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GreatSchools Rating

Joseph Azevada Elementary School

Public | K-6 | 470 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted June 22, 2014

School has an outstanding Mandarin Immersion program currently for K to 4th grades. Withing two more years the Mandarin classes will be K to 6th grades. The Mandarin and English only teachers are outstanding examples of what teachers should be. If you live in Fremont and want your child to learn Mandarin within there normal classroom hours - check out Azeveada
—Submitted by a parent


Posted January 2, 2014

Only can speak about our outstanding Mandarin Program classrooms which will soon make up half of the school.
—Submitted by a parent


Posted September 17, 2013

I like Azevada School. The teachers are great and the students have an eagerness to learn.
—Submitted by a parent


Posted September 15, 2013

Azevada is a wonderful school that truly celebrates the diversity in our community. We have a school community made up of multi cultures, multi languages, and multi abilities. Azevada encourages all the students to reach for the stars. (The school mascot is the "All Star.") In addition to our traditional classes taught in English, we also are proud to have a Mandarin Immersion program. Children in the program (some enter knowing little or no Mandarin), learn the same school curriculum, but in the language of Mandarin! Azevada is also very proud of it's special day students that are such an important part of the school. I am proud to say my son attends Azevada and encourage all schools to celebrate their diversity and join together as a wonderful community to make each child feel welcomed and valued.
—Submitted by a parent


Posted May 17, 2013

This is a very good public school, and is becoming a great public school. The Principal, teachers and staff members are very helpful and take care of students very well.
—Submitted by a parent


Posted August 26, 2012

We had to move out of state and so sad had to leave this excellent school. The Principal, teachers and staff members have been so helpful and attentive. Bathrooms & cafeteria are clean, great playgrounds & great lunch menu though it's standard. My child has been in the Mandarin immersion class for 2 years and she has always enjoyed the learning process. Mr. Leung is a very patient, resourceful and attentive teacher. Each child was appreciation and given an award by end of the 1st grade. My child learned great Math, Science and English on top of the Mandarin classes. We will miss this school so much. Azevada rating is low due to their classes for special need kids but they have Accelerated online Math, Reading in the library with scores for each child whenever they finished & great Science class.
—Submitted by a parent


Posted March 19, 2011

My child has been attending Kindergarten at Azevada for about 8 months and I have seen lots of improvements. She is in the Chinese Immersion Program which has just started as the 1st class this year. Mrs. Orchid Wang is very attentive to each child's feelings & a very good teacher. Kids loves her and hugs her. CIP is a succes considering 70% of students are from non Mandarin speaking family . Kids have learned speaking a lot of Mandarin, covered more than 20 books in 8 months, learning to read English too. A Chinese mom this morning said that she's very happy with CIP program. She was going to sign up her son to a Spanish immersion program before knowing about CIP. They have classes for special needs kids which affected their rate being low. The school has improved student's reading , Accelerated Reading Program and Math online programs and library.
—Submitted by a parent


Posted February 24, 2011

Azevada is a good public school. I see teachers, staffs and parents are all doing their best to maintain the low budget cut year. School maintains the library well. Student enjoy outside playgrounds which is pretty neat over all. Bathroom are good and pretty clean in most of the time. Lunch is very standard . They have a great after school music program run by parents. The choir is wonderful and lucky to have a professional parent willing to run it and it's free. They also have drawing class and band to offer if you willing to pay the price to join. Overall this is a great school but always, parent involved will make all things different!
—Submitted by a parent


Posted December 8, 2010

My child has been attending this school for 3 years now and she loves it. So far she has had great teachers and I have never had a problem with any of them. This school has dedicated teachers, a nice principal and a hard-working PTA that is doing a great job of putting together a bunch of fun activities for the kids. Test scores have risen again so I think it's a good school and I hope it continues to get better.
—Submitted by a parent


Posted September 29, 2009

I love Joseph Azevada Elementary School because the kids and teachers are great.
—Submitted by a parent


Posted May 30, 2007

Some of the teachers at this school are really great! That is what is most important. However, it is truly luck of the draw. As a concerned parent, the main issues I see are Sanitation of areas where food is eaten, and supervision at recess. The Ratio at recess is about 1 adult to 80 children, with about 300 plus on the yard at the same time. Too many to supervise in a quality positive way. Unfortunately, language & negative behavior goes uncorrected until a problem happens. On the upside, They have plans to improve after school programs & add some arts programs. It is a start but it is still in the 'plan to' stage for next year, they have added a music for minors program for first grade,& a Dance program school wide. Over all it is a good school getting better but needs more parent support.
—Submitted by a parent


Posted May 1, 2006

My child has bee attending Azeveda for over 5 years. I cannot recommend it as a good school for multiple reasons: Overdue (by a year) and problematic re-construction has closed half the school for the entire 05/06 year, lack of decisive leadership, low/non existant parent involvement, use of the spiral learning method, few extracurricular activities, as well as the typical lack of budget. Special Ed programs recieve little attention. Most of the teachers however are extremely dedicated, and struggle to work with what they are given.
—Submitted by a parent


Posted July 7, 2005

I believe that the administrators have the best of intentions, but this school lacks in parental updates on student status, accountability for students and the overall learning environment. It's a good school, but not a great one.
—Submitted by a parent


Posted October 19, 2004

This is a very good public school, and is becoming a great public school. I took my child out of private school to attend here four years ago, and I have not regretted my decision. We have a very dedicated, energetic teaching staff. We have a new principal this year who has high expectations of both students and parents, and he is very positive. One thing that does need to improve is parental involvement. I've noticed an increase in the last four years and I hope it continues. The PTA is amazing - a small but mighty group that has made some incredible contributions. Discipline and behavior are great at this school and I never worry about my child's safety. This is also a multicultural learning environment which I think is a bonus for my children. The new principal has already begun adding more extracurricular activities. This school is good, and continues to improve.
—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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

855

Change from
2012 to 2013

+29

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

855

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+29

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

78 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%

2011

 
 
64%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
69%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

40 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
49%

2011

 
 
43%

2010

 
 
58%
Math

The state average for Math was 66% in 2013.

41 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
66%

2011

 
 
74%

2010

 
 
73%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

63 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
67%

2011

 
 
77%

2010

 
 
68%
Math

The state average for Math was 72% in 2013.

64 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
62%

2011

 
 
68%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

56 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
66%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
53%

2010

 
 
61%
Science

The state average for Science was 57% in 2013.

56 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
58%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

39 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
68%

2011

 
 
70%

2010

 
 
65%
Math

The state average for Math was 55% in 2013.

40 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
62%

2011

 
 
63%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students70%
Females75%
Males62%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged53%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability70%
English learner70%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males82%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged77%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learner87%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students48%
Females53%
Males43%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged23%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females65%
Males76%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged61%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females84%
Males60%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged62%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability73%
English learner50%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Math

All Students74%
Females76%
Males70%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged65%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability75%
English learner69%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students68%
Females70%
Males65%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learner27%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)85%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females73%
Males78%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability75%
English learner45%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)77%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females64%
Males70%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability65%
English learner36%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)62%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females76%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged56%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females72%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged61%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Asian 38%
Hispanic 25%
White 17%
Two or more races 8%
Black 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/AN/A
English language learners 30%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Carole Diamond
Fax number
  • (510) 657-2749

Resources

School facilities
  • Computer lab
  • Library
School leaders can update this information here.

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39450 Royal Palm Drive
Fremont, CA 94538
Website: Click here
Phone: (510) 657-3900

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