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Teacher quality
Principal leadership
Parent involvement
Principal is a bonehead. Does not seem to pay any attention to parent requests and seldom meets them when they have concern. She lives in her own world. Mr. Murphy is the Gem of the school and probably best teacher in fremont unified. All kids want to be in his class. Staff at office is good and supportive as well. Most of the teachers are very easy type which equates to kids learning practically not much and will be at disadvantage when go to high school and compete with others.
—Submitted by a parent
This school has great teacher's. Lots of the parent volenteer's. My son enjoys going to the school. The teacher give extra help if needed.
—Submitted by a parent
Instead of using positive discipline, some of the teachers and staff here seem to enjoy meting out punishment for minor or arbitrary infractions. For example, if a few kids are being noisy at a lunch table, ALL the kids at that table must stay behind and delay their recess. There are 400+ kids together in one big gym for lunch so it will be noisy anyway but that doesn't matter. Another example: if a parent forgets to return something to the teacher, instead of the parent getting a phone call, the child gets punished by losing a recess. Definitely not a nurturing, caring, or positive environment for learning. After 3 years we've had enough. The school has good scores, but that's not enough to make a good school.
—Submitted by a parent
Warwick is a huge school, the largest in the district. With the California budget cuts class sizes have increased to 28-32 students per class. There are at least 900 kids at this school now, so getting such a large number through lunch and recesses can be frustrating. The lunch lines are long so kids get maybe 5 minutes to eat if they're last in line. The Vice Principal, who helped keep order in the school, was laid off two years ago. The teacher my son has this year will be retiring in January, so with her added load of extra students, she is mean and doesn't seem to care about her students since she won't be around to see the STAR scores anyway. Three years ago I would have rated this school excellent but now it's below average. It's a large, impersonal school. We hope to transfer out next year or send our son to private school.
—Submitted by a parent
This school is wonderful for children. My daughter goes to 2nd grade and she loves it there. She gets enough homework to keep he busy after school and we feel its just right for her, no too much or too less. The teachers are very committed.
—Submitted by a parent
This school is wonderful for children to learn. This past year due to the economy, we lost our beloved Vice Principal, Susan Hernandez, who was a fantastic administrator who knew every child and their parents/guardians. She was highly visible, friendly, and had a genuine interest in all the children. She will be missed dearly by the entire Warwick community.
—Submitted by a parent
My child attended Warwick since 2002, so I had an opportunity to compare schopll performance under Mr. Hurtz and Ms. Paratore leadership. I have to admit the quality of education, communication, and organization have gone down, mainly do to the teacher's great turn around rate following Mr. Hurtz' departure. first thing I like to state is the constant absence of regular teachers (in every grade except kindergarden), that has a very negative effect on student's performance. Situations with teacher's maturnity leaves are handled poorly, with no solid plan of replacement. Weekly lunch menu includes only few items that are creatively given different names to make it appear as if there is a variety. No care is provided for children during back to school night - not even parent volunteer care, and yet administration complained about the noise that was made by unsupervised kids on the playground.
—Submitted by a parent
My son has attended Warwick from K-6 and through out years, we had great teachers like, Ms. Carson, Mrs. Barnald-Batausa, Mrs. Crossman, Ms. Rubalcava, Mrs. E. Long and Ms. Clark. They all are great teachers. If you live in Warwick area, consider to send your child instead of spending tons of money in private school. Thanks.
—Submitted by a parent
This year is my son's first year at Warwick and I found the school to be very good. I truly enjoyed the parents and teachers involvement in getting events coordinated and completed. I also found the school's way of communicating to parents very practical by sending newsletters so every parent is informed of upcoming events at school.
—Submitted by a parent
My two kids are going to Warwick School.My kids are really very fortunate to get teachers like,Mrs Fread,Ms Eugenio,MsRubalcava,Ms Clark.They are very nice teachers both as a teacher and as a person. Warwick Rocks...
—Submitted by a parent
Warwick Rocks! My New Teacher Ms. D Ramirez is nice but sometimes we get on their nerves. I love this school
—Submitted by a student
My son went for kindergarten and had teacher, Mrs. Deh-Lee. He learnt a lot than earlier private school he used to go. The teacher was really hardworking and knew how to get job done from students. As compared to nearby schools like Ardenwood or Forest Park, this class had more disciplined homework and activities.
