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GreatSchools Rating

Carlmont High School

Public | 9-12

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 14 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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35 reviews of this school


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Posted April 15, 2014

Carlmont high school works hard to keep curriculum balanced. In times when more affluent neighborhoods are losing public funding, the community works with the staff at Carlmont to ensure extra curriculars, the arts, music, and sports, remain strong high school values. Carlmont's staff is top notch and ensure our children are cared for and are sought after by top universities.
—Submitted by a parent


Posted September 21, 2013

I am a parent with my 3rd child at Carlmont and my wife and I have been involved with this school as parents and active volunteers for more than 10 years. Please don't let this schools rating of only an 8 scare you off. There are a couple of ridiculous reviews on this site, obviously written by an disgruntled parent or employee who have a personal axe to grind. People are scrambling to try to get into this school for a reason. Your child will receive an excellent education and enjoy a traditional high school experience with lots of clubs, sports and an excellent offering in the arts. No school is perfect, but Carlmont shines. We are all very excited about the new principal too.
—Submitted by a parent


Posted July 31, 2013

I have been very pleased with Carlmont, (my daughter just completed her senior year and my son is entering sophomore year). I have found most of the teachers and administrators to be responsive and professional, with some truly outstanding in their commitment to the students and quality of their teaching. I have worked closely with the school administration because one of my children had a 504. My children are both smart and interested in academic success. They both found friends and many classes they enjoy. Their complaint is the high number of students whose main interest is disrupting class. The main common denominator for disruptive and disrespectful students is that they are bussed in. As a teacher, I have sympathy for instructors trying to teach when some students are belligerent/disrespectful and disinterested. Teaching high school is challeging enough. If students don't want to be bussed to Carlmont, the district should not force them. I have no hesitation in recommending Carlmont as a very good public high school.
—Submitted by a parent


Posted October 28, 2012

Our freshman LOVES school at Carlmont. Great teachers, challenging classes, lots of activities and sports. He's made many new friends and we couldn't be happier.
—Submitted by a parent


Posted October 28, 2012

It took a year-long battle involving FERPA/U.S. Dept. of Education for this legal custodian to obtain Carlmont's school records for her own child - even with a copy of the "legal custody" court status provided to them. Carlmont failed this parent, her child - and the potential safety & well-being of other students - by their complete and total disregard for the rights of a custodial parent . Allegations of "harassment" were also put forth when I requested my daughter's records pursuant to FERPA guidelines.
—Submitted by a parent


Posted October 15, 2012

This school has been wonderful, both in terms of quality of education, teaching staff (with the exception of a Mandarin teacher), and after school activities. We are very happy with the results thus far. I don't understand the 1 star reviews. Thankfully, they are in the minority, because more than likely, your child will have a wonderful experience at Carlmont.
—Submitted by a parent


Posted September 14, 2012

I just graduated from Carlmont last year after transferring into the school from the mid-west my senior year. My experience couldn't be more different than the new student below. My guidance councilor arranged for another student to show me around. She did a good job matching us up, because we became friends and I was introduced to other students and was included in all of their school and social activities. I would just say that this school is big and has something for everyone. School just started two weeks ago--give it a chance. Join some clubs or teams and if you don't have friends yet, the teachers all open their classrooms at lunchtime.


Posted September 9, 2012

I juss transferred here from South City High as a sophmore. So far i have to say this school absolutely sucks. As a student you try to meet as many people as possible your highschool years. There are sooo many cliques here. Other than kids, the teachers I have are horrible, the teachers just go with what they teach & dont review material to make sure students get it. I guess its just this district. Students start at a young age if this type of learning. I know this school is for my best intention later in life but im definently going to try & get out. STAY AWAY!


