Original Research by School Decision on S.f. International High
S.F. International High is an alternative school serving grades 9 through 12 in San Francisco, located in the southern part of the city near the Mission District. It enrolls a small student body and draws from a student population that is predominantly Latino, with a substantial share qualifying for free or reduced-price lunch. The school is part of San Francisco Unified.
The academic picture here is serious. State testing results from the most recent year show proficiency in English language arts at a very low level, with math proficiency even lower, and science proficiency lower still. These numbers reflect the kind of achievement gap that warrants a direct conversation with school leadership about what is driving these outcomes, what support structures exist for students, and what the school's actual instructional approach and goals are. The data alone does not explain whether this reflects the entry point of the student population, the nature of alternative schooling at this site, a transition year, or other factors, so a parent should ask the school directly about these results and what they mean in context.
Grade 8 testing data was suppressed, likely because the student count at that grade level is very small or zero. The school does enroll a ninth-grade cohort, which suggests it functions primarily as a high school despite the 8-12 grade band designation.
San Francisco Unified has not released recent strategic changes or district priorities that would give context to this school's role or standing, so that frame is not available here.
The housing market in the 94107 zip code area where the school sits reflects San Francisco's high cost. Home values are steep and rents are rising; monthly rent averages well above what would be affordable on a median household income. The neighborhood itself is mixed residential and industrial, quieter and less densely populated than central neighborhoods but still urban in character. Transit access via Muni connects the area to the rest of the city, though the school's specific catchment or enrollment pattern is not detailed in available data.
This is an alternative school, which typically means it serves students with non-traditional needs or pathways, such as those returning from suspensions or dropouts, students with behavioral or learning needs, or those seeking a different educational model. That designation alone does not tell you the school's specific mission or whether it emphasizes academics, career readiness, therapeutic support, or another framework. The enrollment suggests it functions as a true alternative setting rather than a mainstream school with an alternative label.
For a parent considering this school, the key question is fit: what are the school's actual instructional goals, what student needs does it serve, and how are those students supported? The test results are evidence that this is not a high-proficiency setting by state standards, but alternative schools exist precisely to serve students outside the mainstream pipeline. What matters is whether the school has a coherent mission, effective instructors, and structures that work for the population it enrolls. That requires a conversation with the school itself, not just a data read.
See more original research from School Decision →