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GreatSchools Rating

George Mayne Elementary School

Public | K-5 | 489 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
No new ratings
2010:
No new ratings

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24 reviews of this school


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Posted December 20, 2012

pre school students were yelled most of the time. I personally witnessed this during a library visit and teachers need to be more friendly. they just did not seem to be happy to teach. how sad!!
—Submitted by a parent


Posted November 3, 2012

I have to agree some teachers may be rude, but not all of them are. Some has teached me and prepared me for life like Mr. Corbin. He is my favorite tteacher. He teached me about how life goes on and he teaches me how tto dance. I reccomend him as a really good teacher.


Posted August 10, 2012

Some teachers are very rude and tend to favor students. Some of the volunteers are mean to the children as well. You can't even choose where to sit during lunch! The helpers force the students to fill in the lunch tables row by row, thus sometimes separating the kids from their friends and they are forced to eat with strangers. Also, I see no reason why there should be uniforms. This isn't a private school and isn't exactly a "high class" school.


Posted June 30, 2009

Mayne is a wonderful school! Last year was our family's first year at Mayne and we couldn't be happier. The teachers have high expectation and support ALL students. The students are respectful and very well-behaved. In a community with a lot of needs, Mayne is meeting them. There are lots of field trips and support programs to ehlp all of our kids learn. This is a great school!
—Submitted by a parent


Posted March 20, 2009

All of my children either went or goes to school @ gm. I have to say the schl is starting to become more about the adults & their power struggles betwn 1 another then the best interest of our children & the future of our cntry. Parents & teachers need to understand rather our cntry has the $ to ed. Our children or not it is still our responsibility to continue the education @ home. The school is all about gossip & a bunch of staff just talking badly about each other this needs to stop & we need to work this out positively. It doesn't take money to spread love & knwledge. Parnts need to undrstnd that we live in a very busy cntry now. In order to survive you need to keep up the pace. If we dnt pave the way for our children then they will pave
—Submitted by a parent


Posted March 19, 2009

My son attends school here, and although I loved the kindergarten and first grade programs (they were merged together in one class - sounds weird, but it worked really well) things are now sliding downhill. I volunteer often, and I sad for many of these kids whose parents don't even care enough for their safety to drop them off at the sidewalk, and rather let them out of the car in the middle of the road. Just speaks to the level of attention that parents seem to pay their children. The older they get, the more they become their parents.
—Submitted by a parent


Posted July 27, 2008

The students here always swear and are very rude! My son was always bullied and intimidated by the students. Although, the teachers are okay, but I would never recommend this school to anyone.
—Submitted by a parent


Posted September 26, 2007

I love George Mayne. My daughter attended another school for three years and it was a horrible situation for her. Since moving to George Mayne things have tremendously improved. The teachers take the time to help children who need it. There are many programs offered for children who also need additional help. I am proud to say that my daughter goes to George Mayne.
—Submitted by a parent


Posted August 22, 2007

I have to say I'm getting just a tiny bit happier with the school each year, although I'm still not completely happy. My soon to be 5th grader has one of the schools best teachers, Ms. Code. I havent really had a chance to meet my kindergadeners teacher, Mrs. Diane but the intro to kindergarden class was a great idea. the school will be under a new principal this year and I'm not sure if thats a good thing or a bad thing. I'm keeping my fingers crossed and I don't recommend Mayne to anyone...to much of a roller coaster ride!!!
—Submitted by a parent


Posted August 21, 2007

I am a foster mom, and one of my Foster child needed alot of attention upon entering in to Kindergarten and George Mayne Elementary offered us a Intro to Kindergarten which was a tremendous help! My Child is now ready and excitted to be going to school. The teacher was understanding patient & kind. Thank you
—Submitted by Rubbie Salinas, a parent


Posted January 8, 2007

Mayne might want to get back to what's important. The kids! Not scores! My personal favorite is corbin scott the best teacher ever! Everyone should be like corbin!
—Submitted by Kelly Appice, a parent


Posted September 26, 2006

I have not been happy with Geoge Mayne at all. I'm not sure where the problem lies at Mayne, but it must be fixed! I think the school is so caught up with trying to increase the API score, that they are lacking the individual attention, and warmth that each child needs and deserves. There are no extra curricular activities. One good thing, is they have a nice after school program that is free from the City of San Jose. I would not recommend George Mayne to anyone.
—Submitted by a parent


