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GreatSchools Rating

Village

Charter | K-5

 
 

Living in Campbell

Situated in an urban neighborhood. The median home value is $557,000. The average monthly rent for a 2 bedroom apartment is $1,590.

Source: Sperling's Best Places
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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70 reviews of this school


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Posted January 11, 2013

I LOVE Village school. It is the perfect school for my children and my family. My children feel love, safe and respected. They love going to school. THe whole child curriculum, positive discipline, field trips, centers, class meetings, family camping trip, community etc. are things that make Village school the PERFECT school for us. It is not a school for every family. As a parent, I have taken classes that they have offered over the years to help me become a better parent. All the teachers have treated me and my children with the utmost respect. Positive Discipline works and we use it at home. Like I said, it is not a school for everyone. Please consider if the school philosophy resonates with your family. Village is the BEST and we could not be happier. My one complaint- I wish it was a K-8 school.
—Submitted by a parent


Posted January 8, 2013

I confess, I am the PTA Pres at VS and I LOVE our school! My children have attended VS for 6.5 yrs. VSTeachers are caring, innovative and effective. VS Parents are engaged, passionate and giving. VS Students are inquisitive and enthusiastic about learning. VS test scores are high. Last year s 5th Grade achieved the highest Science score in CUSD. My own child graduated from VS to Rolling Hills in 2012.She has a 3.5+ GPA at RHMS. In K-3, she was always in the lowest reading group. VS teachers nurtured my child at the appropriate level to help her feel good about her abilities at every stage of her growth. You will not find A s, B s or C s at VS. If you want grades, please consider another school. VS is about the learning process and nurturing kids holistically. The Parent commitment at VS is significant. Our Charter requires all families work on campus during school hours.You will be asked to actively mentor other people s children (in class/playground/field trips). If you are uncomfortable with this (because children can be challenging), please consider if this is the right choice for your family. If you support Parent Participation and Positive Discipline, please consider Village!
—Submitted by a parent


Posted December 30, 2012

Village is a great idea gone wrong. As test scores increase, more families came who were not interested in being part of the community and doing the required work. Positive discipline is supposed to be kind AND firm. Village practices kindness with very little firmness. The result is ever changing rules/boundaries that leave many struggling to navigate the new day and many children who don't feel they need to comply with an adults request. While we want empowered children, they also need to learn how to earn and give respect. The "new" principal does not have the backbone to lead. Most upsetting of all, is that she will back down from disciplining a student if there is a history of parents (especially dads) pushing back. This only confuses students more and leaves them to feel as if there is no one to protect them. Many enriching activities exist, but they can come at the cost of basic skills of spelling or penmanship. The expectations are just not there from every teacher at the school, making the transition to "normal" school more difficult. The negatives far outweigh the positives anymore. Children need to be in a place with cohesive rules/consequences.
—Submitted by a parent


Posted August 16, 2010

I have heard so many wonderful things about Village, with one HUGE exception... The complete failure on the part of the Campbell Unified School District, to be fair and unbiased when following enrollment guidelines for placing students into this lottery based school. CUSD has failed to account for and administer enrollment practices. They have blatantly manipulated and grossly mismanaged a very important role in our community. This is an outstanding school being dragged down by an inept school district.
—Submitted by a parent


Posted June 11, 2010

A successful parent participation school requires a well-respected leader to create a cohesive community and encourage parents to put in 100%. In September, our beloved principal suddenly left to take the helm at another school. Our new principal means well, but lacks experience and connection. On the plus side are required Positive Discipline classes; a focus on the whole child instead of tests; the teaching of conflict resolution skills; many field trips and community-building activities; music, art, and PE classes and parent-led workshops; an outstanding school secretary; and, a feeling of cleanliness and safety. Challenges include: the principal building a stronger spirit of collaboration; more students with developmental issues, some of whom take over the classroom with disruptive and disrespectful behavior, affecting the learning opportunities and behaviors of the rest; the need to better utilize parents talents in the classroom; and, the small physical space.
—Submitted by a parent


Posted May 25, 2010

We feel so blessed to have Village for our children. I couldn't even imagine sending my kids to a school with 600+ children and minimal supervision on the playground. At Village, there is so much parent involvement that children are safe and teachers can spend more one on one time with kids in the classroom. The challenge is fitting a parent participation school in your life if you are a working parent. I run a business full-time, and it can be difficult to fit it all in. With that said, my children are a priority to me. My children get a private school education within the public school sector and I'm willing to make the sacrifices necessary to make that happen. Thank you Village for providing us with a safe place to go to school and for allowing my children to thrive in their education.
—Submitted by a parent


Posted May 24, 2010

Having had one kid move through Village and having a second one still in the school since kindergarten, I'm seeing changes that I don't much care for. In the last year we have seen several of the keystone families withdraw their kids and move to other schools due to conflicts with the prinicpal. I've also seen a number of behavorial issues in the upper grades (group bullying) simply not be addressed by either the parents or the administration. The intimate tie we had between the staff, kids & families is simply NOT what it once was.Sadly the school is a vicitm of it's own success. A great community led to high scores and a great reputation. In turn it has led to enrollment by folks unready for a real parent participation school.
—Submitted by a parent


Posted May 24, 2010

Village School has consistently worked with me, and my family, to get the best education for my son. An earlier review stating that the change in leadership this year was responsible for starting a culture of bullying seems to be looking at the past through rose colored glasses, because my family had to deal with this issue 3 years ago (with the old principal), as well as this year. I have found that the current staff has been at least as responsive to my concerns, if not more so, than the previous administration. I have seen the new Principal out on the field during my lunch recess shift most weeks and have been able to use her as a resource to help deal with any situations on the spot.
—Submitted by a parent


