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Teacher quality
Principal leadership
Parent involvement
Good school with great caring staff. My son is attending 3rd grade. He is happy with his teacher and school.
—Submitted by a parent
My both the kids simply love this school and staff. Facilities are also nice. Might be the only school in Fremont which shows movies every month for free through PTA funding. I enjoy PTA meetings here too.
—Submitted by a parent
I love this school. Teachers are supportive and caring. My kid currenlty attending 2nd grade.
—Submitted by a parent
I live in the neighborhood and I'm really concerned about the graffitti I see on the schools fences (the blue fences) and the park sign that is just next to the school. If this is happening repeatedly, it means that whatever is being done to control this activity is not working, and something greater steps need to be taken to find those individuals who are causing this problem. This problem will continue to affects home values and also the schools rating ultimately. There are at least 4 homes in the area that are not selling right now. Westridge is similar to neighboring subdivisions Northgate, Walnut Glen, Nicolet, or Brookvale; yet the elementary school ratings have a huge influence on the property values in each of these neighborhoods, and there is a large discrepancy in values due to the schools rating.
2010-2011 was the last year for my daughter in this school she loved all her teachers untill she came to her last year ,evry day when she comes home she tells me about her day, she said that her teacher used bad language (cussed0 in front of her students. When i heard this i was in shock and then one of the parents told the princible about it and my daughter told me there were rumors that this might of been her teachers last year in that school overall a good school, just ask your child what happend in school and you should be fine.and they should do more to raise money.
—Submitted by a parent
her temperature was a whooping 105 degrees. She said she had a migraine and the sent her into the nurse's room and the secretary took 10 minutes. just to help her and SHE WAS VOMITING. she turned out to have food poisoning FROM THE UNCOOKED CHICKEN IN THE CAFETERIA.
The teachers are wonderful and really care about their students!
—Submitted by a parent
This is a good school. If it wasn't for the budget cuts and a few things, it would be a great school. Parents have been very involved and helped where some of the cuts hit, and the programs have been very good for my son.
—Submitted by a teacher
I attended Patterson Elementary from K-6, and couldn't have asked for a better school and upbringing! I still have a lot of the same friends that I went to school with there...we're still best friends at that!
Both my daughters attend Patterson School. My experience so far has been great! I must say that Miss. Luo and Mr. Berg are such great teachers as well as the Principal Ms. Davis. Both my daughters are happy in this school. I would like to see more after school activities but I also understand that the money has been cut. PTA is always the same old boring thing. They need to update in their activities and the way they raise money for the school. I think they should make a flyer asking parents for ideas on how to get money for the school.
—Submitted by a parent
My daughter went to patterson in first grade and K. We moved in the middle of first grade and she started going to Hirsch Elementary.. In Patterson, in K, the teacher took interested and asked my daughter to take AR tests and my daughter did really well. When she went to First grade, teacher said, they don't do AR tests in First grade.. What? When she moved to Hirsch, my daughter started taking tests again and she did really good in Hirsch.
—Submitted by a parent
As a parent, we need to understand our accountability in helping both educators and our children in order to achieve a higher API. When this school succeeds it will not only boost our confidence towards our educational system but the community will grow to realize that teachers and school staff are not alone in building a better community. We must help improve the school programs so our children can have access to early intervention. I hope Principal Davis will have more time promoting Reading and Math interventions but there are some behavioral problems going-on with this school. It seemed their School-Wide Behavioral Plan is not too effective. They are spending too much time implementing school disciplinary methods, which is not being systematically followed. Please Principal Davis do something about those unruly kids so our children will have more instruction time!
—Submitted by a parent
Great Schools My Daughter and Son having a good time with their studies and the progrees in the studies are really amazing. I will really appreciate the teachers and the principal of the school to bring this school to the next level.
—Submitted by a parent
I understand why other reviewers have been listing Patterson as an average school, but I feel things have been changing. First, Principal Davis has been at the school for a couple of years and has had time to make her print on the school. There are many solid, caring teachers, who often stay after-school and or work weekends to have school lessons and extra programs ready for the students. A grant has recently been issued to have more after-school programs at Patterson. If you are a Patterson parent, make sure that you are talking to your teachers and helping in any way you can to help make it the school you want it to be. This is what is done at any successful school.
