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Burlingame Intermediate School

Public | 6-8 | 889 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

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26 reviews of this school


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Posted today

Burlingame Intermediate School is a place where students receive a high quality education and also have a chance to grow as individuals. With strong administrators who continually strive for improvement and who are eager to engage with parents and students, the school continues to be on the forefront of new ideas in education. Its recently introduced Humanities Curriculum prepares students for the challenges of the Common Core on the high school level and the school was also one of the first in the area to teach design thinking, which encourages creativity in problem solving and which was developed at Stanford University's School of Design. Parents, teachers, and staff make BIS a special place.
—Submitted by a parent


Posted September 27, 2014

Burlingame Intermediate has been a great experience for my children! Students have access to a number of phenomenal enrichment activities including an annual musical that is top-notch, electives that include an excellent Jazz Band/concert band, instruction that embraces design thinking, project-based learning, and excellent use of integrating technology! It is a diverse student population and the teachers are supportive and knowledgable.
—Submitted by a parent


Posted September 24, 2014

If your child is gifted or doing work above-grade-level then BIS may not be the school for you. In previous years, they segmented both language arts and Math by ability but this year they have eliminated that and so all the kids of very wide abilities are mixed together. Kids who took pre-algebra in 6th grade are now in the same Common Core 7th grade math. The explanation by the administration is a joke - for those in regular math it's too challenging and for those who were in advanced math it's too slow (so no one benefits).
—Submitted by a parent


Posted September 16, 2014

We were disappointed with our daughter's experience at BIS. Part of it is no one's fault, with 1000 kids, your child will be "just a number" to them. Even as a straight-A student, most teachers seemed to have no idea who my daughter was. (With a few exceptions, there are some wonderful teachers, but they are few and far between.) Academics are sub-par. In "advanced" language arts in 7th grade, they read 2 novels the entire year, one which my daughter had already read in 5th grade at her private school. Some teachers have trouble controlling their classes and not much is learned. With Common Core, this year they have now done away with the advanced programs (which weren't particularly advanced to begin with.) Kids who took pre-alegebra in 7th grade were put into Common Core "Math 8" instead of Algebra in 8th grade, and those who had already taken algebra were having to re-take a new Algebra instead of Geometry in 8th. Not wanting another wasted year, my daughter begged for a change. We were fortunate enough to be able to find (and afford) an alternative situation for her for 8th grade.
—Submitted by a parent


Posted December 15, 2013

This school talks a great game about communication, making use of technology to assist learning, and reaching out to parents to enable great teaching. But there really no follow-through. I get an email every afternoon, for example, with my son's grades, assignments, late assignments, zeroes, etc. But by school policy, teachers don't have to keep any of it up to date. The grades I see every day are at least three weeks out of date. The most recent email has grades almost six weeks out of date. When I use the system to email a teacher or the principal, I get no response most times. My son's teacher offered to contact a counselor at the school to help him. Nothing happened. When I asked her about it weeks later, she hadn't done it. She said she would, but It's now been weeks again, and nothing has happened. My older son, who graduated from this school, said he felt like the school changed things just to change. Like requiring passes for kids to go to the library during lunch. Why? That seems to me like a pretty bad message to send -- you could get. In trouble if you go to the library, better to just waste time on the playground. We are investigating other schools to move to.
—Submitted by a parent


Posted December 3, 2013

My child is a new sixth grader who comes from a local elementary school that we loved. In contrast, BIS is a big, impersonal school with a business-like administration and a front-office staff that really doesn't seem to like the kids or parents. I have been disappointed with the quality of the teachers and the disarray of school events (specifically parent-teacher conferences and back-to-school night). I would have expected teachers with backgrounds in STEM to teach science and math in middle school, but this is not the case, and it is reflected in the less-than-inspiring math classes. In Science, I don't think my child has done any science labs or experiments(Science appears to be all book-learning). On the other hand, English and language arts appear to be quite strong at BIS - I do like that class' supplementary group projects. The school does a good job with 6th grade transition and offers a variety of after-school sports and drama/musical theatre that are very inclusive.
—Submitted by a parent


Posted September 5, 2012

I am a new parent to this school so I can't yet give it a proper review. I do feel I should add a comment about a review given in the past. The parent who made a remark about the "PTA Mommies" might not want to bite the hand that feeds their child. Burlingame schools are great for many reasons, least of which is the dedication of the parents and community. I've worked alongside some amazingly smart, talented and generous parents in my 6 years in the Burlingame School District. They have inspired me to give my time to help make our school and community a better place. I know my children have benefited from this community spirit and can only believe the rest of the kids have as well. Instead of criticizing these parents who are giving tirelessly to help your child's school become a better learning environment, come join them. It takes a village! We are only in our 2nd week of school but my 6th grader is confident, happy and really liking all his teachers. I'm thankful for such an easy transition into middle school.
—Submitted by a parent