Posted June 9, 2006

This is my first year teaching at George Mayne, & I can't say enough good things about it. The staff is amazing, and the students work extremely hard. Just look at the test scores over the past few years! I am continually impressed at the level of instruction, and focus on teacher development to help our high English Language learners & at-risk kids. There are so many programs offered, too - Homework Club, FSEA (Future Scientists & Engineers of America), Girl Scouts' Well-Being Program, San Jose's After School program, as well as sports like football & volleyball. There is a Youth Activity Center on site that offeres summer and after school programs, and the community library is a 3 minute walk away. The teachers here are so dedicated and generous with their time, too.
—Submitted by a teacher


Posted April 25, 2006

The overall success of George Mayne should not just be put on the school. Parents need to be involved in what, when and how they are learning. Parent involvement doesn't just mean sitting in your childs class. I have had issues as well but I make myself be heard.......
—Submitted by a parent


Posted March 21, 2006

George Mayne is a good school. Taking in consideration all the funds that have been taken away from all schools in California, the school has after school sports like vollyball and football. Kids get to compete with other schools in the district, and learn to feel good about themselves even when they don't win, and to work as a team wich is important in the real world. They count with really good teachers that will work with parents and kids to make sure every kid in their classrooms get a good education. I had problems with one of my kids not doing his homework,and since I work most part of the day, it was hard for me to keep a track of the homework he was doing. The teacher helped me by talking to me in a daily basis about his homework, and how to improve his performance.High teacher-parent communication.
—Submitted by a parent


Posted September 15, 2005

This school has teachers that love to teach and take great pride in their jobs and their students achievments. I am proud to have my two children go to this school. Their Academic Performance Index (API) Growth is improving each year!
—Submitted by Elisa Marelich, a parent


Posted September 13, 2005

My son is in kindergarten at George Mayne. We were hesitant to send him there at first, but he loves his teacher and is having a very positive experience. My son is in Mr. Tai's class and is learning some great social skills from him. He is the perfect teacher for my son. I get the feeling that the level of parent involvement is low, but it is still early in the year. Although they have one day a week for singing time, I wish they dedicated more time to music. The academic statistics show drastic improvement over the past few years. So, overall we are surprisingly pleased with George Mayne so far.
—Submitted by a parent


Posted August 15, 2005

George mayne is a home away from home for the children that attend. This school has gotten better and better over the years espacially now with the pricipal in charge at this time. Teachers really care. Community really cares.
—Submitted by a parent


Posted January 7, 2005

I wish the school would have more activities. Like for Xmas other schools have chorus and bake sales. Last year and this year the school doesn't really have much going on. And they are really stricted about parents going to the kids class. Especially on the first day of school.
—Submitted by a parent


Posted November 28, 2004

If the principal took the time to listen to the parents concerns and the concerns of the students maybe this school would be worth attending. the only nice thing I can say is that the teachers really care about the success of the kids and do what they can to help them .
—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.

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.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

826

Change from
2011 to 2012

-17

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

826

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-17

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

7 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

90 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
62%

2010

 
 
52%

2009

 
 
45%
Math

The state average for Math was 64% in 2012.

90 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
75%

2010

 
 
69%

2009

 
 
61%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

82 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
44%

2010

 
 
47%

2009

 
 
52%
Math

The state average for Math was 69% in 2012.

84 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
62%

2010

 
 
64%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

80 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
78%

2010

 
 
72%

2009

 
 
56%
Math

The state average for Math was 71% in 2012.

81 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
86%

2010

 
 
85%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

71 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
63%

2010

 
 
45%

2009

 
 
57%
Math

The state average for Math was 65% in 2012.

73 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
68%

2010

 
 
43%

2009

 
 
51%
Science

The state average for Science was 60% in 2012.

71 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
63%

2010

 
 
56%

2009

 
 
61%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students54%
Females60%
Males50%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability59%
English learner51%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)57%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females60%
Males56%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability64%
English learner58%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)74%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students47%
Females49%
Males46%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability49%
English learner39%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)60%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females67%
Males58%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability65%
English learner62%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)63%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students72%
Females76%
Males67%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability73%
English learner55%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)91%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students72%
Females72%
Males71%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability73%
English learner61%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students80%
Females84%
Males76%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged80%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability82%
English learner64%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)80%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females63%
Males63%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability65%
English learner57%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)60%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students74%
Females68%
Males79%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability74%
English learner50%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)53%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 50% 49%
Asian 19% 8%
White 14% 28%
Multiple or No Response 11% 3%
Filipino 4% 3%
African American 1% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 154%N/A24%
Students eligible for free or reduced-price lunch program 266%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

5030 North First Street
Alviso, CA 95002
Phone: (408) 423-1700

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