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Teacher quality
Principal leadership
Parent involvement
I'm a 7th grader In Thornton and is almost done with the school year. Thornton is actually an amazing school.I am an all honors student.My history, math,and science teachers In my school are really nice and work hard to get one on one time,to make homework seem less difficult to us,and to make sure we all learned the lesson before we go to the next one.My math teacher is going a couple chapters ahead of the other classes,and my science teacher is the only teacher in the school that make us do the science fair, and the other teacher don't do it because they feel that their students don't feel prepared. PE is OK, but its English that troubles me the most. My teacher is alright, but she doesn't teach properly. She doesn't give one on one attention and she doesn't give any examples or a throughout explanation of what we are supposed to do. I suggest if you like arts and crafts, take calligraphy. she barely teaches calligraphy and mainly teaches art. The real arts and crafts teacher retired in the middle of the school year, so now we are having a sub come in each day and after a few months a new one comes in.By the time your child might come to Thornton,a new teacher may come.
I am an 8th grade student of this school year. The years have been awesome for me. Unlike some schools which are too much into education or too much fun, Thornton Jr. High school is a place is where you learn hard but have fun: Regular/Honors have teachers that understand each student and helps them understand not just because it is their job, but because it's time to make the student become smarter and happier. I love this school so much and is feeling upset about leaving. The elementary schools that lead here also includes great teachers. But you haven't seen Thornton in action yet. Go Thunderbolts! But the only bad thing I can think of... are the desks.... but they're changing them anyways.
Excellent school, strict Principal, good music teacher. My child did his 7th & 8th grade and we will always be grateful.
—Submitted by a parent
Hi, I'm also an eighth grade student who agrees with the previous strdent about EVERYTHING. One of the one and only flaws that the school has is the dress code. Sometimes, it seems as if you get in trouble for getting "close" to breaking the rule, but not breaking it yet. So, what is really the standard? However, the music program is great. Never seen a better music teacher by far besides the Thornton music teacher. The PE program is also really tough, but it's challengining, competitive, and absolutely FUN. The honors teachers won't be too difficult for you if you finish all your work in time and with effort. Agreeing with the previous student, the science teacher was extremely difficult. Bit if you try your best, it is not a problem to pass her class. Overall, this school is REALLY cool and great!
O.K. I'm the eighth student poster, except the "I am a" bar won't let me say that. The school's decent. I have fourth period P.E. A lot of people say my teacher is harsh with the grading, but it seems generally fair to me. But, I'm a girl. We're graded a bit softer. I have to do Read on the floor in the gym, but that's fine too. My honors English and Math plus my History teacher don't get too involved with our work, but if you do all your homework, you'll do fine in their classes. My honors science teacher's very energetic and DOES really get involved with your assignments, but WATCH OUT! She has very high standards and you have to really think in her class. Get your agendas, notebooks and folders out! My electives this year ended up as chorus and art. The art teacher seems strict, but don't talk or fool around, use light, sketchy lines and you'll be fine. The band teacher has a lot of musical experience and is normally cheerful. Chorus singers are a meek though. Yes, a downside of the school is all the trash and food. The upside is you can watch the pigeons. There are a lot of seagulls which accidentally hit a student every now and then with fecal matter. Not too common.
Great school, tones of great learning opportunities for your child to succeed! There are plenty of good elective choices to choose from! Great teachers and staff!
Great school....great learning opportunities for your child to succeed.
—Submitted by a parent
Because teachers care about students to be well educated and have games/fun activities during lunch
—Submitted by a parent
Thorton Jr High provides very good academic, sports and extra curricular activities
—Submitted by a parent
What makes Thornton a great school, are the people directly involved. Teachers,office administration, PTA,who give their time making the enviroment, fun, safe while learning.
—Submitted by a parent
One reason I think Thornton Junior High is a great school is because they have an incredible Band program; the instructor Mr Gershenson is so passionate about his work and the students. Music is such a very important part of brain development and learning! Mr Gershenson is so fun to watch in action at the performances. He uses his entire body to conduct and you can just see the professionalism and passion!! Also, some of the honors teachers are fun and awesome. The History teacher Mr Wells teaches history in an interesting manner. At times, he uses movies or T.V. episodes like Seinfeld and Lion King in order to get some of his points across about how our past affects the present and the future. Mrs Carter in science is fun and funny. What more can we ask for in a great school. Thank you, Sandy Juri
—Submitted by a parent
its a great school, because of its wonderful teachers. Always there to help your kids succeed.
—Submitted by a parent
Good School, Great teachers, Welcoming Staff. Lots to say about.