Posted September 27, 2011

Okay, while the school has some issues, it is great. Okay, so the admin. is not so good. But i disagree about projects! Maybe the open house thing is elementary school-ish, but who cares? You do know it's more for people to see what their children actually do and to meet with other parents from OTHER elementary schools their children did not attend? And also for 5th grade parents to see what BIS is like? And for extended family? Open house at BIS is not Lincoln open house or McKinley or whatever. It's not for the kids and parents anymore, it's an extended orientation and meeting. And the academics are fine, my child got straight A's through sixth grade and is taking 3 adv. classes now in 7th, as well as band in the morning. And there is amazing band classes. Like jazz band int, jazz band adv, 7/8 grade concert band, and 6th grade concert band. The languages in my opinion are lacking, but hey, most schools don't have mandarin. And they did have French, but the teacher retired. Teachers don't emphasize arts and crafts at all, that is just absurd! And projects aren't just arts and crafts, your thinking about elementary school. They are important. So good job BIS teachers and PTA.
—Submitted by a parent


Posted July 22, 2011

This school was one of the best schools my son has ever been too, the teachers were great same with principal leader, this school is wonderful thanks BIS.
—Submitted by a parent


Posted June 8, 2011

I agree that the administration is extremely poor. The administration does not provide leadership. Student discipline is punitive and applies rules and policies in a manner which discriminates against minority students. Students do not respect the admin because of the perception of favoritism. The admin also fails to take any corrective action against the teachers when parent's complain about excessive homework loads or unfair grading. Teachers over emphasize "arts and crafts" or "project work" in language arts/social studies and math. The projects are piled on right before "open house" to "show off" class work. But, this is not elementary school. Projects should be "extra credit". Teachers also do not apply "differential learning" in what is called "advanced classes". Instead, some teachers simply just pile on more homework. Other teachers do not have the skills or education to teach the material. When you look at the teacher's educational background, a parent can see that the teacher has no training in the subject area. Many of the best teachers have left the school over the last several years. (Submitted by a parent of a former student and one who is graduating student.)
—Submitted by a parent


Posted June 6, 2011

Although this school has some good teachers, it definitely needs new administration. Unless your child has straight A'S.


Posted September 12, 2010

The Principal and Vice Principal are incompetent and fear the students. They have a significant lack of experience. They fail to communicate with parents and establish rules to bully the children. They have created an environment of fear because they cannot earn the respect of the students. They use a bullhorn to herd the students at lunch (take a look for yourself!) and are completely out of touch with the needs of the middle school student. The only reason they have a prayer of keeping their jobs is because the talk a good story to the PTA mommies who are more concerned about appearance than successful instruction. The test scores are good because of the K-5 instruction before middle school. The proper leadership would make this one of the top middle schools in the state. Otherwise a few key teachers carry the rest.
—Submitted by a parent


Posted July 29, 2010

I agree with the May 25th review about the incompetence of the principal (and changes she's implemented). However, this is an excellent school with a supportive community and a history of excellence. Reasonable amount of homework. Teachers for the most part are responsive to parent needs, and the kids have fun there (a lot of spirit activities!). Overall, a great school!
—Submitted by a parent


Posted March 20, 2009

The teachers are close with my daughter and her math teacher stays afterschool with my daughter a few days a week if she needs help for free. The teachers are great and the students are very smart.
—Submitted by a parent


Posted March 14, 2009

After 7 months at this school I have learned to admire and respect it greatly. The principal and teachers are demanding, the homework is interesting and the discipline required is significant. A huge step up from the academic standards of Roosevelt,.
—Submitted by a parent


Posted September 17, 2008

We have just moved to the area and before this we were in private schools. BIS is a fantastic school. The teachers are enthusiastic and you can tell they love what they do and defnately have the best interest of your child in their mind first and foremost. My son is happy going to school and that makes me happy. A great school.
—Submitted by a parent


Posted August 30, 2008

We have moved to Burlingame from another community. I have been appalled with the lack of preparation the teacher put into the start of the school year. It is my impression the teacher put in the least amount of time at school and care so little about their teacher responsibilities. New teachers are lost. My kids say the teachers have delivered no academic work in school. They are simply being shown how to complete the assigned homework. So after 6 hours in school, they are supposed to do their learning at home. God help us.
—Submitted by a parent


