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GreatSchools Rating

Monta Vista High School

Public | 9-12 | 2529 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings
2010:
Based on 3 ratings

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48 reviews of this school


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Posted Friday, June 14, 2013

This school is over hype. Many families can afford private one on one tutoring for their high school students. This school is not responsible for their steller students. The students along with good parents are responsible at 80%. The staff really have nothing to do with it . Too bad these high schools in the local area got good ratings and the property value are getting way too high. . It has nothing to do with the schools, but the type of students that move into the area. This school cannot turn around those students that are incline to learn. I want the truth to be told. Most of the Asians in this school are Chinese, korea, Japanese, but Chinese being the higher percentage due to population size. The other large group of Asians are South Asians which are Indians. And about 10% of these students here are just born smart.
—Submitted by a student


Posted February 9, 2013

Monta Vista High is one of the top schools in the nation, ranked as among the top on usnews website. I wasn't so sure what to expect when i entered as a freshman, but after four years, it's amazing to see how much ive grown as an individual. ppl here are very respectful and open and willing to work with you, and the teachers are also willing to help you if you ask them for it. academically, it can get a little stressful, but when i asked former monta vista alums about it, they said that mv really helped prepare them for college. everyone here has something special about them, so it's hard to stand out but it also makes for an interesting campus. it is possible to take hard classes, have extracurriculars, and enjoy high school life - football games, dances, prom - i know a lot of ppl who do all of those things. all the departments are well-organized, so you'll be kept busy all four years, with ppl to meet wherever you look. there are a lot of clubs on campus - something i didn't realize until junior year, so you can always find friends who have the same interests as you. bullying/drugs/sex/violence/racism is NOT a problem at this school at all - never seen any of that here.
—Submitted by a student


Posted October 28, 2012

I will try to be as objective as possible in this review for potential. I'm a freshman student and I really enjoy my time at Monta Vista. It's a challenging school, there's no doubt about that, and if your child is not getting As or better in most of their subjects, Monta Vista is not the school for them. Of course, it's not really all about intelligence though. To really excel here, your child needs to be dedicated or hard-working. If you aren't prepared to put in the effort, there's absolutely no point sending your child here. The teachers are very dedicated, nearly every single one has an afterschool club or lunchtime club, dedicated to helping students understand everything; which is definitely necessary, I spend nearly 3-4 hours on homework every day, excluding the extra-curricular clubs I do. I will say this, allegations of racism and bullying is really not true. Everybody here is so open and so friendly with everyone, simply because they haven't got the time to waste on making someones life difficult. They're much more likely to be studying!' However, with around 600 students in every year, the campus is loud and noisy, and it can be difficult to get the personal touch.
—Submitted by a student


Posted October 7, 2012

Monta vista kids/families spent too much time talking about how bad other schools are.....every Monta Vista student (does not matter if they are A or a D student)have this one thing in common......send your child to a private school where your child will learn to respect people if you are not happy with your school but NOT Monta vista....
—Submitted by a parent


Posted February 13, 2012

Reading these reviews are shocking, I never felt miserable and stressed. I took my share of AP and honor classes, took math+science each year. I had time for music, dance, reading and volunteering. Stress was occasional, usually around finals week. I had fun with friends outside of school. It's academically rigorous, but not too so. Obviously if you're a failure who can't handle the pressures of learning, you're better off going to Fremont or Cupertino High. I didn't see any racism, maybe those crying foul mistook contempt from their peers for not trying harder as racism. I got into UCLA, majoring in Anthropology/Archaeology. Doing museum and field work over the summer. So much for a high school that only churns out doctors and engineers. It was my Humanities teacher who inspired me to go into the humanities instead of science too. Parents, if your child is bright enough, send them to MV. High school isn't forever, focus on the future. I was well prepared for college, courses were a breeze thanks to MV. The only thing I was unprepared for was the widespread drinking, drugs and sex on campus. But that just reinforces how disciplined and secure the environment at MV is.