—Submitted by a parent
If your child needs extra help, your out of luck. My daughter is weak in math. The teacher explains it once, she doesn't understand it. Then they send homework with no instructions and, to be honest, at times neither one of us know what to do. Consequently, she scores low on tests and never gets the extra help she needs. Also,I think having P.E. more then once a week would be beneficial to the kids behavior. They have a lot of energy that needs to be unleashed so they can focus in the class room. I find the women that work in the office often rude and disrespectful to the kids and parents. Sometimes you walk in and they don't even acknowledge your presence while talking amongst themselves. They talk down to the kids. A real turn off!
—Submitted by a parent
I have 2 kids who attend Patterson. Teacher quality has been great, although the lack of a stable principal has hurt this school greatly. In the 6 years I have been involved with the school,they have had 4 principals. This shift in leadership makes it difficult for the teachers. Each principal has been very different, and comes with new goals and expectations. I feel the teachers are distracted getting to know the new principals way of doing things and adjusting to the new atmosphere of the school. Student behavioral issues in the classroom are another huge problem and distraction for the teachers. Extracurricular activities are non existent (except after school band) Parent involvement has been a constant struggle. Teacher turnover has also been high in the last 2 years.
—Submitted by a parent
I give kudos to Patterson Elementary's current principal. Not only is she a stand-strong soul, but she was able to see sides of a situation (on both sides) and clear up a situation that should've been cleared from the prior principal. My grandsons teacher has also been extra caring when educating her class.
—Submitted by a parent
This school needs a strong principal who is not afraid of the PTA president and will put the interests of our CHILDREN first. I am very disappointed with the poor leadership and how it affects my two children.
—Submitted by a parent
This is an average school. The teachers try but not with a lot of extra you find at the better schools. Over the years the principal position is a revolving door. A stable principal at any school is a big plus. Still it should be considered a good school.
—Submitted by a parent
This is a great school! The teachers are positive. I am very happy with both my daughters teachers.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
68 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
82 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
86 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
69 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
64 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 | 70% |
| Females | 71% |
| Males | 71% |
| African American | n/a |
| Asian | 88% |
| 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) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 77% |
| Fluent-English proficient and English only | 67% |
| 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) | 70% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 74% |
| African American | n/a |
| Asian | 84% |
| 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) | 69% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 68% |
| Fluent-English proficient and English only | 74% |
| 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) | 70% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 43% |
| Females | 46% |
| Males | 40% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 25% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 76% |
| Males | 78% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 65% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 72% |
| 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 | 72% |
| Females | 77% |
| Males | 66% |
| African American | n/a |
| Asian | 93% |
| Filipino | 80% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 60% |
| Fluent-English proficient and English only | 75% |
| 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) | 59% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 71% |
| Males | 84% |
| African American | n/a |
| Asian | 93% |
| Filipino | 93% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 80% |
| Fluent-English proficient and English only | 76% |
| 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) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 76% |
| 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 | 76% |
| Females | 85% |
| Males | 66% |
| African American | n/a |
| Asian | 86% |
| Filipino | 91% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 85% |
| Males | 77% |
| African American | n/a |
| Asian | 95% |
| Filipino | 91% |
| 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 | 50% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 71% |
| Males | 69% |
| African American | n/a |
| Asian | 95% |
| Filipino | 82% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | 55% |
| Parent education - college graduate | 78% |
| 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 | 74% |
| Females | 73% |
| Males | 74% |
| African American | n/a |
| Asian | 86% |
| 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) | 75% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 62% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 73% |
| Males | 59% |
| African American | n/a |
| Asian | 91% |
| 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) | 60% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 54% |
| Parent education - college graduate | 68% |
| 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
| 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
Asian
Filipino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 44% | 11% | ||
| White | 21% | 27% | ||
| Hispanic | 19% | 51% | ||
| Two or more races | 7% | 3% | ||
| Black | 6% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 26% | N/A | 54% |
| English language learners 2 | 22% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 28% | 85% | ||
| Farsi (Persian) | 19% | 0% | ||
| Cantonese | 9% | 2% | ||
| Punjabi | 7% | 1% | ||
| Mandarin (Putonghua) | 6% | 1% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 4% | 1% | ||
| Burmese | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Hindi | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Indonesian | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Dutch | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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35521 Cabrillo Drive
Fremont,
CA 94536
Website: Click here
Phone: (510) 793-0420
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