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GreatSchools Rating

Cabrillo Elementary School

Public | K-6

 

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Living in Fremont

Situated in an urban neighborhood. The median home value is $382,200. The average monthly rent for a 2 bedroom apartment is $1,670.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted November 6, 2013

I used to go here and those were the worst years of my life... A few of the teachers think I'm a bad student, but the teachers at Centerville and Washington seem to like me. My grades when I went here were AWFUL. But grades have gotten much higher since I left. I got in trouble for things that wasn't all my fault at Cabrillo. Also some of the staff members are just so judgemental. I do not reccomend this school.


Posted August 20, 2013

My daughter has been a student at this school since kindergarten. She is now going on to the 5 th grade. We have been lucky she has had wonderful carring teachers! I've met a lot of great parents who I enjoy volunteering with them at school functions. I love the diversity of the school and all the resources there is offerd (title one school)for the students. The star testing scores have been improving. Cabrillo won the distinguish school award & title 1 academic achivement award In the year 2010. That award was won by the hard work of teachers, students, principal, parents, and staff at the school who work together as community to get are children to get ahead. I'm a proud parent of a Cabrillo student!
—Submitted by a parent


Posted February 16, 2013

I used to work in this school and am glad I don't anymore!!! The school culture is very cold and negative. The teachers only care about their job and are not ready to lend a hand to someone in need. The principal is very disorganized, incompetent and not at all flexible. She's always making mistakes in her paperwork and forgetting things. I am surprised that the district is letting her stay.


Posted September 10, 2011

They discriminate against children with disabilities and deny them accommodations. The principal is absolutely incompetent!
—Submitted by a parent


Posted September 11, 2009

i child goes to this school and i think this a great school beacuse all of the teachers are very nice and resorceful also the after school program is free! so i do not need to worry about that. So as a parent i think your child should go to this school.
—Submitted by a parent


Posted August 26, 2008

We're new to Cabrillo. My eldest child entered Kindergarten in 2007 here. I was very pleased w/my childs learning experience. In the begining, they shared w/us a packet that was an example of all the work our child will do throughout the school year. I was a upset to see how advanced the level of learning that was indicated in the packet. There was a book report in there, readings and writing assignments etc, etc, etc. Although I consider my child to be quite bright for his age, I started getting anxiety about meeting the standards layed before him. The teachers assured us that we were all in this together and if we worked together in helping our children along we will succeed. I followed the guidelines that the teachers adviced and guess what happened.... 'My child now reads everything in sight'! I'm soooo pleased. Mrs. Startzman Your the best!
—Submitted by a parent


Posted January 10, 2008

It has been a wonderfull expeiernce for my children to attend this school. The office staff is helpfull and the teachers are very hard workers. My child has benifitted greatly from attending Cabrillo. They have numerous after school programs the best of which is soccer.
—Submitted by a parent


Posted August 28, 2006

This school offers a lot of cultural diversity. They have a great after school soccer program. I wish they offered more specified tutoring after school because the students really seem to need it. The teachers are very kind and helpful. Mrs. Christenson is a great primary teacher. I think she teaches the second grade. Miss Meneses is an excellent teacher as well - she teaches the upper grades. She worked wonders for my child. If your child can get into either one of their classes you can be assured that your child will be in good hands. Parent involvement seems to be quite low. I went to one of their PTA meetings once and I only saw about 5 adults. I encourage more parents to join.
—Submitted by a parent


Posted August 27, 2005

Good science program. Very poor parent involvement so far I have been there only one year so far. We need PTA parents to show up to PTA meetings! We need more help given to kids to help them improve their self esteem. More parents to show up and give more. Teachers in kindergarten are sooo busy. Kids are absent a lot.
—Submitted by a parent


Posted July 13, 2005

I liked this school. It offered a lot of diversity and culteral awareness. The staff is very kind and helpful.
—Submitted by a parent


Posted March 26, 2005

academinc programs are quite average, On extracuriculat front sports it the only major area available for the students.
—Submitted by a parent


Posted February 25, 2005

One of worse school in district. School need more qualify teacher and better leadership.
—Submitted by a parent