Posted May 27, 2008

I continue to be impressed by the teaching and the programs at BIS. I agree with and appreciate the emphasis on PE/fitness and academics. The school has an excellent partnership with the Burlingame Rec & Parks, which allows them to offer afterschool sports activities, in addition to school drama and music. Language, music, yearbook and drama are offered as seventh grade electives, though I do have to wonder about the inclusion of 'History of Baseball' in place of any sort of art class!
—Submitted by a parent


Posted July 15, 2007

This is a great school. The teachers are nice but when it comes to schoolwork, they mean business.
—Submitted by a student


Posted April 26, 2007

Based on what I have observed the projects that are assigned do not have a substantial amount of quality requirements; too much coloring, drawing, etc is involved and not enough core subject matter. Less emphasis needs to be placed on the music and sports programs and more on the academics. Better electives need to be provided. The principal is very response to issues that arise.
—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

902

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

4 / 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

902

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

-2

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)

9 / 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)

4 / 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.
English Language Arts

The state average for English Language Arts was 60% in 2013.

300 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
75%

2010

 
 
74%
Math

The state average for Math was 55% in 2013.

302 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
75%

2011

 
 
73%

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 86% in 2013.

89 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
98%

2011

 
 
85%

2010

 
 
93%
English Language Arts

The state average for English Language Arts was 60% in 2013.

303 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
81%

2010

 
 
76%
Math

The state average for Math was 52% in 2013.

213 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
62%

2011

 
 
62%

2010

 
 
60%
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 50% in 2013.

192 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
55%

2011

 
 
76%

2010

 
 
81%
English Language Arts

The state average for English Language Arts was 57% in 2013.

274 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%

2011

 
 
74%

2010

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

31 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
9%

2011

 
 
19%

2010

 
 
16%
Geometry

The state average for Geometry was 85% in 2013.

58 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
100%

2011

 
 
90%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

282 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
80%

2011

 
 
74%

2010

 
 
74%
Science

The state average for Science was 67% in 2013.

275 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
79%

2011

 
 
72%

2010

 
 
80%
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

English Language Arts

All Students82%
Females85%
Males79%
African Americann/a
Asian88%
Filipino83%
Hispanic or Latino59%
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 disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learner38%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)69%
Parent education - college graduate87%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males72%
African Americann/a
Asian90%
Filipino75%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged27%
Not economically disadvantaged77%
Students with disability55%
Students with no reported disability70%
English learner31%
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 graduate30%
Parent education - some college (includes AA degree)36%
Parent education - college graduate73%
Parent education - graduate school/post graduate84%
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 Students96%
Females95%
Males96%
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)93%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
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 graduate98%
Parent education - declined to staten/a

English Language Arts

All Students83%
Females84%
Males84%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino67%
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 disability84%
English learner34%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)79%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students66%
Females65%
Males67%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged38%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
English learner42%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)61%
Parent education - college graduate70%
Parent education - graduate school/post graduate69%
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 Students56%
Females52%
Males60%
African Americann/a
Asian63%
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)61%
Economically disadvantaged48%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learner35%
Fluent-English proficient and English only59%
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)34%
Parent education - college graduate58%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females86%
Males78%
African Americann/a
Asian93%
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)84%
Economically disadvantaged64%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learner41%
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 graduate40%
Parent education - some college (includes AA degree)80%
Parent education - college graduate76%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Females18%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged25%
Not economically disadvantaged16%
Students with disability15%
Students with no reported disability22%
English learner13%
Fluent-English proficient and English only25%
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 graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students96%
Females97%
Males96%
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)96%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
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 graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students82%
Females84%
Males81%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged55%
Not economically disadvantaged87%
Students with disability28%
Students with no reported disability86%
English learner45%
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 graduate38%
Parent education - some college (includes AA degree)73%
Parent education - college graduate79%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Science

All Students87%
Females87%
Males87%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged65%
Not economically disadvantaged90%
Students with disability64%
Students with no reported disability88%
English learner58%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)85%
Parent education - college graduate82%
Parent education - graduate school/post graduate99%
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

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 50%
Asian 21%
Hispanic 18%
Two or more races 6%
American Indian/Alaska Native 1%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 15%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages taught
  • Spanish
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Pamela Scott
Fax number
  • (650) 259-3843

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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1715 Quesada Way
Burlingame, CA 94010
Website: Click here
Phone: (650) 259-3830

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