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GreatSchools Rating

The Center School

Public | 9-12 | 280 students

 
 

Last modified
Community Rating

4 stars

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

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13 reviews of this school


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Posted September 2, 2014

The Center school is a community of committed educators with a unique and dynamic student body. The school offers students smaller classes and a real community feel. nobody gets left behind. The course offerings are not as broad as some larger schools, but 2 AP science classes are offered and math up to calculus is available. This school has been a great fit for my daughter and has provided her with what one would expect from a private school education.
—Submitted by a parent


Posted July 9, 2012

I have been a Center parent for three years now. In the beginning, we were impressed by the atmosphere and class quality. It seemed to be a good hybrid of public and private school environments and our daughter was very happy there. However, as time goes on, Center's flaws have come to outweigh its benefits. Math and science education in particular are very, very weak. Students get almost no support from the school in fulfilling graduation requirements not offered (such as Physical Education). Teacher quality is extremely uneven. There are a few great ones, such as Ms. Carroll, but a few who shouldn't even be teaching. Because of the combined class system used, if your child winds up with one of the bad teachers, you could be stuck with that for two years. Heaven help you if your kid winds up with Mr. Bell or Ms. Krupke. On the other hand, the new principal has been a great addition to the school. Hopefully Ms. Britsova can turn some of these things around. In the meantime, though, if you have to choose between Garfield and Center (due to the new geographic assignment system), choose Garfield.
—Submitted by a parent


Posted March 20, 2012

Amazing. The community here plays a central role. Despite an open campus and students with more individual freedoms than at other High Schools, students look out for each other and are very inclusive. Peers are embraced for their differences and everyone has a chance to shine in their own way. Curriculum is intensive without taking over students lives with too much homework. This school doesn't have the traditional cliques of jocks or cheer leaders, rather one large group with close friends in small groups in the mix, unified as a whole. Despite budget cuts over the last few years which have hurt its electives, Center's art programs are amazing and taught by such dedicated, passionate teachers. I hope they add music and dance programs! Ms. Britsova is amazing; practically a school idol. This school not only retains its unique environment and art programs with her here, but core classes have improved dramatically to become leading in the district. The Center House is a wonderful location for this school as well, as it teaches kids to be resourceful and look out for themselves in the real world. As a current sophomore, I highly recommend TCS and look forward to my next 2 years here.
—Submitted by a student


Posted March 1, 2012

The last person to write a review is completely disillusioned about the The Center School. The school is a based on college prep curriculum with an arts focus. The point about musical instruments is a lie, as well as the point about less than mediocre results, seeing the school is the only Seattle Public School except Ballard to score the highest rating through the Washington Achievement Award. This parent should be ashamed of themselves for spreading lies and actually take up their individual problems with the school administration.


Posted February 13, 2012

Center is a refugee school. Focused on arts was the original charter but it offers less art study opportunities than most district high schools. Case in point; all musical instruments were removed from the school in 2010 because they were a nuisance . Because of its arts status Center is free of district boundary lines. Center is the only alternative for students from the worst Seattle schools. For many attending Center, their designated High School is not an option. As a result ratings of the school become inflated because the alternative for so many involved is so much worse. Parents involved enough to find this alternative are also capable of backing & defending the school vigorously. For this reason many who choose this school find that it is vastly overrated. The gross lack of parity in Seattle Schools is inexcusable & sets up the conditions for an overrated school such a Center to exist; highest $/student in the state with less than mediocre results. District leadership & vision only prevents every school from being a Roosevelt or Garfield. If Seattle Schools had parity there would be no Center.
—Submitted by a parent


Posted January 5, 2010

The Principal, Ms. Escobar, is excellent. The small size makes for more individual attention to each student and family. The parent group is strong and active. Despite being in the Seattle Center House the school is safe, probably safer than most high schools. The staff seem to be cohesive and genuinely happy to be working in this arts focused college-prep school. The main drawbacks are the smaller variety of classes and the limited sports offerings.
—Submitted by a parent


Posted November 13, 2009

I live in the West Seattle area and by far having 4 kids going to two different schools has given me an opportunity to see pros and cons about the schools. Two of my older daughters went to West Seattle High School with an eager to go learn and participate in school sports and yes they did do those things. But when I hear what the teachers do and teach my motherly instinct is not pleased. But with my two younger sons currently attending The Center School they are having way more fun doing what they love and getting the proper education that they need for college. The teachers are great and they are truly having the times of there lives. They don't mind the bus schedule and they are embarking on new interests. My kids are defiantly getting what they deserve out of The Center School.
—Submitted by a parent


Posted September 15, 2009

Strong community, everyone is at least acquaintances if not friends, there is not freshman intimidation or hazing, upperclassmen are welcoming and good leaders. Teachers are invested in each individuals success. Teachers are aware of the student's family, class schedule, and extracurricular activities which makes for great continuity between all facets of the student's life. The academics are challenging, interesting, and encourage a sense of social justice that empowers students well beyond their high school years. Though arts was present in the classroom and there were art electives each student took, i would say that the core curriculum i.E. Humanities, science, and math were the most dominant aspects of the center school program. Students are well behaved, rarely talk out of turn, and are held to high standards. My only complaints would be that there is a lack of diversity and the sports are non-existent aside from ultimate frisbee.
—Submitted by a student