Posted August 28, 2012

Very impersonal and large school. Senior administration is very weak and I have recently looking at their experiences more closely to see if they are actually a fit for higher education. Some teachers are too busy there being part of the union rather than contributing to the education. Thumbs down for this school as far as I am concerned. Summit Prep, Everest, Menlo Atherton is a very good alternative.
—Submitted by a parent


Posted August 19, 2012

Our youngest is about to start her Senior year at Carlmont. This will complete our two children going from pre-school thru High School in our local system. Fox Elementary - Ralston Middle School - Carlmont High School. I have no regrets as a parent that we chose to live in this area,mostly due to the public schools. They have received a solid education, including lots of diverse experience both socially and academically. The highlight of all these years has definitely been Carlmont. I am a big fan of the administration and their personal approach my children had from several of them. There have also been great teacher experiences. The arts programs have also been a real highlight. The athletics my children chose had IPS and downs, but is ending strong. Has it all been perfect, of course not. Have I been disappointed a few times, yes. But overall I have been thrilled. I have been engaged in work to support the schools routine certification analysis. The effort to continue to advance the schools performance is without question. To an incoming students parent, this was a great choice for us.
—Submitted by a parent


Posted August 13, 2012

We've had children there for 7 years thus far. We've not been satisfied with the current senior administrative staff because the style of interaction is impersonal and detached, avoiding problem resolution. The emphasis seems to be on procedures that make administrator's jobs easier rather than on a positive student experience. Most of the senior administrators had minimal classroom experience hours prior to becoming administrators. The teaching quality ranges from poor to great, with most being good. The music program is quite good.
—Submitted by a parent


Posted July 10, 2012

Looks like I need to go back to work and pay for private school. These reviews are scaring the daylights out of me. This whole school system in Belmont has been a terrible waste of time and disappointment. It is your child's future people wake up...


Posted June 6, 2012

My son is graduating and will be going into a great school in the Mid West.The situation is not as great as the review below. The programs and the buildings don't make a great school. The test scores are still way behind some of the great schools in the area so saying it has great scores is laughable.I have to conclude the school is distant and large. Some of the teachers are not making a great impact on the kids future while others indeed are. It is at best an average school. The Performing Arts program is absolutely great in this school.
—Submitted by a parent


Posted May 15, 2012

We are also going through some struggles with our son and daughter. They are not too excited about going to the school. Although some of the teachers are great, many of them are clearly not interested to see the children do well. Just tons of rules over here and things set in black and white. The principal is probably too aloof to even understand why there are so many unhappy parents.
—Submitted by a parent


Posted May 10, 2012

I think I can relate to the some of the experiences at this school. The school seems to be too large and distant for the teachers to care about the progress of the kids. It's just another day of work from them and they do not seem to do a lot to help kids succeed.
—Submitted by a parent


Posted May 10, 2012

I have a senior here and even though he has been doing well, that is because he is self driven. The teachers have little or no contribution to the fact that he is doing well. We had to spend a great deal of money to get help for private college counseling. He has secured admission in some great schools. Some of the teachers here absolutely need to go through some checks to make sure they are delivering. Some of the high test scores here is because kids like mine are very driven not because the teachers actually help .
—Submitted by a parent


Posted April 15, 2012

If you have a talented and a smart kid please do everything possible to keep him/her away from this high school. The School principle leadership is very week, teachers don't care at all, they think they do, but believe me they really do not have a clue. Absolutely a disaster, I am so sad that I live so close to this school that I support with my tax money.
—Submitted by a parent


Posted September 15, 2011

Generally speaking the school is good, but some teachers are making a great impact on kids and not in perfect way. For example I would try to avoid Ms. Hero (biology) or Mr. Ramroth. They are very discouraging and unprofessional. Knowing the subject and knowing how to teach it is not the same. Before meeting these teachers my kid was straight A student. After, well a lot of psychological drama and tears even if I just mention word math . And this is happening to a student who was rewarded with some math rewards (1st and 2nd places on bay area Math Olympiads). Thanks a lot, Mr. Ramroth! God bless you. It s not about grades (she still has decent B+ on AP math)., it s about complete feeling of disgust which my kid feels toward the math.
—Submitted by a parent


Posted September 2, 2011

Great experience for both parents and students. Large staff, very caring and supportive; great at their craft. Only wish they had a better Mandarin teacher.
—Submitted by a parent


Posted April 15, 2011

Carlmont is a great school! My daughter is taking mostly AP classes. She is really being challenged, but yet is enjoying her classes. There are many classes to choose from. The school is beautiful, has a brand new performing arts center, art building, and is building a biotech building. I believe she will be ready for college!
—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 2013.

