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Teacher quality
Principal leadership
Parent involvement
None of the Cupertino schools are great. It is the effort of both parents and student making it a great school. Teacher and staff effort is like 20%. Most of the students that attend the Cupertino union school district have high academic standard and that is what make it a better school. Teachers have to teacher at a faster pace than other schools due to the types of students attending those schools. Don't waste your money renting or buying a home here cuz it is really the effort of the parents and students. If you are not the type of parent that likes to watch over your kids and make sure they are doing well academically, then you shouldn't move here. The students must put in effort to want to learn and enjoy learning and like a challenge. My child find it very boring here. They are slow compare to some of the out of state public schools like Texas. It is a shame that we cannot teach a much faster pace. Overseas , some countries are teaching 5 graders at least 8 grade United States math. United States as a country is slow with bunch of fat & lazy as*ess. OKay this is just my 2cent worth of opinion and thank you for reading. Have a nice day.
—Submitted by a parent
In response to the family moving from Brazil, Lincoln Elementary is an excellent school with superb teachers who really care about your children. Unfortunately, the front office staff does not reflect that same warmth. I'm so sorry that your initial conversation with one of the secretaries had to be your first impression of the school. I'm sure the office staff is very efficient, but they can be curt to the point of being unfriendly. I'm sorry you were not treated with more respect.
—Submitted by a parent
My third child is graduating this year. All my kids had positive experiences with many teachers over the past 14 years. The school provides the kids with excellent start in academic and personal development. Prepares them well to middle school and beyond.
—Submitted by a parent
This is in response to the people moving from Brazil. Cupertino Union School District has an excellent ELD program, but it's only run at certain schools, and Lincoln Elementary is not one of them. Your students go to a great class clustered to help them learn English to a proficient level and they provide transportation from Lincoln to the alternate school. It's not than English learners are "welcome' at Lincoln, the school district provides the English learner curriculum at other sites. Good luck! Hope you find what you need somewhere. Lincoln is a very popular school and they are full in half of the grades anyway with wait lists for people who want to attend and live in the area.
We are moving from Brazil to California and I'm trying to find a school for my kids before renting or buying a house. So, I've just talked to a lady over the phone and, unfortunately, my impression of this school couldn't be worse! Differently from secretaries of other schools,this one was not willing to help at all and sent me a clear message that my kids, who are not proficient in English, are not welcome there. I know that this is just one person over the phone, and I'm sure that the staff there can be more friendly, but it takes just one rotten apple to send the wrong message...
—Submitted by a parent
I like the very balanced reviews on this school. Really appreciate people taking the time to add such useful information.
Excellent 5th grade teacher, love the school and the office staff is extremely helpful. My children enjoy going to this school.
—Submitted by a parent
So disappointing...Cupertino schools have such a fine reputation so we expected much more. There is a lack of coummunication on the part of the principal and there is definitely a lack of understanding toward students with special needs. The principal and some of the teachers need to be more willing to discuss issues with parents and to problem solve.
Terrible environment! The teachers program these students like robots. It's horrible. My 7th grade son gets less homework than my 5th grade daughter. It's as if they expect everyone to drop what their doing and do math. I hate it. And to those just joining, don't. The 4th and 5th graders get out half an hour later, so you will have to wait til' 3:30 to go home.The only upside is that there is a decent curriculum.
Great Environment! GREAT teachers... Very helpful, loving, caring, supportive... and I can go on :) Excellent Curriculum3
—Submitted by a parent
Great teachers, students, curriculum and above all great study environment
—Submitted by a parent
great school, the teachers (at least three who I know) are caring, respectful, and well organized. My kid loves them. weakness? not really. but if want to be really picky, traffic is bad dropping off/picking up, building is old too - academic wise, a little weak comparing with some good schools in east coast, but here in CA, top notch.
—Submitted by a parent
Caring teachers, Parents and teachers come together to create an environment that's fun as well as educational.
—Submitted by a parent
My son is autistic who is attending Lincoln. The teacher for the SDC, Ms. Fujikawa, is the best teacher I have never met. Her well structured class is a total success. If you have a mild autistic child, this is the place.
—Submitted by a parent
Best of the best school. My only issue is with traffic to drop and pick children.
—Submitted by a parent
Our experience with Lincoln has been fantastic. Great teachers, extremely dedicated, hard working, and well organized. They really know how to keep the advanced students motivated and learning new things. Someone else commented about instrumental music not being available. Maybe not the traditional boring band class, but there is a super music program that is international in focus and gives students hands-on experience with a huge variety of different musical traditions -- Hawaiian, Balinese Gamelan, Chinese, Indian, to name a few. There is also extracurricular music (band) but yes, not as a class. Great parents although they are busy people, generally not a lot of extra parent activities.
—Submitted by a parent
The school lacks on teacher quality and their enthusiasm to drive overall developemnt of children. The school principal needs to get more involved in order to justify a rating of 10.Parents involment is also lacking.
—Submitted by a parent
Sadly, Lincoln did not provide instrumental music. If it had I would have given it a 5/5 hands down.
Parents participation is not great. School has good atmosphere for overall development. Only Cupertino Elem where we find a better mix of ethnicity.
Parents are easily misled by the great scores. Again, it is true that the school does not do enough to promote students' overall development. The teachers are nice, but some of them are not doing their jobs.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 97% |
| Males | 96% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 96% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 98% |
| Males | 95% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 100% |
| All Students | 96% |
| Females | 95% |
| Males | 97% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 100% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 97% |
| Males | 94% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 92% |
| All Students | 95% |
| Females | 99% |
| Males | 92% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 92% |
| All Students | 97% |
| Females | 97% |
| Males | 97% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | 100% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 83% | 8% | ||
| White | 13% | 28% | ||
| Hispanic or Latino | 2% | 49% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 1% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 48% | 1% | ||
| All other non-English languages | 18% | 1% | ||
| Japanese | 6% | 0% | ||
| Hindi | 5% | 0% | ||
| Cantonese | 3% | 2% | ||
| Korean | 3% | 1% | ||
| Urdu | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Assyrian | 2% | 0% | ||
| Bengali | 2% | 0% | ||
| Dutch | 2% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Hebrew | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Punjabi | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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21710 McClellan Road
Cupertino,
CA 95014
Website: Click here
Phone: (408) 252-4798
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