Stevenson (Robert Louis) Elementary: The score is strong. The trajectory is stronger.
Stevenson (Robert Louis) pairs 74% proficiency with gains that hold up when the school's returning cohort is tracked two years apart — the rare school that posts both.
Stevenson (Robert Louis) Elementary scores 71 of 100 on SchoolScope's Scope Score — the 95th percentile of 5,721 California elementary schools (CDE CAASPP 2025).
Measures test performance, attendance, and climate — not arts, community, or your kid. How we score →
Growth Engine — Ask how the school tracks each kid's growth year to year, and what happens when a kid stalls instead of gaining.
Most rating sites would stop at “74% proficient” and call it done. Stevenson (Robert Louis) deserves a closer read. Two in five of its students qualify for free or reduced lunch (California: 64%) — and reading the numbers without that context misreads the school.
Stevenson (Robert Louis)'s low-income kids hit 60.2% proficiency in ELA — a number the same group reaches at 38.2% statewide. If you're trying to read past zip-code-driven test scores, that's the signal worth weighing.
- This school71/100Strongelementary scale
- Brown Jr. (Willie L) Middle42/100Solidmiddle scale
| Scope | % Exceeded | % Met+ | Growth (2023 G3 → 2025 G5) | Absence | Suspension | |
|---|---|---|---|---|---|---|
| This school | 71 | 44% | 74% | Strong · p95 | 7.7% | 0.1% |
| CA average · Elementary School | 39 | 21% | 43% | Average · p50 | 17.9% | 1.6% |
The seven-year arc
Has held the 95th-percentile line every tested year since 2019.
Proficiency here is back to its pre-pandemic level — 74% meet the standard, about where the school stood in 2019.
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 52% | 78% | 57% | 66% | 63% |
| Grade 4 | 76% | 79% | 81% | 60% | 75% |
| Grade 5 | 80% | 73% | 78% | 88% | 82% |
| Grade | 2019 | 2022 | 2023 | 2024 | 2025 |
|---|---|---|---|---|---|
| Grade 3 | 65% | 75% | 69% | 65% | 67% |
| Grade 4 | 74% | 77% | 76% | 63% | 80% |
| Grade 5 | 82% | 72% | 88% | 83% | 79% |
Where its students land
The school, grade by grade
The school, grade by grade
ELA · CAASPP 2024–25Different students, same year — each bar is one grade's proficiency mix.
The honest read: the share exceeding rises 8.3pp across grades; the floor rises 19.7pp. The state average rises 4.6pp over the same span. Kids here gain ground the longer they stay — the pattern you want to see. A school visit and conversation with teachers will tell you more than this number.
Stevenson (Robert Louis)'s most underrated number
60.2% of low-income students met the ELA standard — versus 38.2% for the same group statewide. That's the strongest kind of signal a school can post: it holds across income lines.
The 6 things our score weighs
returning cohort
Percent exceeded, ELA only. SchoolScope's scored growth measure uses a different metric — mean scale-score change across ELA and Math; California's own matched-student model is below.
California's own answer to the same question
California runs its own growth model, following individual children in grades 4 through 8 rather than comparing school-wide averages the way we do. The two measures land in the same neighbourhood here — ours puts this school around the 95th percentile of California elementary schools, the state's around the 100th in reading and math together. Two different methods agreeing is the most you can ask of one year of test data.
— pts vs expected is scale-score points above or below what California's model predicted for these same children from their own prior-year scores. It is not a percentage and not a percent of anything. A typical California elementary school lands at +2 in reading, and the middle half of them fall between −5 and +9 — the spread is wide, so read the rank, not the sign. CDE blends two consecutive years into each published figure, so adjacent years share input data and no year-over-year trend can honestly be drawn from them. It covers grades 4-8 only, and it is not part of the Scope Score — we assessed it and left it out: it tracks school demographics roughly three times as strongly as our own growth measure does, and one published year is not enough to test how stable it is.
Ask what changed — new curriculum, new principal, new program. Momentum has a cause, and a visit will find it.
- Ask how teachers track each child's growth over the year, not just where the class lands on test day.
- Ask whether extra support — tutoring, counseling, small groups — reaches kids across income lines, not just the students already ahead.
- Ask whether the tour can step into a working classroom — watch how the teacher handles a student who's stuck.
- Ask to tour while school's in session, and notice how hallways and transitions feel — culture shows up between classes, not just in them.
- Ask how the school communicates with families when a child starts to struggle.
- Ask what a typical day looks like for a new student in the first few weeks.