—Submitted by a parent
I am impressed with the quality of leadership and teaching quality at Warwick Elementary. The test scores have been increasing steadily which could be attributed to the increasing parent-teacher involvement in school activities.
—Submitted by a parent
The administrative team is highly responsive to student problems. Their focus is on the safety and education of each student. There is a high level of parental involvement. During the past few years, the administrative team has moved the school in a positive direction including raising the test scores alot during 2005-2006.
—Submitted by a parent
Warwick needs to work on it's response time when it comes to students problems. The principle and teachers need to have more communication with each other.
—Submitted by a parent
My second-grade daughter is new to Warwick this year and I was worried about the transition from her small private school to a comparatively large public school. Her teacher has been the primary element to calm my concerns. A veteran of the public elementary system she remains enthusiastic about teaching and about children. She quickly identified my daughter's interests and finds ways to encourage her love of reading and writing that go beyond daily class work. The other members of the staff and administration have also been friendly and helpful to someone new to public school. Overall we are relieved and pleased with Warwick School.
—Submitted by a parent
Very pleased with all aspects of this school. Great for a public school. Feels very safe and clean. I am a parent of a child who attended last year.
—Submitted by a parent
Warwick elementary is a good school, with personalised attention. My daughter goes to third grade. The school has a science lab, diverse ethnicity. Parents involvement is good. It however currently suffers from principal moving mid year. Some good teachers: Mrs parker-second grade, Miss Robalchava-4th grade. Extra curricular activities are good.
—Submitted by a parent
We have never had a negative experience while our children have attended. Teacher/Administration - parent communication is very good, and when our children did have some problmes with other students, the teachers and administrators worked with us to resolve the problem quickly and satisfactorily. The teachers hae also worked with us to provide extra learning opportunities for my kids and overall we are very satisfied with our experience there.
—Submitted by a parent
My 5 year old daughter is in Kindergarten at Warwick. I was very apprehensive about her starting school because she was not able to attend pre school. The staff (especially her teacher, Mrs. Condell) have been wonderful with soothing my daughter, making her feel comfortable and alleviating my fears.
—Submitted by Amber Osborne, 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 English Language Arts was 58% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
148 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 English Language Arts was 48% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
109 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 English Language Arts was 67% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
118 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 English Language Arts was 63% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
109 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 English Language Arts was 59% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
109 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 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 | 77% |
| Females | 81% |
| Males | 73% |
| African American | 36% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 88% |
| Students with disability | 42% |
| Students with no reported disability | 81% |
| English learner | 71% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 77% |
| African American | 36% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 87% |
| Students with disability | 50% |
| Students with no reported disability | 82% |
| English learner | 69% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 72% |
| Males | 79% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 60% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 82% |
| Males | 90% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 72% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 85% |
| Females | 88% |
| Males | 80% |
| African American | n/a |
| Asian | 95% |
| Filipino | 75% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 47% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 77% |
| Males | 89% |
| African American | n/a |
| Asian | 95% |
| Filipino | 67% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 72% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 79% |
| Females | 86% |
| Males | 73% |
| African American | n/a |
| Asian | 88% |
| Filipino | 67% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 31% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | 83% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 60% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 50% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 84% |
| Males | 63% |
| African American | n/a |
| Asian | 93% |
| Filipino | 47% |
| 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) | 71% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 68% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 68% |
| Males | 62% |
| African American | n/a |
| Asian | 89% |
| Filipino | 44% |
| 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) | 59% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 68% |
| 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 |
| 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 | 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 |
| 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 |
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 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Filipino
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 - 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 | 42% | 8% | ||
| White | 21% | 28% | ||
| Hispanic or Latino | 13% | 49% | ||
| Filipino | 9% | 3% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 6% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 17% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 20% | 85% | ||
| Mandarin (Putonghua) | 14% | 1% | ||
| All other non-English languages | 10% | 1% | ||
| Cantonese | 10% | 2% | ||
| Vietnamese | 8% | 2% | ||
| Farsi (Persian) | 6% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Hindi | 5% | 0% | ||
| Punjabi | 4% | 1% | ||
| Urdu | 4% | 0% | ||
| Gujarati | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Bengali | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Burmese | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Taiwanese | 1% | 0% | ||
| Toishanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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3375 Warwick Road
Fremont,
CA 94555
Website: Click here
Phone: (510) 793-8660
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