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GreatSchools Rating

Harder Elementary School

Public | K-6 | 668 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted October 18, 2012

My son goes to this school currently. I know the staff is very involved and are working hard to improve the whole moral of the school. I have to disagree with the comment made about the principal. I am a total different race than he is and my son also experienced bullying. i have to say that the issue was addressed and measures were taken. I think sometimes we forget that the staff has state rules and regulations that leave their hands tied. There is no doubt that they are struggling with getting extra curricular activities started. It has to do with the parent involvement. If you are able get involved.
—Submitted by a parent


Posted May 15, 2012

The problem with this school is the principle he caters to his own kind. He is not professional and they need a new leader. I was a student at this school and was excited to send my child, it's his forst year and already he has experienced bullying. I have been up to this school several times and nothing has happened, now I see why it's a level 1 school.
—Submitted by a parent


Posted November 22, 2011

Teachers and staff are good. I think the problem is the lack of parent involvement. We have gone to almost all parent / school meetings / assemblies and every time you see parents talking on their cell phones, talking over the teachers / speakers, and complaining for having to be there. One time my husband had to tell a parent that was talking very loudly to be quiet during a musical performance. Just don't go if you aren't going to participate. We did have an issue where my son was punched by a child and my son was sent home because his face was red from the punch and the other child was given a slip to take home, is that fair?. Also, my son was given a warning for sticking up to a bully that had pushed him and another child. There needs to be more positive things for the children that do not misbehave and harsher punishment for those that do.
—Submitted by a parent


Posted January 20, 2011

Improvements are slow. Getting parents and teachers to get involved is like trying to move a brick wall. Teachers only want to teach, do what they have too, and go home for the day. Parents drop their children off and expect the teachers to do the rest without having to get involved until they pick them up at the end of the day. And those of us who do care, that do get involved, that do what they can for the student ; join the PTA and slowly try to chip away at that brick wall. Stop complaining, stop whining, stop crying. Everyone is to blame if a community can't pull together for the sake of their children. Everyone is to blame for not getting involved. Stop blaming the school, the teachers, the parents, because it doesn't matter whatsoever to the students unless everyone makes an effort. A school is useless without everyones involvement.
—Submitted by a parent


Posted February 9, 2010

I agree with the previous posting. Harder seems soulless to me also. My daughter is enjoying 5th grade and has been at Harder since K with Ms. Lloyd. I'm ready to move on to middle school. I have an upcoming day off and want to check out the parent center which was just completed. One thing I must end with is my daughter is on the Honor Roll and she received her certificate. In the past, a Citizenship Certificate was also given to the students who earned it. She did, but was told only one certificate per student even though she earned both. I am not a happy parent.
—Submitted by a parent


Posted November 24, 2009

I am sorry to say that Harder feels empty this year. There was a sense of community in the last several years that seems gone now. The school lacks personality this year. The kids used to love to go to school and the staff, in general seemed happy. That is no longer the case. I was definitely happy as a parent. We need to find a way to bring the life back to Harder. Unfortunately the principals and many of the teachers who had that energy, enthusiasm and passion are gone. I hope that those of us who are still there can find it for the sake of the students.
—Submitted by a parent


Posted November 17, 2009

This year at Harder is going to be fun but we need more parent envolvment with the school site council. As the chairperson of the SSC, Im asking for any thoughts or ideas on how to improve Harders AYP. Harder is a great school but with more parents Involvement i know it will only get bettter
—Submitted by a parent


Posted October 15, 2008

It is clear that change is a scary thing for some people. I am happy to see that change at Harder has been positive. Starting from the school facilities that have been painted and are lined with pictures of students and the school community. Physically the place is far more welcoming and more like a school than like the dingy institution that it looked like for years. There are a lot of student events for the kids as well as many many classes, workshops and groups for the parents to get involved in. I am one of the many parents who supports Harder and is proud to say that my students attend this school.
—Submitted by a parent


Posted November 9, 2007

The school got some really bad press at the end of last year. Still the school continues to get better and better and in the opinion of myself its the best that it has even been (in all areas).
—Submitted by a parent


Posted January 25, 2007

It is sad that many of the involved parents at HArder do not have access to the internet or information about this website to enter their thoughts about the school. This school has experienced numerous changes. I can say that I have noticed numerous positive changes since a permanent principal has been assigned and a lot of new staff members who are young, energetic and excited to teach. Safety was a concern at the beginning of the year, but parent involvement and proaction on the part of the administration addressed the major issues making safety a concern.
—Submitted by a parent