This school's
API score

878

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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 2013

This school's
API score

878

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
2012 to 2013

0

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

10 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
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.
Algebra I

The state average for Algebra I was 25% in 2013.

194 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
59%

2011

 
 
61%

2010

 
 
48%
Algebra II

The state average for Algebra II was 65% in 2013.

80 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
100%

2010

 
 
92%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

426 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
91%

2010

 
 
91%
Earth Science

The state average for Earth Science was 38% in 2013.

90 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

539 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
81%

2010

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

47 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
23%

2011

 
 
11%

2010

 
 
4%
Geometry

The state average for Geometry was 45% in 2013.

219 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
93%

2011

 
 
90%

2010

 
 
85%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
20%

2011

 
 
25%

2010

 
 
19%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

76 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
17%

2011

 
 
24%

2010

 
 
24%
Algebra II

The state average for Algebra II was 39% in 2013.

215 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
74%

2011

 
 
71%

2010

 
 
65%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

167 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
58%

2011

 
 
52%

2010

 
 
42%
Chemistry

The state average for Chemistry was 46% in 2013.

281 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
81%

2011

 
 
65%

2010

 
 
65%
Earth Science

The state average for Earth Science was 35% in 2013.

11 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

508 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%

2011

 
 
71%

2010

 
 
62%
Geometry

The state average for Geometry was 15% in 2013.

127 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
35%

2011

 
 
38%

2010

 
 
37%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

67 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
100%

2010

 
 
96%
Science

The state average for Science was 54% in 2013.

506 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%

2011

 
 
73%

2010

 
 
67%
World History

The state average for World History was 46% in 2013.

514 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
78%

2011

 
 
75%

2010

 
 
71%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

17 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
4%

2011

 
 
14%

2010

 
 
21%
Algebra II

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

111 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
25%

2011

 
 
28%

2010

 
 
16%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

167 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
62%

2011

 
 
59%

2010

 
 
52%
Chemistry

The state average for Chemistry was 32% in 2013.

99 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
46%

2011

 
 
34%

2010

 
 
42%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

478 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
74%

2011

 
 
63%

2010

 
 
59%
Geometry

The state average for Geometry was 8% in 2013.

49 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
19%

2011

 
 
17%

2010

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

247 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
72%

2010

 
 
75%
Physics

The state average for Physics was 58% in 2013.

171 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
84%

2010

 
 
76%
U.S. History

The state average for U.S. History was 50% in 2013.

481 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%

2011

 
 
75%

2010

 
 
67%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students52%
Females52%
Males52%
African Americann/a
Asian75%
Filipino82%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged30%
Not economically disadvantaged61%
Students with disability14%
Students with no reported disability57%
English learner18%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate58%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Algebra II

All Students97%
Females98%
Males95%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Biology/Life Sciences

All Students85%
Females83%
Males87%
African Americann/a
Asian94%
Filipino75%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged56%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)72%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Earth Science

All Students36%
Females29%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged27%
Not economically disadvantaged45%
Students with disability38%
Students with no reported disability35%
English learner6%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)34%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students82%
Females85%
Males78%
African American57%
Asian93%
Filipino82%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged46%
Not economically disadvantaged90%
Students with disability28%
Students with no reported disability86%
English learner22%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)72%
Parent education - college graduate88%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students6%
Females6%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantaged10%
Students with disability0%
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students87%
Females91%
Males82%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged60%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate90%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
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 2012-2013 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.