How every group of students does here
At Stevenson (Robert Louis) Elementary in San Francisco, 60.2% of low-income students met or exceeded the ELA standard in 2025, compared to 38.8% district-wide and 38.2% statewide. Stevenson (Robert Louis) Elementary outperforms its district average for low-income students by 21.4 percentage points in ELA. Other subgroups: Low-Income students (68.2% Math proficient); Asian students (76.8% ELA proficient). The largest proficiency gap is 12.4 percentage points for low-income students. Data source: California Department of Education, CAASPP 2024-25. 88 students tested.
6 of 13 student groups here are too small to report — a privacy protection, not a gap.
Change in proficiency from the lowest tested grade — which groups gain ground the longer they stay. Groups with fewer than 10 tested students per grade are not shown.
Low-income student ELA proficiency rises by 31.8pp from grade 3 to grade 5 at this school. District average: +9.2pp.
California follows these children individually and predicts each one's score from their own prior year. Each row is read against the same group at a typical California elementary school — not against zero, and not against this school's all-students figure, because the state's expectation already differs by group.
— 2 more groups are reported here with between 11 and 29 students. We hold those back on purpose: at that size the figure swings about 17 points on its own, and a quarter of such groups land past the state's top or bottom cut point by chance alone. They are listed with their student counts in the data appendix. — A group not listed at all had fewer than 11 students with a growth score, so California published nothing for it here. That is a privacy protection, not a judgment about those students. — Context only. None of this enters the Scope Score.
Showing up, and staying in class
TK/K students miss school at roughly twice the rate of Grades 4–6 students (11.1% vs 6.3%). Chronic absence here concentrates in the earliest grades — worth asking how the school works with new families on attendance.
Where the path goes
The path below follows attendance boundaries — scores shown for each next step.
Feeder patterns derived from NCES attendance boundary data. Boundaries are approximate and may have changed — verify with your school district for current assignments.
The road from this school ends at Marshall (Thurgood) High, which sent 5 graduates to UC campuses last fall and teaches 5 AP subjects. Those numbers describe past cohorts — a child starting here today would reach Marshall (Thurgood) High around 2035, and 10 years is a long time for a school to hold still, and by the state's 2023 count 57% of Marshall (Thurgood) High's graduates enrolled in college somewhere, UC or not.
The people teaching here
Pay is set by the district, not the school.
What gets spent here
These measure different things: this figure is spending attributed to this campus, while district-wide figures also include central administration, districtwide programs, and the state's pension contributions made on the district's behalf — costs that never get assigned to a single school. The district number runs higher at nearly every school, not just this one.
The district's current expense of education per student, from CDE's annual SACS filing — the freshest district spending figure the state publishes.
District-level, from the district's own SACS general-ledger filing — school-by-school breakdowns aren't published by the state.
Source: NCES F-33 · Full district breakdown →
The neighborhood it serves
Source: U.S. Census Bureau, American Community Survey 5-year estimates (2024) · ZIP-level
Transitional kindergarten is offered here — confirmed by actual Census Day enrollment, not just the listed grade span.
On the state's science test (CAST), 69% met or exceeded the standard — science is tested in grades 5 and 8 and once in high school, and it never enters the Scope Score.
Frequently asked questions
Is Stevenson (Robert Louis) Elementary a good elementary school?
What are Stevenson (Robert Louis) Elementary's CAASPP test scores?
How does Stevenson (Robert Louis) Elementary rank in California?
Is Stevenson (Robert Louis) Elementary getting better or worse?
What is the attendance and school culture like at Stevenson (Robert Louis) Elementary?
How does Stevenson (Robert Louis) Elementary compare to other schools in San Francisco?
How does Stevenson (Robert Louis) Elementary serve low-income and underrepresented students?
What middle school does Stevenson (Robert Louis) Elementary feed into?
Your other options
Nearby Elementary Schools
3 within ~3 mi · avg 73
Private alternatives nearby
Private schools within ~10 miles. These schools do not participate in state testing and cannot be scored or ranked.
Every number on this page
Score factors, grade-level breakdowns, subgroup proficiency, and nearest schools.
| ELA | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 67 | 37% | 25% | 24% | 13% | 63% | +20 |
| Grade 4 | 69 | 46% | 29% | 14% | 10% | 75% | +31 |
| Grade 5 | 68 | 46% | 37% | 9% | 9% | 82% | +35 |
| Math | Tested | EXC | MET | NEAR | NOT | MET+ | +/CA |
|---|---|---|---|---|---|---|---|
| Grade 3 | 67 | 34% | 33% | 21% | 12% | 67% | +22 |
| Grade 4 | 69 | 39% | 41% | 13% | 7% | 80% | +38 |
| Grade 5 | 68 | 63% | 16% | 9% | 12% | 79% | +44 |
We show the grade rows CDE publishes for this school. A missing grade or dash can mean the school does not serve that grade, no valid result was published, or the tested group was too small to report. It does not mean zero.