Posted May 23, 2010

Our principal is supportive of the staff, parents and the students. When she is on campus, she spends her time in the classrooms, out on the playground for morning and lunch recess. I hope that parents don't perceive her frequent absences due to district meetings and business as a lack of desire to meet the kids and parents. If she is in her office, you will often find she is meeting with a student, parent or a group of parents. Village is a warm, supportive community and continues to be the best school in this area. Not everyone can truely appreciate what we have.
—Submitted by a teacher


Posted January 28, 2010

This is my 6th year at Village School. It has been an amazing educational experience for my daughters and me. The teachers are dedicated and energetic, bringing a lot of creativity to our curriculum. I feel as though my 5th grader has learned a lot of academics and gained social intelligence as well.
—Submitted by a parent


Posted October 13, 2009

Great kids, great parents, great teachers, great programs. What more can I say.
—Submitted by a parent


Posted October 10, 2009

It's a very charm community where parents share a lot of time raising kids, learning, helping each other and having fun. It's like a big big family!!
—Submitted by a parent


Posted October 9, 2009

The teachers, administrators, and staff really care about the children getting a well-rounded education. It's not just about teaching academics for them, it's about real-world education for our children. The children learn positive skills to get along with others and how to contribute in a positive way to society. The parents are really involved, too. It makes a huge difference, because it's so true - it takes a village to raise a child!
—Submitted by a parent


Posted October 9, 2009

Village school is an amzing learning community where teachers and parents work together to create a wonderful environment where children thrive!!
—Submitted by a parent


Posted October 9, 2009

We Love being a part of Village School. The teachers really get to know their students, and use a multi-disciplinary approach to enhance student learning. (They do not just 'teach to the test' here.) As a parent, I really feel that my child has an excellent learning experience, and I am grateful that the school continues to offer music, art, science and P.E. classes. The communication skills that are taught both students and parents, and the focus on Positive Discipline and Parent Effectiveness Training has made a welcome impact on our family dynamics. We no longer parent in the way that we were raised, but have evolved our communication skills and parenting choices to support our goal of raising a kind, competent, and responsible life-long learner.
—Submitted by a parent


Posted October 8, 2009

It is a wonderful school where creativity and community flourish.
—Submitted by a parent


Posted October 8, 2009

Village School has been great for our family. My son loves the parent-run centers for enrichment and I love being a part of his educational experience. I also enjoy being a part of the community at Village School. It's nice to know all the families of my children's friends and to have that deeper understanding of what is going on during my son's school day. I'm cherishing the experience.
—Submitted by a parent


Posted October 8, 2009

We are a small, family-involved, parent-participation school, where everyone can feel welcome and get to know each other. This is our second year here, and every day feels like a play-date. My daughter knows kids from every grade, and she meets other adults who lead activity centers, such as cooking, gardening, LEGO robotics, sewing, German, and community service. my older children have attended three other elementary schools , I have worked in education for many years, and as a child, my father was in the military, so I was in 3 different elementary schools myself. Village School is the best school I've seen or attended, bar none.
—Submitted by a parent


Posted October 8, 2009

The amazing family of teachers, students and parents work so well together at providing an enriching and safe environment for our children to learn and make wonderful friends. After 1st grade I knew a new 2nd grade teacher would be starting that Fall. I went to the principal and said I saw how much support the new teachers recieved that I had no problem with my child being in her class. Each year it gets better.
—Submitted by a parent


Posted October 8, 2009

My 1st grader loves Village and my other child can't wait to be in kindergarten there. The community is wonderful, not only do the kids make new friends, so do the parents!
—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

939

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

2 / 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 met all student subgroup API targets for 2013

This school's
API score

939

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

-7

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 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
(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)

2 / 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 56% in 2013.

44 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
80%

2011

 
 
85%

2010

 
 
92%
Math

The state average for Math was 65% in 2013.

44 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
94%

2011

 
 
91%

2010

 
 
95%
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

The state average for English Language Arts was 46% in 2013.

48 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
82%

2010

 
 
78%
Math

The state average for Math was 66% in 2013.

48 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
97%

2010

 
 
75%
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

The state average for English Language Arts was 65% in 2013.

46 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
91%

2011

 
 
88%

2010

 
 
90%
Math

The state average for Math was 72% in 2013.

46 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
82%

2010

 
 
88%
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

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

27 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

28 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
88%

2011

 
 
91%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

27 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%

2011

 
 
94%

2010

 
 
96%
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 Students77%
Females81%
Males74%
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)78%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
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 graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students88%
Females90%
Males87%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only86%
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 graduate94%
Parent education - graduate school/post graduate96%
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

All Students73%
Females91%
Males58%
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)73%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only76%
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 graduate61%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students88%
Females91%
Males85%
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)86%
Economically disadvantagedn/a
Non-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)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
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

All Students96%
Females93%
Males100%
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)97%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 graduate95%
Parent education - declined to staten/a

Math

All Students91%
Females93%
Males88%
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)92%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
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 graduate85%
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

All Students93%
Females93%
Males92%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - declined to staten/a

Math

All Students97%
Females100%
Males92%
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)95%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented92%
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 graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students89%
Females87%
Males92%
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)83%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
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 State average
White 74% 26%
Hispanic 12% 52%
Asian or Asian/Pacific Islander 11% 11%
Black 2% 6%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 49%N/A48%
Male 51%N/A51%
Students eligible for free or reduced-price lunch program 11%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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825 West Parr Avenue
Campbell, CA 95008
Website: Click here
Phone: (408) 341-7042

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