Posted November 10, 2011

This is a continue of my last post: (i am new to monta vista and last attended cupertino high) I feel that this school is to focused in books and lacks a lot of knowlege to become someone like a lawyer, president, ceo, arts, actor, a lot of fields in science, real estate, business, doctors and these type of professions require more then getting A's high schools. an many more but this school does help one become a engineer, computer science, physics major. Away from education The schools enviroment is horrible! Sure there is no problems like drugs, bulling or violence, but one should understand that these problems do happen in real life and that hiding children from these issues are not going to help them bring up their full potential because in the future one may run into these issues. In this school I have made no friensds because lot d the students here are way to worries about their grades and many are not fun to talk with. Friends I have made are new students that just entered monta vista and they agree too about the enviroment. Personaly I like the enviromen better because I found nice people who share the same hobby as me and are dedicated, but this may not happen to others
—Submitted by a student


Posted March 13, 2011

There is something known as "White Flight" going on in this school, as in caucasian families leaving because of the overwhelming amount of asian families and the pressure culturally that asians put on their children. Being asian myself, all i can say is this school is not a good place for teenagers that are not academically inclined. I always felt stupid going to the school and had a terrible time in math classes as people would scoff at my literal failing of math tests. I've retained absolutely nothing from Monta Vista, and now go to an art college because i'm a failure at every other subject.
—Submitted by a student


Posted March 4, 2011

I go to Monta Vista and I LOVE IT. Sure, say that we're all nerds, you're stereotyping us because you don't go to our school. Although mostly everyone here strives to do well academically, we do know how to have "fun." Academics are a great reason to go to Monta Vista though, my teachers work really hard to help, and though some classes are challenging you learn a lot. You can go to any teacher for help and they will go out of their way to make sure you do the best you can. There is pressure, but in my opinion that just pushes you to succeed. You choose who you hang out with, so don't make competitive friends. We have a lot of BULL SPIRIT *and* we're going to college. Monta Vista is worth it.
—Submitted by a student


Posted January 29, 2011

This school has fantastic school spirit, and a nice environment, but all the students are incredibly bigoted and convinced that MV is better than any other school because of their high API score, which is incredibly closed-minded. Also, their drama department is terrible because they learn out a textbook and spend more time reading then they do acting and expressing themselves.


Posted January 25, 2011

Academically challenging. I know it is tough, but consider it tough love. Some of the kids may not like it right now, but when they grow up, they will thank their high school for teaching them how to make it in real life.
—Submitted by a parent


Posted May 26, 2010

Having had 3 children pass through Monta Vista all doing very well scholastically, I must say none of them enjoyed the high school experience. All complained of Liberal teachers blatantly pushing their Political views no matter what the subject. Principal leadership is extremely weak, allowing student protests (taping mouths shut and not speaking) for Gay Rights? while suspending kids for being kids. Found the boys athletic department extremely weak especially the coaching.I That being said 2 have gone on to do quite well in college.
—Submitted by a parent


Posted May 26, 2010

With one child attending Monta Vista, I must say how much it reminds me (for better and worse) of the elite private high school I attended only safer, more flexible and with more resources as befits its large student body. Really, that s the only real comparison that can be made Competitive Top Class College Prep, with all the upsides (and yes, downsides) that go along with that. Given the difficulty of getting a child enrolled in MVHS and the price premium of living in this section of Cupertino, can there honestly be any parents who accidentally discovered that their scholastically average, hoping-to-squeeze-by-on-athletics student wasn t a good fit? It s time to get real. And as to the students' No. Cal politics, (not that this stands out in particular) with a lifetime ahead to become cynical and conservative, may their optimism reign for as long as it can.
—Submitted by a parent


Posted April 26, 2010

It's a physically safe place with a fair amount of great teachers, but the crux of MVHS is this: It's a four year marathon of work, grades and work. Everyone around you is motivated, which is wonderful in its own way, but the problem is that it's difficult to feel accomplished among peers that succeed so often. What good is being better than the national and state average if 'excellence' is the school's norm? It's remarkably easy to feel overwhelmed and inferior in that environment. Of course, you can say that school is for learning and a little stress is expected from all students; it helps prepare them for the 'real world.' You could say, 'You only have one childhood, so why not spend it preparing for the future?' It's a dog eat dog world. I just hope there's still something left of us kids at the end of the
—Submitted by a student


Posted April 5, 2010

Monta Vista is the definition of academic pressure. Prepare to self study and compete a lot. Everyone is a nerd, even the jocks. On the other hand, the only gang fights are between FBLA and DECA.
—Submitted by a student


Posted December 23, 2009

A lot of people say this is a great school...but I've been in this school for just two years and I'm sick of it. The stress level is so high here and the true effort that is put into learning is not valued. A small percentage of the staff is actually passionate about what they teach and supportive and encouraging of their students. There are very limited options in terms of AP/Honors courses, and if you take them, for many of them, there is a lot of self-studying. Students value the grade more than learning, and it's not their fault....that's what they've been forced to view school. At MV, teachers always say just do your best, but a lot of them don't value the true effort that a student is putting in and they do not reciprocate that by helping them.
—Submitted by a student