| Science (CAST) | Tested | EXC | MET | NEAR | NOT |
|---|---|---|---|---|---|
| Schoolwide | 68 | 34% | 35% | 25% | 6% |
CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.
| Subgroup · ELA | Tested | MET+ | vs district | vs CA |
|---|---|---|---|---|
| Socioeconomically Disadvantaged | 88 | 60.2% | +21 | +22 |
| Asian | 155 | 76.8% | +6 | +2 |
| School | Dist | Scope | EXC | MET+ | Grade gap | Cohort growth | Susp |
|---|---|---|---|---|---|---|---|
| Stevenson (Robert Louis) Elementary ← | — | 71 | 44.3% | 74.5% | +15.9pp | +95 pts | 0.1% |
| Yu (Alice Fong) Elementary | 1.5 mi | 76 | 55.5% | 81.7% | +2.6pp | — | 0.1% |
| Lawton Alternative | 0.6 mi | 73 | 53.4% | 81.9% | +4.3pp | — | 1.1% |
| Peabody (George) Elementary | 2.9 mi | 71 | 52.9% | 79.8% | +12.5pp | — | 0.2% |
| California average | — | 39 | 21.4% | 42.7% | −2.9pp | — | 1.6% |
| Year | Scope | Pctile | Rank | Exc | Met+ | Absent | Susp | Grade gap |
|---|---|---|---|---|---|---|---|---|
| 2019 | 66 | 88 | #632 | 44.6% | 71.5% | 4.4% | 0.7% | +22.6pp |
| 2022 | 71 | 93 | #422 | 45.5% | 75.7% | 5.0% | 0.3% | -3.3pp |
| 2023 | 70 | 92 | #465 | 45.8% | 74.9% | 9.8% | 0.1% | +20.1pp |
| 2024 | 75 | 96 | #213 | 47.5% | 71.0% | 10.1% | 0.3% | +19.9pp |
| 2025 | 71 | 95 | #305 | 44.3% | 74.5% | 7.7% | 0.1% | +15.9pp |
| Group | 2019 | 2025 | Δ |
|---|---|---|---|
| Female | 2.1% | 3.7% | +1.6pp |
| Male | 5.7% | 10.0% | +4.3pp |
| Asian | 1.3% | 3.7% | +2.4pp |
| Filipino | 9.5% | 18.8% | +9.3pp |
| Hispanic/Latino | 22.2% | 21.2% | -1.0pp |
| Two or More Races | 0.0% | 12.8% | +12.8pp |
| White | 16.7% | 7.5% | -9.2pp |
| Students with Disabilities | 15.3% | 16.3% | +1.0pp |
| English Learners | 3.6% | 7.5% | +3.9pp |
| Socioeconomically Disadvantaged | 4.1% | 8.2% | +4.1pp |
| All Students | 4.0% | 6.9% | +2.9pp |
| Group | Reading | n | CDE band | Math | n | CDE band |
|---|---|---|---|---|---|---|
| All Students | +30 | 132 | Exceptional | +49 | 132 | Exceptional |
| Asian | +25 | 101 | Exceptional | +50 | 101 | Exceptional |
| Socioeconomically Disadvantaged | +24 | 55 | Exceptional | +47 | 55 | Exceptional |
| English Only | +30 | 53 | not categorised | +45 | 53 | not categorised |
| English Learner | +22 | 51 | Exceptional | +48 | 51 | Exceptional |
| Recently Reclassified Fluent-English Proficient Only | +25 | 37 | not categorised | +54 | 37 | not categorised |
| Students with Disabilities | +9 | 17 | Accelerated | +20 | 17 | Exceptional |
| English Learners Only | +3 | 14 | not categorised | +30 | 14 | not categorised |
Whole scale-score points above or below what CDE's model predicted for these same children from their own prior-year scores — not a percentage, not a percentile. Statewide a typical school lands near +1 with a spread of about 13 points either side, so read a figure against its group's own typical value, not against zero. Muted rows have fewer than 30 students with a growth score — published by CDE, held back from the narrative sections above because at that size the figure swings about 17 points on its own. “Not categorised” is CDE assigning no band — English Only, Recently Reclassified, and English Learners Only receive a value and no band, for every school in the state. It is not a missing number. Most figures blend two consecutive years, so adjacent published years share input data and no trend line can honestly be drawn across them. A group absent from this table had fewer than 11 students with a growth score and was never published. Grades 4-8 only. None of this enters the Scope Score — it is more strongly correlated with school demographics than our own growth measure, and one published year is not enough to test its reliability.
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