Posted January 25, 2007

Take an opportunity to visit Harder and judge for yourself. The Harder community has had a lot of transition and as parent of 2 children who attend Harder, I can say that I have noticed a lot of improvment over the last several months. My child is in an intervention class to help with his academic performance and they now have counseling and other help for students who need someone to talk to. My boys love Harder and I am glad that I made the choice to keep them there.
—Submitted by a parent


Posted January 25, 2007

The school has had lots of oppotunities for parents to get involved. But no one really ever shows up. Parents involvement is important to making a school better and making sure students acheive. I wish that parents would participate more at this school to help the teachers out, like I do.
—Submitted by a parent


Posted January 25, 2007

I really wanted to send my daughter somewhere else because there was too much changing and questions going on there. I was unable to transfer her to another school at the beginning of the year. The school is still not perfect, but I am very happy that I didn't transfer her. She is in a combination class but her teacher seems to really keep her excited about learning and she is doing really well this year. The office staff and new principal are a lot more polite and helpful than last year.
—Submitted by a parent


Posted January 25, 2007

My children is at Harder for the first time this year. They have not had any problems. The school has had some activities. I wish there were a few more but overall my children love it there and are doing very well.
—Submitted by a parent


Posted January 25, 2007

Ms. Ford Morthel is the new principal at Harder. She taught both of my students when she was a teacher there. She was a great teacher and she has done a lot of great community things since she has been principal. My son who is now in middle school and many of his friends (at Chavez) have visited the school and comment on how much brighter the school is. It is welcoming and refreshing for me to know that someone who knows and has been apart of Harder is the principal.
—Submitted by a parent


Posted October 11, 2006

Safety is a huge concern at Harder Elementary school. New leadership would be a start. I don't believe the interest of the children is a priority here. How can children learn when exposed to constant fighting?
—Submitted by a parent


Posted December 10, 2005

Extremely disappointed in the administration. There's no prinicipal leadership. No discipline for those kids that don't care to learn, thus hampering the others learning experiance. There are some good teachers, however, the bad ones are allowed to be bad and provided a poor learning experiance to our kids. The only bright spot was the parnet involvement and the relationships that were made as a result.
—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 2012.

This school's
API score

761

Change from
2011 to 2012

+19

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

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 its schoolwide API target for 2012.
  • This school has not yet 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 2012

This school's
API score

761

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
2011 to 2012

+19

Change from 2011 to 2012
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
(2011)

2 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

91 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
53%

2010

 
 
37%

2009

 
 
34%
Math

The state average for Math was 64% in 2012.

90 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
70%

2010

 
 
39%

2009

 
 
61%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

75 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
20%

2010

 
 
23%

2009

 
 
21%
Math

The state average for Math was 69% in 2012.

76 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
26%

2010

 
 
57%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

79 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
34%

2010

 
 
52%

2009

 
 
27%
Math

The state average for Math was 71% in 2012.

79 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
53%

2010

 
 
50%

2009

 
 
25%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

64 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
59%

2010

 
 
26%

2009

 
 
23%
Math

The state average for Math was 65% in 2012.

64 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
71%

2010

 
 
23%

2009

 
 
28%
Science

The state average for Science was 60% in 2012.

64 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
40%

2010

 
 
25%

2009

 
 
13%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

88 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
36%

2010

 
 
30%

2009

 
 
17%
Math

The state average for Math was 55% in 2012.

88 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
40%

2010

 
 
27%

2009

 
 
19%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students36%
Females41%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability37%
English learner29%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

Math

All Students48%
Females40%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability49%
English learner57%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students18%
Females12%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learner9%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Math

All Students53%
Females44%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learner49%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students30%
Females35%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learner10%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Math

All Students29%
Females35%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learner15%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students66%
Females71%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability66%
English learner35%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females81%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability76%
English learner65%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students50%
Females39%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability52%
English learner19%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)62%
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 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

English Language Arts

All Students58%
Females68%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability58%
English learner15%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females56%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability51%
English learner10%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)65%
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 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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 65% 49%
African American 14% 7%
Asian 6% 8%
White 6% 28%
Filipino 4% 3%
Multiple or No Response 2% 3%
Pacific Islander 2% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 151%N/A24%
Students eligible for free or reduced-price lunch program 273%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 84% 85%
Vietnamese 6% 2%
Filipino (Pilipino or Tagalog) 4% 1%
All other non-English languages 2% 1%
Hindi 2% 0%
Tongan 2% 0%
Arabic 0% 1%
Farsi (Persian) 0% 0%
Mandarin (Putonghua) 0% 1%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
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495 Wyeth Road
Hayward, CA 94544
Phone: (510) 723-3840

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