Source: California Department of Education

Algebra I

All Students21%
Females25%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged17%
Not economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability24%
English learner5%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)8%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students68%
Females63%
Males73%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged65%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)69%
Parent education - college graduate70%
Parent education - graduate school/post graduate66%
Parent education - declined to state65%

Biology/Life Sciences

All Students48%
Females50%
Males45%
African American45%
Asian71%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged23%
Not economically disadvantaged60%
Students with disability39%
Students with no reported disability49%
English learner10%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)50%
Parent education - college graduate60%
Parent education - graduate school/post graduate58%
Parent education - declined to state47%

Chemistry

All Students67%
Females59%
Males76%
African Americann/a
Asian78%
Filipino73%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged43%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)43%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to state53%

Earth Science

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students80%
Females84%
Males75%
African American43%
Asian89%
Filipino87%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged46%
Not economically disadvantaged86%
Students with disability40%
Students with no reported disability82%
English learner7%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)71%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to state69%

Geometry

All Students24%
Females29%
Males20%
African Americann/a
Asian25%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged9%
Not economically disadvantaged27%
Students with disability7%
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)21%
Parent education - college graduate16%
Parent education - graduate school/post graduate35%
Parent education - declined to state29%

High School (Summative) Mathematics (Grade 9-11)

All Students98%
Females96%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students80%
Females81%
Males81%
African American50%
Asian93%
Filipino80%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged45%
Not economically disadvantaged88%
Students with disability52%
Students with no reported disability83%
English learner15%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)76%
Parent education - college graduate88%
Parent education - graduate school/post graduate90%
Parent education - declined to state87%

World History

All Students79%
Females77%
Males81%
African American50%
Asian91%
Filipino87%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged45%
Not economically disadvantaged86%
Students with disability57%
Students with no reported disability81%
English learner10%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state74%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students6%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students22%
Females18%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged22%
Not economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)7%
Parent education - college graduate19%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Biology/Life Sciences

All Students60%
Females69%
Males48%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged28%
Not economically disadvantaged74%
Students with disability12%
Students with no reported disability69%
English learner6%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)60%
Parent education - college graduate74%
Parent education - graduate school/post graduate85%
Parent education - declined to state36%

Chemistry

All Students48%
Females27%
Males66%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged17%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduate35%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students77%
Females77%
Males76%
African American33%
Asian91%
Filipino82%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged39%
Not economically disadvantaged85%
Students with disability38%
Students with no reported disability80%
English learner12%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)67%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to state63%

Geometry

All Students10%
Females10%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged16%
Not economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students77%
Females65%
Males89%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged43%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate75%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Physics

All Students88%
Females82%
Males94%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged77%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

U.S. History

All Students77%
Females73%
Males82%
African American33%
Asian90%
Filipino73%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged48%
Not economically disadvantaged84%
Students with disability33%
Students with no reported disability82%
English learner11%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to state67%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
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 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

524 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 84% in 2013.

526 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
92%

2011

 
 
90%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students92%
Females95%
Males89%
Gender Unknownn/a
African American79%
Asian99%
Filipino93%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islander91%
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged69%
Not economically disadvantaged97%
Economic Status Unknown94%
Students with disability58%
Tested with modificationsn/a
English learner24%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females94%
Males92%
Gender Unknownn/a
African American64%
Asian100%
Filipino100%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islander91%
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged75%
Not economically disadvantaged97%
Economic Status Unknown97%
Students with disability60%
Tested with modificationsn/a
English learner41%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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.

Source: California Department of Education

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
White 46%
Hispanic 23%
Asian 14%
Two or more races 8%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 18%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

Visual arts
  • Architecture

Arts & music

Visual arts
  • Architecture
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

School Leader's name
  • Lisa Gleaton
Fax number
  • (650) 591-6067
Note: Data provided by community members,
needs to be verified by school leaders.

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1400 Alameda De Las Pulgas
Belmont, CA 94002
Website: Click here
Phone: (650) 595-0210

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