—Submitted by a parent
Thorton is not small or ugly people dont know what they are saying i go to thornt and its the best school that is in the fremont district every school is diffrent you cant just say oh i hate this school student wine to much . They say that they leave them in the cold they need to stop wining thornton i a good school .Its just that some teachers are not that strict so then student take over the classs and for p.E you have to buy sweats for your chld because in the winter i get cold and thats why they have sweats .
—Submitted by a student
Thornton Junior High School is relatively nice school. It has some very good teachers and some iffy ones (as to be expected from any school). The atmosphere is normally positive, the teachers normally care and will try very hard to get their students to do well. Homework is given everyday, it would take on average an hour or so to finish it. The school isn't remarkable, it has its ups and downs..one thing i find very unpleasant about the school was littering, no one wants to get up and throw their food away in the garbage can, they have a janitor go around lunch picking up the mess. Overall, a nice school but if your expecting something magnificent and a school with no problems this is not one of them.
—Submitted by a student
The school expects kids to be 'responsible for themselves'. Translation: if your kid wants to come home every day and tell you he's getting A's and has no homework, he can. The problem here is by the time you find out he's really failing, it's too late. When your kid gets in trouble or notes sent home with 'parent signature needed' on them, forget it, my kid throws them out because he knows no one will ever ask for them back. The only 2 online ways they have to keep track of kids are iparent, which notifies you if they miss school or class that day, and schoolnotes, which maybe 2% of the teachers in the school even bother to use. I know of schools in the middle of Wisconsin and Michigan, and ones near Sacramento that have online systems that let parents check kids assignments and grades daily.
—Submitted by a parent
Thornton is a great school if you know who to hang out with :) The teachers may not be the best, but its thre greatest palce to grow up. It's fun, and its a big school, so you'll always find friends. There are some really good teachers there. Like Ms.Oliva. She may be a really hard teacher, but she really knows how to teach a class. Thornton is a great place for Jr.High. I left the school last year, and I really miss it. If you put an effort into your grades, and put an effort into making friends, you really can't go wrong. Have a positive attitude, and you'll see how great of a school it is. (:
—Submitted by a student
Thornton is a decent school. Teachers seem competent and do a good job. Campus should be more secure. There are always students who come from families with crude language and lifestyle, but that's everywhere in America.
—Submitted by a parent
This school is absolutley terrible. Most teachers who work at this school are only there for the money, and show no appreciation, or care for the students. The principal is a terrible role model for the students. I LOVE running, but during P.E. teachers make you run during the cold and in grass thats frozen solid! They make you run even when its RAINING! Think TWICE before you EVER enroll for this school.
—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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
470 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
451 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
354 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
445 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
471 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 100% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 88% |
| Males | 80% |
| African American | 56% |
| Asian | 92% |
| Filipino | 85% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 89% |
| Students with disability | 47% |
| Students with no reported disability | 85% |
| English learner | 27% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 80% |
| African American | 44% |
| Asian | 94% |
| Filipino | 74% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 83% |
| Students with disability | 54% |
| Students with no reported disability | 79% |
| English learner | 53% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 75% |
| Females | 80% |
| Males | 70% |
| African American | 42% |
| Asian | 87% |
| Filipino | 71% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 44% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 81% |
| Males | 68% |
| African American | 57% |
| Asian | 87% |
| Filipino | 71% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 80% |
| Students with disability | 9% |
| Students with no reported disability | 76% |
| English learner | 14% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 21% |
| Males | 22% |
| African American | 12% |
| Asian | 41% |
| Filipino | 13% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 25% |
| Students with disability | 3% |
| Students with no reported disability | 31% |
| English learner | 18% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 54% |
| 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 no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 67% |
| Females | 71% |
| Males | 63% |
| African American | 39% |
| Asian | 84% |
| Filipino | 67% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 75% |
| Students with disability | 11% |
| Students with no reported disability | 72% |
| English learner | 9% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 75% |
| Males | 78% |
| African American | 50% |
| Asian | 90% |
| Filipino | 74% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 34% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 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 |
| 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 - 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | 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 |
| American Indian or Alaska Native | 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 |
| American Indian or Alaska Native | n/a |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 |
| 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 |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 46% | 8% | ||
| White | 22% | 28% | ||
| Hispanic or Latino | 13% | 49% | ||
| Filipino | 10% | 3% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 32% | 85% | ||
| Filipino (Pilipino or Tagalog) | 12% | 1% | ||
| Farsi (Persian) | 11% | 0% | ||
| Punjabi | 10% | 1% | ||
| Vietnamese | 10% | 2% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Burmese | 3% | 0% | ||
| Cantonese | 3% | 2% | ||
| Gujarati | 3% | 0% | ||
| Korean | 2% | 1% | ||
| Pashto | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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4357 Thornton Avenue
Fremont,
CA 94536
Website: Click here
Phone: (510) 793-9090
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