Posted February 11, 2008

A good school for the right student. Pluses: Small size creates a strong community, current principal excellent (Escobar), arts focus/offerings especially film and performing arts, partnership w/Seattle Rep, integrated humanities program is exceptional, block schedule and later school start time (8:30/9:30) Minuses: Students can fall through cracks despite small size, latest graduation rates far below expectations, staff turnover in recent years has left some departments poorly staffed, lack of music program, limited class offerings due to school's small size, poor college counseling
—Submitted by a parent


Posted February 4, 2008

This is the best school ever and im so glad i go here
—Submitted by a student


Posted May 9, 2006

The school is wonderfully commited to its students. Our student had enormous personal difficulties while at The Center School. The school personnel responded quickly and attentively. We were very impressed by the scope and depth of caring for our grandson,and the measures implemented in resolving his personal issues. We never felt we were alone in responding to his needs; indeed, they spent countless hours researching his condition and the options available to help him. All of us are extremely grateful for the level of commitment shown by every person. The Center School focuses on individual goals and works diligently with every student to ensure they reach their highest level of acedemic and scholastic achievement. This is not to say that all students are A+ students. A number of students are special needs and blend seamlessly with the rest of the student body. We highly recommend this school to parents and sudents.
—Submitted by a parent


Posted September 10, 2005

Wonderful small public school for student with interest in the arts.
—Submitted by a parent


Posted April 24, 2005

As a small arts-based public school, Center definitely makes an effort. There are issues with funding which make it difficult to integrate the arts into the school as much as might be desired. The teachers are dedicated, passionate, inspirational, and one-on-one. Center's staff is what makes it such a fantastic school. The junior and senior year curriculum is very strong and academically enriching.
—Submitted by a student


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.
Algebra I

The state average for Algebra I was 54% in 2013.

44 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
n/a
Biology I

The state average for Biology I was 82% in 2013.

66 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
n/a
Geometry

The state average for Geometry was 93% in 2013.

18 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
91%

2011

 
 
67%
Integrated Math I

The state average for Integrated Math I was 53% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 96% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 22% in 2013.

14 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 66% in 2013.

77 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
93%
Geometry

The state average for Geometry was 72% in 2013.

50 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
84%
Integrated Math I

The state average for Integrated Math I was 28% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 61% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 23% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 34% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 20% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 18% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students80%
Female63%
Male92%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White86%
Low income71%
Not low income83%
Special education73%
Not special education82%
Limited Englishn/a
Migrantn/a

Biology I

All Students94%
Female92%
Male97%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White96%
Low income95%
Not low income94%
Special education100%
Not special education93%
Limited Englishn/a
Migrantn/a

Geometry

All Students95%
Female100%
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White94%
Low incomen/a
Not low income100%
Not special education95%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students79%
Female80%
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White91%
Low incomen/a
Not low income83%
Special educationn/a
Not special education75%
Limited Englishn/a
Migrantn/a

Biology I

All Students92%
Female90%
Male97%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White95%
Low incomen/a
Not low income93%
Special education93%
Not special education92%
Limited Englishn/a
Migrantn/a

Geometry

All Students78%
Female76%
Male81%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White84%
Low incomen/a
Not low income78%
Special education67%
Not special education82%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Native Americann/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Biology I

All Studentsn/a
Low incomen/a
Not special educationn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math I

All Studentsn/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Math

The state average for Math was 42% in 2010.

70 students were tested at this school in 2010.

2010

 
 
53%
Reading

The state average for Reading was 84% in 2013.

79 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
99%

2011

 
 
96%

2010

 
 
91%
Science

The state average for Science was 50% in 2011.

69 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
72%
Writing

The state average for Writing was 85% in 2013.

78 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
99%

2011

 
 
96%

2010

 
 
91%
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students95%
Female96%
Male93%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Native Americann/a
Pacific Islandern/a
White95%
Low incomen/a
Not low income95%
Special education100%
Not special education94%
Limited Englishn/a
Migrantn/a

Writing

All Students93%
Female96%
Male87%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Native Americann/a
Pacific Islandern/a
White92%
Low incomen/a
Not low income92%
Special education87%
Not special education94%
Limited Englishn/a
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

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
White 73% 60%
Asian or Asian/Pacific Islander 8% 7%
Hispanic 7% 20%
Black 6% 5%
Two or more races 5% 6%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Transitional bilingual 11%N/A8%
Special education 112%N/A13%
Students eligible for free or reduced-price lunch program 215%N/A44%
Source: 1 WA OSPI, 2009-2010
Source: 2 NCES, 2011-2012

Student-teacher ratio

  This school District averageState average
Students per classroom teacher 18N/A17
Source: WA OSPI, 2009-2010

Teacher experience

  This school District averageState average
Average years educational experience 9N/A12
Source: WA OSPI, 2009-2010

Teacher education levels

  This school District averageState average
Master's degree or higher 69%N/A66%
Source: WA OSPI, 2009-2010

This school has not yet provided program information.


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305 Harrison St
Seattle, WA 98109
Phone: (206) 252-9850

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