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Teacher quality
Principal leadership
Parent involvement
This school is great.The teachers are great,the students and office members are kind and helpful,and the grade point average is high.I highly recommend going to this school
—Submitted by a parent
The 7th grade year was OK but the 8th grade year was the worst ever! The principal yelled at my mom! and it was so unorganized only one teacher was the best Mr.kilcrease! But overall this was the worst school i ever had!
my friend went there and she loved it!!!! :) She said it was the best school ever!
i disagree with the first review. you have to teach your kids to make the right choices as to whom they should be with or not as friends. All schools have students that have bad influence on others. Usually children who become easily influenced have a need or want to belong to something or someone and not be of themselves, usually they dont feel good about themselves and this is bad attention. So you cant say its just Walters. I have had 4 children 1 attended and others were in private school through this time and the 1 who attended Walters has had no problems. What I dont like is the teachers only call when child is in trouble not when school work has become a problem.!!!
—Submitted by a parent
So this is my second/last year at Walters and what I have experienced .... I wouldn't recommend letting your own kids going here. The teachers aren't that bad, but it's the students. Why would you want to surround your kids with bad influence. Sorry Walters, but that's the truth. Now, there are some good students, but there's about a 80% chance, that they will be hanging out with the bad kids.
This is an amazing school! Although, the teachers aren't so great.I'm currently a sevie at Walters. They have great food and people. I love this school so much. (:
—Submitted by a student
Im a student that goes to Walters. This is my second year at Walters. Although i have been not so good in school the teachers never gave up. This is year has been hard because i am going throuh a lot of problems. Mrs. Dana (Vice Priciple) helped me and listened to what was going on. Although i was not a huge fan of one of the counslers.. I really am enjoying my 2 years here. Im the class of 09
—Submitted by a student
This school is the best kept secret in Fremont, the Principal and Vice Principal are the best, the kids are very well mixed cultural/academics and the teachers for the most part are great. They have an excellent special needs program. I have had two children and my third is just starting and they have all thrived at Walters
—Submitted by a parent
My kid just started this year so I am looking forward to hear from earlier students and parents. I liked their Academy that they have for a week. That was a great way to introduce the students.
—Submitted by a parent
I am a former student of Walters and I feel that WJHS is a great school. The teachers werre caring and helpful and very eager to help us, students. I learned a lot from all of my teachers, even though I did not get along with all of them. I found that the school was very safe and secure, although many people underestimate the school. I had the best of times at this school and I made a lot of lifelong friends. The rules at WJHS are very easy to understand and the consequences for rule-breaking is very secure. I feel that this is probably the best junior high school any kid can attend to because the kids there are friendly and nice and the shcool curriculum is very nice. The teachers there try to challenge us.
—Submitted by a student
Walters is underestimated just because of recent gang activities and the students that go there. Walters actually is a really good school. I go to another school now, and i hate it. I still feel like a Walter Warrior. I wish i could come back.
—Submitted by a student
Parents could say what they want but Walters is a good school.Teachers really care about the students and it is a very school {*class of 08*}
—Submitted by a student
This school is pretty good so far, but the teachers are very caring. My son has constantly told me how nice the teachers are. He says the are always willing to help whne he needs it. Thanks a lot, This is a great school.
—Submitted by a parent
All in all, the school is disorganize, but hopefully with a permanent principal, things will look up for future students.
—Submitted by a parent
This is my first experience with Walters Junior High and I have been very pleased with the school. I attended Back to School Night and found my son's teachers to be knowledgeable about their subject matter and very organized. They all appear to care about the students. The principal was open and enthusiastic about the upcoming year. She is new to the school and has wonderful ideas about what a junior high should be. She spoke to the students about behavior and my son said it was positive and fun. I think we will have a great experience at Walters.
—Submitted by a parent
Very disappointing administrative, teacher, parent involvement. Teachers have little or no control of classroom. Racism seems to be tolerated by administration. Extremely low test scores. Very disappointing!
—Submitted by a parent
My son was an attendant to Walters 06', He was transferred from another Jr. High school, and He really didnt like it at all, the kids were kids, but I was extremely dissappointed in the Teachers. My Son says that the Teachers didnt care at all about how the students acted or participated.
—Submitted by a parent
As a recent former student of Walters (04-06) this is a good school. It's good enough for kids. This school is like any other middle school. They say middle school are the worst years of your life but I know your kid will have fun at this school, unless he's not normal, has high expectations of people, or some other sort of reason, then he will dread the 2 years at this school. But your child will have unforgettable memories at this school, she'll even cry at the 8th grade promotion, or the last day of school, even if she didn't like all the teachers.
—Submitted by a former student
We were new to the area when my son attended Walters. He got off to a rockie start but the former Principal and the current vice principal never gave up on him. Tell gave chances they communicated with me and he graduated three days ago from walters with a 3.5 g.p.a and he was on the honor roll. I am very grateful to the vice principal who helped my son and I for the past two years. Thanks You Mary Miller (vice principal)
—Submitted by a parent
An average school but with good teaching method, especially Maths and Science, that my son manage to absorb and learn then move from ordinary Maths into Honors.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
318 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.
250 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
316 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.
88 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.
345 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
316 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 | 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 |
| 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 | 62% |
| Females | 66% |
| Males | 57% |
| African American | 75% |
| Asian | 68% |
| Filipino | 68% |
| 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) | 76% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 71% |
| Students with disability | 28% |
| Students with no reported disability | 64% |
| English learner | 21% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 59% |
| Males | 61% |
| African American | 45% |
| Asian | 75% |
| Filipino | 76% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 73% |
| Students with disability | 32% |
| Students with no reported disability | 62% |
| English learner | 30% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 45% |
| Females | 46% |
| Males | 43% |
| African American | 32% |
| Asian | 70% |
| Filipino | 57% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 21% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 65% |
| Males | 69% |
| African American | 52% |
| Asian | 88% |
| Filipino | 77% |
| 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) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | 56% |
| Students with no reported disability | 68% |
| English learner | 8% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 6% |
| Females | 5% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 8% |
| Students with disability | 6% |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 15% |
| 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 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 | 59% |
| Females | 54% |
| Males | 63% |
| African American | 43% |
| Asian | 88% |
| Filipino | 78% |
| 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) | 61% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 70% |
| Students with disability | 17% |
| Students with no reported disability | 65% |
| English learner | 10% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 59% |
| Males | 76% |
| African American | 48% |
| Asian | 92% |
| Filipino | 73% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 76% |
| Students with disability | 67% |
| Students with no reported disability | 67% |
| English learner | 24% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 79% |
| 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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 34% | 49% | ||
| White | 27% | 28% | ||
| Asian | 23% | 8% | ||
| Filipino | 7% | 3% | ||
| African American | 5% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 33% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 70% | 85% | ||
| Punjabi | 8% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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39600 Logan Drive
Fremont,
CA 94538
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