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Teacher quality
Principal leadership
Parent involvement
I have two children currently attending LDV. We have been a part of LDV for the past three years. This has been the best choice of school for my two children. My children come home excited about all the hands on projects they have been working on. Being a Health Science Charter, this school focuses alot on healthy eating habits and activities. The kids are very happy with their new PE teachers which have been a recent addition to our school this year. They offer afterschool programs such as Fencing, Gymnastics, Soccer and Cheer. The Parent involvement and support is amazing. The teachers are absolutely amazing. In my opinion we have the best teachers a school could offer. Although we are no longer in a fancy location this school continues to grow in so many positive ways and I'm glad I have stuck around to see the great improvements this school has made. I believe our testing scores will improve, but what my kids are learning so far is far more valuable than your standard ublic school teachings. My children are preparing each day on how to apply what they are learning at school to their everyday living. Overall my kids and I happy to be a part of LDV.
—Submitted by a parent
DaVinci is a project-based school which is not the right place for all children, but is extremely creative and places kids in a setting with expectations that are closer to the real world than a traditional school model. Kids work in teams with open-ended, long term projects rather than daily homework. They learn to get up and speak in public with great confidence. They learn to have a very professional demeanor and love doing it. The kids are encouraged to spread their creative wings and to participate in the creation of their own education. They should be fairly self-motivated children. All kinds of kids are accepted here. This school is not perfect for my daughter, but is/was perfect for my sons and I WISH I could have attended such a school when I was their age.
—Submitted by a parent
love love love this school! Da Vinci provides a creative outlet that lets them learn as well!! Its an amazing school, and I am so happy to be apart of it. Unlike most schools, Da Vinci has a sense of community, and because of the group projects, everyone gets to know one another. Also unlike regular public schools, the students get to know and develop a personal relationship with his or her teachers. Each teacher has noticeably stood out in one way or another, because the have different and unique personalities that show through there teaching styles. Da Vinci prepares you more for your future then other schools do, you learn many different skills then just simply filling out worksheets . Using hands on experience and project based learning, I think everyone would agree that Da Vinci is an amazing a unique school that provides a wonderful environment for developing youths.
—Submitted by a student
Students who are not self motivated will not get a quality education. The educational material tends to be selected to fit the opinions of the teachers.
—Submitted by a parent
My child is one of those bright, talented, prickly kids that tends not to fit in even in 'wonderful' schools. He approached Da Vinci with trepidation. 6 weeks in, it is was scepticism. By the end of the first semester, he's a 100% committed Da Vinci student. The teachers really look for ways to reach each kid, and somethimes that's not easy. BUt they don't give up, and they are very flexible; the rewards are worth the effort. The Principal, Matt Best, is inspired. Please don't let the other overhyped Davis Schools know about him and steal him away. The other Davis schools are good only because the kids are such overachievers, not because the schools are anything special. By contrast, Da Vinci is great because the school and staff are simply great. Failure is not an option, and they WILL find a way for all to succeed.
—Submitted by a parent
The most amazing teaching staff I have ever meet. The truly care about every kid and 100% committed to make each one of them succesfull in life!!
—Submitted by a parent
the manner of which a student is treated/disciplined/suspected of at this school by a teacher is highly dependent on his or her reputation as a student (some of the staff is very impressionable and tend to judge). the school has a divine motto and goal, though.
—Submitted by a student
Da Vinci HIgh School is a wonderful school. Project-based learning and laptops help us use the Internet and our peers (in addition to our teachers) are our greatest resource, which we use daily to help reach a common goal in our projects. The teachers at Da Vinci are very involved and caring about us as students, and everyone helps contribute to the community feeling in our small (330-strong) school.
—Submitted by a student
Just want a brief description of the school. Have a grandson who is interested. This school year he will finish 8th grade
Best. School. Ever. My child is so engaged in learning and participating at this school. I have never seen such dedicated teachers, in my school experiences or my child's. The project-based learning means the students really 'learn how to learn' and they will carry this skill with them their entire lives. I would give the school more than 5 stars if I could!
—Submitted by a parent
Da Vinci is great! The teachers are awesome and the classes are really interesting and have a great learning environment!
—Submitted by a student
Wonderful environment for any student, lets any student advance in all areas! Highly recommended for any child that is intereted in becoming a leader in the world.
—Submitted by a student
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 state average for Algebra I was 13% in 2012.
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The state average for Algebra II was 42% in 2012.
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The state average for Biology/Life Sciences was 43% in 2012.
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The state average for Chemistry was 51% in 2012.
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The state average for Earth Science was 35% in 2012.
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The state average for English Language Arts was 50% in 2012.
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The state average for Geometry was 17% in 2012.
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The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
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The state average for Science was 53% in 2012.
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The state average for World History was 46% in 2012.
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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 Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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
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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
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| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| 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
The state average for English Language Arts was 83% in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
2012
2011
2010
2009
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
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
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 85% | 28% | ||
| Hispanic | 7% | 49% | ||
| Asian | 3% | 8% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 13 | 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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