sure students are going home safely. Great school and awesome teachers! We're so lucky! Thank you Buri Buri!
—Submitted by a parent
I think Buri Buri is concentrating to much on math and not enough on English, language, and reading. If you can not read you can not do the math.
—Submitted by a parent
I have a son in Kindergarten with Mr. Jones. My son loves school and is anxious to go every day. My son, who is a boy of little words tells me every day that he had fun at school with Mr. Jones. The school encourages Parent involvement and sends home communications to parents regulary so we never feel out of the loop. Office staff is great - friendly and always willing to provide info. Principal is new this year but he has already reached out to the students and parents I'm very thankful to be in the district. I couldn't ask for more.
—Submitted by a parent
Our second child is attending the 2nd grade in a mixed 2nd/3rd grade class. She has been there since kindergarten and has flourished under the direction of her caring teachers. Mrs. Newiger is particularly excellent. I whole-heartedly recommend this Elementary to any parent. My eldest went to Buri Buri and is now in a Catholic Highschool. Considered the same for my youngest, but the staff at Buri and the education she is receiving is equal to a private school. Keeping her here!
—Submitted by a parent
This is a great school. My fourth child is starting kindergarten and my oldest just graduated. The teachers her really do care about there student. My daughters 3rd grade teacher saw she was struggling and got her the help she needed and she passed all of 5th grade with As and Bs. I feel so lucky to have my kids at this school.
—Submitted by a parent
Great? I am not sure that a word like great can be used. I will say okay at best. My child has had so far three uncaring teachers who are more involved with their own issues. Maybe it has been a bad run I do not know but I do not think I wish to put my childs education at stake.
—Submitted by a parent
I have my third child at Buri, the other two are graduates of Buri and doing great at their middle and high schools thanks to the great foundation of academics and moral they received from the great faculty at Buri Buri. Thank you Buri faculty, and keep up the wonderful work.
—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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
100 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
119 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 | 69% |
| Females | 69% |
| Males | 69% |
| African American | n/a |
| Asian | 82% |
| Filipino | 76% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 55% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 69% |
| Males | 86% |
| African American | n/a |
| Asian | 94% |
| Filipino | 84% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 59% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 76% |
| 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 | 76% |
| Females | 82% |
| Males | 68% |
| African American | n/a |
| Asian | 100% |
| Filipino | 83% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 65% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 90% |
| African American | n/a |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 92% |
| Students with disability | 82% |
| Students with no reported disability | 91% |
| English learner | 86% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 92% |
| 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 | 77% |
| Females | 80% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 58% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | 95% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 92% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| 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 | 79% |
| Males | 79% |
| African American | n/a |
| Asian | 79% |
| Filipino | 78% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 86% |
| Students with disability | 33% |
| Students with no reported disability | 84% |
| English learner | 36% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | 93% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 89% |
| Students with disability | 36% |
| Students with no reported disability | 91% |
| English learner | 55% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 71% |
| Males | 82% |
| African American | n/a |
| Asian | 86% |
| Filipino | 78% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | 50% |
| Students with no reported disability | 79% |
| English learner | 36% |
| 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 | 43% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 100% |
| 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
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 37% | 49% | ||
| White | 23% | 28% | ||
| Filipino | 22% | 3% | ||
| Asian | 10% | 8% | ||
| African American | 3% | 7% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Filipino (Pilipino or Tagalog) | 15% | 1% | ||
| Arabic | 12% | 1% | ||
| Cantonese | 6% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| French | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | 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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120 El Campo Drive
South San Francisco,
CA 94080
Website: Click here
Phone: (650) 877-8776
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