Posted October 29, 2008

I go to this school. It's a very competitive school with a good atmosphere for learning. Fights break out close to never. I have never witnessed a fight in Monta Vista in my life!
—Submitted by a student


Posted October 1, 2008

I am a parent who does not see anything that might give my child in this school except numbers ( grades ), stress and anxiety. The AP classes that she wanted to take were not available. The classes are taught by the teachers lacking inspiration. Grades are good, but the school is not inviting and welcoming. Oh, and the ethnic groups tend to create cliques and known to cause additional unwelcoming feeling For just a student who wants to enjoy her high school years, study, and explore future possibilities this school is not a best choice because classes are there but educational advisors support is not. If we had another choice we probably would reconsider to attend another school but we live very close to MV and this convenience is too good to change anything I am a parent with a daughter in 11th grade.
—Submitted by a parent


Posted August 23, 2008

This is the High school my sons go to and the Counselors are great,so is the staffand the classes are excellant.My oldest son is getting great grades,as far as my 11th grader ,he just needs to learn organizational skills and become more motivated. It really is a great school,they have a learning skills class that I reccomend,amongst others(like Slvan classes you don't have to pay for,hope this helps its in Cupertino,California.bfn Cheryl
—Submitted by a parent


Posted February 27, 2008

Although MV has a reputation for it's accelerated education, I truly can say that it's classes are like any other schools. Some teachers are great, but others are not. Often resulting in students having to study on their own, in order to get a sufficient amount of knowledge. The students at this school believe that they are superior to others from different schools. This of course only adds unnecessary stress to their fellow classmates who are there just to get the most out of high school, not to brag and boast about a victory against another school in a competition of any kind. The lack of people who aren't quite as intelligent deprives MV students from the experience of having to help someone else out. It also is he reason for the higher acedemic marks. Therefore, this school isn't any more incredible than many other high schools in the area.
—Submitted by a student


Posted February 26, 2008

As a former student, I'd have to say MV is a great school with a large number of class offerings. I've taken both regular and honor/AP classes and if I could redo my classes, I'd skip the regular and go straight honor/AP classes. Some of the teachers there are truly wonderful. At MV, you're given the opportunity to think critically, to discuss openly and to speak publicly. There were a good amount of lab work in science classes, a lot of skits and creative opportunities in language classes and not much of lessons in life (chillin' with friends, alcohol, sex, violence, drugs, socializing, partying, relationships). But that's okay. We get our dose of reality in college. It takes a while to adjust but most of us do. Work itself is always dreaded but without work, how do we get anywhere as adults?


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 2012.

This school's
API score

956

Change from
2011 to 2012

+7

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

956

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
2011 to 2012

+7

Change from 2011 to 2012
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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

10 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

74 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
66%

2010

 
 
61%

2009

 
 
62%
Algebra II

The state average for Algebra II was 69% in 2012.

187 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
96%

2010

 
 
96%

2009

 
 
96%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

593 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
93%

2010

 
 
91%

2009

 
 
89%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

598 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
93%

2009

 
 
93%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

337 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
94%

2010

 
 
84%

2009

 
 
89%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
36%

2010

 
 
n/a

2009

 
 
45%
Algebra II

The state average for Algebra II was 42% in 2012.

341 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
80%

2010

 
 
74%

2009

 
 
77%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

2012

 
 
n/a

2011

 
 
33%

2010

 
 
n/a

2009

 
 
40%
Chemistry

The state average for Chemistry was 51% in 2012.

528 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
79%

2010

 
 
80%

2009

 
 
79%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

605 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
88%

2010

 
 
91%

2009

 
 
85%
Geometry

The state average for Geometry was 17% in 2012.

55 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
46%

2010

 
 
34%

2009

 
 
33%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

203 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
97%

2010

 
 
100%

2009

 
 
98%
Science

The state average for Science was 53% in 2012.

608 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
90%

2010

 
 
91%

2009

 
 
89%
World History

The state average for World History was 46% in 2012.

594 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
89%

2010

 
 
92%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

72 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
41%

2010

 
 
27%

2009

 
 
17%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

316 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
93%

2010

 
 
97%

2009

 
 
92%
Chemistry

The state average for Chemistry was 34% in 2012.

119 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
87%

2010

 
 
83%

2009

 
 
80%
Earth Science

The state average for Earth Science was 38% in 2012.

