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GreatSchools Rating

Abraham Lincoln Elementary School

Public | K-5

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 4 ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

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Parent involvement

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35 reviews of this school


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Posted April 1, 2014

The famously horrible principal from Steven Creek Elementary is now at Lincoln. She is rude and completely obstinate, will not even listen to what the parent has to say. She is really unreasonable and unfriendly to the kids and parents alike.
—Submitted by a parent


Posted March 22, 2014

There is a lot expected of students here and my child started coming home with anxiety issues - in Kindergarten! Her teacher although meaning well had a very rough approach which didn't do well with our child. Children are really pushed here with "optional" homework being assigned that brings you to 1hour a day worth of homework unless your student is very quick. It feels like the expectations are set high for all students, and if they can not adapt then they get moved to 'special' classes. Why not set the standards so that all children can meet them, and if they are 'gifted' allow them to attend 'special classes' to foster their growth? Children are expected to know how to write upon the first day of kindergarten.. I have mixed feelings about this school, but overall there is a lot of support and the current Principal is wonderful. There is little to no ethnic diversity here. One wonderful thing is that they take bullying VERY seriously and the staff do a wonderful job promoting a peaceful environment. :)
—Submitted by a parent


Posted January 28, 2014

School is overall overrated. Inhuman toilet training techniques. When the child wants to go to the bathroom and asks the teacher for permission the teacher asks whether you really want to go or can you hold on till recess. If the child then requests to go then they are benched for few minutes of their already short recess time. Dont they know the that children have smaller bladders and these unhealthy practices cause irreparable long term damges. And also they have very few restrooms for the huge number of students. Even the lunch table is overcrowded. Strangely the school district felt the need for additional vice principal as the school has too many students but did not feel the need to add additional restroooms or lunch tables.
—Submitted by a parent


Posted January 28, 2014

Definitely overrated. School adopted common core curriculum to get federal funding. Teachers told us that common core was thrown at them. Train as you go is not adequate training. Text books were not proofread before handing out to our kids, so there are many confusing questions and wrong information/answers. No Aides so teachers don't have time for all the kids. Communication is poor between the school & children/parents. Teachers are doing the best they can, but the office staff & administrators are the worst. Office staff have attitude problems & both principals might as well be non-existent. We should try to automate those positions if all they do is provide content to the newsletters. Agree with the other poster that the bathroom and lunch situations could be improved. The school has some of the most ridiculous rules. I wish I could give you examples but space here is limited. Last but not least, the parents are generally rude and overbearing. Kids are pushed by parents beyond their limits and come to school with anxiety. Kids and parents seem to be socially inept, so imagine your kid with other kids the same age but with temper tantrums of a 2 year old.
—Submitted by a parent


Posted December 11, 2013

My kinder has been going to Lincoln for half a year now and she loves going to school. The academics are definitely different than other districts, as she gets three homeworks per week. Our friends' kids, who live in a different district, don't get homework at all, and I hear some don't even get homework until the 2nd grade. Secondly, there are plenty of extra-curricular activities, such as PE, music, cooking, art, computers, etc. Finally and most importantly, the K teachers are all very experienced, at least double digit years of teaching experience. If there was one room for improvement, I would expand the half-days for kindergarten. Some districts expand the timetable a few weeks in, but CUSD just keeps it at half days until 1st grade.
—Submitted by a parent


Posted June 13, 2013

It is the students and parents that are responsible for the good grades. The teachers put 20%. I think about 80% of the students coming to these schools (CUSD) are from either educated parents or parents that have higher academic standards. They all clustered in either Fremont Mission San Jose Sub district of Fremont unified school Distric or CUSD. This is the reason why the API are much higher than the other surrounding public school districts. These schools however cannot turn around any students and make them smart. I am saying this so some of the parents don't get the wrong idea and pay high rent or high price for homes here will get too disappointed. Most of the steller students are born that way.
—Submitted by a teacher


Posted January 11, 2013

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


Posted January 7, 2013

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


Posted November 10, 2012

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.


Posted November 1, 2012

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


Posted November 23, 2011

I like the very balanced reviews on this school. Really appreciate people taking the time to add such useful information.


Posted October 14, 2011

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


Posted March 18, 2011

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.


Posted December 16, 2010

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.


Posted May 6, 2010

Great Environment! GREAT teachers... Very helpful, loving, caring, supportive... and I can go on :) Excellent Curriculum3
—Submitted by a parent


Posted May 6, 2010

Great teachers, students, curriculum and above all great study environment
—Submitted by a parent


Posted April 15, 2010

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


Posted September 16, 2009

Caring teachers, Parents and teachers come together to create an environment that's fun as well as educational.
—Submitted by a parent


Posted December 15, 2008

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


Posted July 24, 2008

Best of the best school. My only issue is with traffic to drop and pick children.
—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

980

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 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

980

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)

8 / 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.

116 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

116 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
97%

2010

 
 
94%
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.

145 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
92%

2010

 
 
88%
Math

The state average for Math was 66% in 2013.

144 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

2011

 
 
97%

2010

 
 
99%
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.

110 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
98%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%

2011

 
 
99%

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

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

142 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
98%

2010

 
 
96%
Math

The state average for Math was 65% in 2013.

141 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
98%

2010

 
 
97%
Science

The state average for Science was 57% in 2013.

141 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%

2011

 
 
100%

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

All Students95%
Females98%
Males90%
African Americann/a
Asian95%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability99%
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 graduate96%
Parent education - declined to staten/a

Math

All Students95%
Females97%
Males94%
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)n/a
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability99%
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 graduate91%
Parent education - graduate school/post graduate98%
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 Students89%
Females90%
Males88%
African Americann/a
Asian90%
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 disadvantaged90%
Students with disability45%
Students with no reported disability93%
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 graduate89%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students97%
Females93%
Males100%
African Americann/a
Asian98%
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 disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
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 graduate93%
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

English Language Arts

All Students98%
Females100%
Males97%
African Americann/a
Asian98%
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 disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
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 graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students100%
Females100%
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)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 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

English Language Arts

All Students94%
Females94%
Males94%
African Americann/a
Asian95%
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
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only94%
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 graduate81%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students96%
Females95%
Males97%
African Americann/a
Asian98%
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)85%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
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 graduate85%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Science

All Students93%
Females90%
Males95%
African Americann/a
Asian94%
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
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
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 graduate80%
Parent education - graduate school/post graduate98%
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
Asian 86%
White 8%
Two or more races 4%
Hispanic 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 1%N/AN/A
English language learners 11%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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21710 Mcclellan Road
Cupertino, CA 95014
Website: Click here
Phone: (408) 252-4798

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