Posted December 20, 2004

This school is great. The teachers are very concerned about the students grades, surroundings, and personal issues at home. They notify parents immediately of any differences in the childs behavior, and they're inthusiastic in learning. They are very helpful in teaching students how to get out of there shells.
—Submitted by a parent


Posted June 21, 2004

Cabrillo has some good teachers but not enough teaching going on. The reason the API is so low is that children do not learn what is on the Cat6 test so when they take it they fail what they havent learned yet.
—Submitted by a former student


Posted June 5, 2004

I have quite a few students at Cabrillo Elementary and I only wish there would be more teachers like Ms. Christensen there. I am so delighted with Ms. Christensen! She is a wonderful teacher and my daughter is excelling in her class. Mrs. Faria is another teacher that makes a positive difference at Cabrillo. My daughter wouldn't change her for the world! Hats off to them both! If Mrs. Hudson (the principal) would be more open to suggestions from the PTA, teachers and parents this school would come a long way. There are lots of parents who'd like to get involved and make a change at Cabrillo, but getting through and making it happen is quite a challenge! A little bit of compromising and a positive outlook from Cabrillo's principal would bring this school to higher standards.
—Submitted by a parent


Posted May 11, 2004

I took my child out of this school because I feel my child deserves a more challenging atmosphere. Some teachers are good. Mrs. Mendivil is a smart, wonderful, and caring teacher and I don't regret having my child in her class. Unfortunately I don't feel that way about the school in general.
—Submitted by a parent


Posted June 20, 2003

The teachers at Cabrillo are great. We can us a new principal. This one doesn't do anything but walk around looking busy. Parent involvement has gotten better in the past couple of years. That is due to the PTA. They have put a lot time into changing Cabrillo's atmosphere. But they don't get the credit.


Posted June 17, 2003

Parent involvement at this school is nil. The principal does no extracurricular activities. In fact any party is banned.


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

811

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

7 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

811

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

+1

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 2011 and Spring 2012. 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)

5 / 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)

7 / 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.

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
49%

2011

 
 
59%

2010

 
 
47%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
66%

2011

 
 
66%

2010

 
 
43%
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.

41 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
47%

2011

 
 
45%

2010

 
 
36%
Math

The state average for Math was 66% in 2013.

42 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
55%

2010

 
 
52%
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.

35 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
69%

2011

 
 
69%

2010

 
 
55%
Math

The state average for Math was 72% in 2013.

35 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
81%

2011

 
 
66%

2010

 
 
65%
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.

45 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
50%

2011

 
 
50%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

47 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
41%

2011

 
 
48%

2010

 
 
51%
Science

The state average for Science was 57% in 2013.

45 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
50%

2011

 
 
57%

2010

 
 
44%
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.

46 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%

2011

 
 
56%

2010

 
 
47%
Math

The state average for Math was 55% in 2013.

44 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
67%

2011

 
 
48%

2010

 
 
47%
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 Students71%
Females80%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability74%
English learner71%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)76%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females73%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability77%
English learner77%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate91%
Parent education - some college (includes AA degree)71%
Parent education - college graduate69%
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 Students39%
Females50%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability44%
English learner20%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females71%
Males58%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged60%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability66%
English learner53%
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 graduate53%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
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 Students48%
Females42%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability50%
English learner9%
Fluent-English proficient and English only67%
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 graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females47%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability53%
English learner18%
Fluent-English proficient and English only67%
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 graduate75%
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 Students65%
Females73%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability64%
English learner18%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females70%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability75%
English learner46%
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 graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students69%
Females68%
Males70%
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)n/a
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability68%
English learner27%
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 graduate54%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate55%
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 Students65%
Females75%
Males55%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged59%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
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 graduate67%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females58%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
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 State average
Hispanic 49% 52%
Asian or Asian/Pacific Islander 26% 11%
White 13% 26%
Black 8% 6%
Two or more races 2% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 57%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 17%N/AN/A
Source: CRDC, 2011-2012

Let your school shine!

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School basics

School Leader's name
  • Giselle Hudson
Fax number
  • (510) 792-0245

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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36700 San Pedro Drive
Fremont, CA 94536
Website: Click here
Phone: (510) 792-3232

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