53 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
87%

2010

 
 
91%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

630 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
87%

2010

 
 
82%

2009

 
 
83%
Geometry

The state average for Geometry was 9% in 2012.

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
36%

2009

 
 
16%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

522 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
86%

2010

 
 
93%

2009

 
 
83%
Physics

The state average for Physics was 56% in 2012.

107 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
84%

2010

 
 
84%

2009

 
 
87%
U.S. History

The state average for U.S. History was 48% in 2012.

628 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
90%

2010

 
 
84%

2009

 
 
85%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
27%

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students46%
Females45%
Males47%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantagedn/a
Non-economically disadvantaged49%
Students with disability13%
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate56%
Parent education - graduate school/post graduate44%
Parent education - declined to staten/a

Algebra II

All Students97%
Females95%
Males98%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged97%
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 graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Biology/Life Sciences

All Students93%
Females93%
Males94%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged60%
Non-economically disadvantaged95%
Students with disability48%
Students with no reported disability95%
English learner53%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)70%
Parent education - college graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students93%
Females92%
Males94%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged60%
Non-economically disadvantaged94%
Students with disability58%
Students with no reported disability94%
English learner29%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)74%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students90%
Females91%
Males90%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Algebra I

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

Algebra II

All Students82%
Females81%
Males83%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learner80%
Fluent-English proficient and English only82%
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)69%
Parent education - college graduate66%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Biology/Life Sciences

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

Chemistry

All Students87%
Females85%
Males88%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged62%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate74%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students93%
Females94%
Males92%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged58%
Non-economically disadvantaged94%
Students with disability44%
Students with no reported disability95%
English learner36%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)96%
Parent education - college graduate85%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Geometry

All Students35%
Females16%
Males50%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only33%
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 graduate38%
Parent education - graduate school/post graduate41%
Parent education - declined to staten/a

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

All Students97%
Females97%
Males96%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate88%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Science

All Students95%
Females95%
Males93%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged57%
Non-economically disadvantaged96%
Students with disability67%
Students with no reported disability95%
English learner35%
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate90%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

World History

All Students94%
Females92%
Males96%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged68%
Non-economically disadvantaged95%
Students with disability48%
Students with no reported disability95%
English learner64%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate89%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

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

Algebra II

All Students34%
Females25%
Males42%
African Americann/a
Asian46%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantagedn/a
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only28%
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)36%
Parent education - college graduate20%
Parent education - graduate school/post graduate35%
Parent education - declined to staten/a

Biology/Life Sciences

All Students92%
Females92%
Males93%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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)83%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Chemistry

All Students91%
Females88%
Males93%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged91%
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 graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Earth Science

All Students72%
Females75%
Males67%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability84%
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 graduate91%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

English Language Arts

All Students86%
Females87%
Males87%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged52%
Non-economically disadvantaged88%
Students with disability35%
Students with no reported disability89%
English learner23%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate78%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Geometry

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students87%
Females85%
Males89%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)86%
Economically disadvantaged91%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learner53%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Physics

All Students75%
Females72%
Males77%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability76%
English learner40%
Fluent-English proficient and English only82%
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 graduate55%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

U.S. History

All Students85%
Females83%
Males87%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disability26%
Students with no reported disability88%
English learner27%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)55%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

608 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%

2009

 
 
96%
Math

The state average for Math was 84% in 2012.

607 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
98%

2010

 
 
99%

2009

 
 
99%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students99%
Females100%
Males98%
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged85%
Non-economically disadvantaged99%
Economic Status Unknownn/a
Students with disability82%
Tested with modificationsn/a
English learner87%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females99%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disability90%
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Asian 77% 11%
White 20% 27%
Hispanic 2% 51%
American Indian/Alaska Native 0% 1%
Black 0% 7%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/A54%
English language learners 25%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Mandarin (Putonghua) 39% 1%
Japanese 18% 0%
Korean 15% 1%
Spanish 5% 85%
All other non-English languages 4% 1%
Cantonese 4% 2%
Russian 2% 0%
Dutch 1% 0%
Farsi (Persian) 1% 0%
German 1% 0%
Gujarati 1% 0%
Hebrew 1% 0%
Indonesian 1% 0%
Portuguese 1% 0%
Punjabi 1% 1%
Taiwanese 1% 0%
Turkish 1% 0%
Urdu 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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21840 McClellan Road
Cupertino, CA 95014
Website: Click here
Phone: (408) 366-7600

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