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GreatSchools Rating

Rolling Hills Middle School

Charter | 5-8 | 869 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 8 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted October 17, 2013

Not a good school for a kid that doesn't fit inside a box or has disadvantes of any kind. If you ask for anything, or make waves of any sort, you will be viewed as uncooperative and controlling. Don't expect the staff to own up to mistakes or take responsibilty for their actions. Instead, expect to be blamed for advocating for you kid. If your kids attend this school, talk to them, listen to them, and believe them. Don't blame them if they are struggling. They are struggling for a reason, help them figure out why. It's the best thing parents can do for their kids. Don't think the school will, they will let your kid slip through the cracks and let future schools deal with the mess. The kids are the only ones that suffer.
—Submitted by a parent


Posted September 23, 2013

Rolling Hills has had a much deserved reputation for excellence for a number of years. Last year the principal who had shepherded the school through growth I in population and diversity retired. Her replacement suffered some negative press, as anyone would trying to fill huge shoes. But she has shown herself to be an excellent fit. She knows the needs of her students, has added several activities, and has lead the school to even more growth. The population, waiting lists, and scores all continue to rise. It is a great school.
—Submitted by a parent


Posted May 13, 2013

If you have any choice- don't let your children go to Rolling Hills Middle School. It is a horrible school. The teachers are indifferent and assign huge quantities of homework so that your child will be working for hours every evening and weekend. There is no oversight or consistency between teachers, so some give almost no homework while others assign so much homework they make enthusiastic kids learn to hate school (as mine do now). And don't bother to approach the principal- she doesn't return parents emails or phone calls. Do whatever you can, but don't send your kids to Rolling Hills.
—Submitted by a parent


Posted April 29, 2013

We have had a very positive experience with Rolling Hills. We moved to San Jose from Cupertino and my son started at Rolling Hills as a 6th grader Fall of 2012. He had a 4.0, then a 3.85 (one B+), has friends, loves the teachers and is even doing track and field. We had a bully incident - the vice principal and the teachers dealt with it very well. My son also had an asthma attack and needed assistance. The teachers and the principal talked to him, reassured him, etc. and he is doing fine now with his inhaler. They acted above and beyond as far as I am concerned. Even with these 2 small issues, my son is still getting A's and thriving in this school. I think Rolling Hills is a great environment for him and less pressure/more balance than I felt in the Cupertino School District. I also liked the honor roll assemblies and was very happy to see how many 6th graders received certificates and recognition. Friends whose kids attend our Cupertino counterpart, Lawson Middle school, said they did not do any assemblies for honor roll. I hope that these kids continue on to Westmont High - that school ranking has me concerned.
—Submitted by a parent


Posted March 19, 2013

Rolling Hills principal and PTA priorities appear to be dances and sports which is great but it would be nice to have a school and parent group more focused on better academics, for example, more in line with what Cupertino schools are doing. The 6th grade advanced math students are being taught math by a computer instead of a teacher. In at least one of the 6th grade science classes, the teacher mostly teaches through a computer program. He gives the kids a work sheet and says, "Go off and learn on your own." This is what I hear from my child. It's a great place for a child who is headed for a community college or who wants to be a professional dancer. Academics could use a bit of a boost. The principal's weakness, despite what she says, is guiding teachers in instructing children in math.
—Submitted by a parent


Posted March 4, 2013

Don't be deceived by the 9 rating. That is the rating EARNED by the past administration. The current Principal is ruining the school. Just read the MAJORITY of the ratings written this year. They are an absolute accurate depiction of the current state of RHMS. I would agree with the past review noting the "strong personality" of the current principal, but make no mistake. The words "hostility" and "bully" have been used in past reviews to describe the new principal, and these are completely accurate descriptions. The current principal does not want parent involvement. She wants full control. If do you get involved and, heaven forbid, have a different perspective, you are considered a "controlling" and "difficult" parent...I worry about parents that dump their children off at the school and give the school full control over their children's education. Anyone who knows anything about setting a child up for success in school, knows that the key is engaged teachers AND PARENTS. The parents MUST be included in the equation. Unfortunately, at RHMS, starting this year, and thanks to the new principal, parents aren't welcome...Period. Makes it difficult to set your child up for success.
—Submitted by a parent


Posted February 7, 2013

I love Rolling Hills! My children participate in after school sports, advanced academics and leadership! The teachers are wonderful, caring individuals who give all they have to their students. I have wonderful respect for our new principal and vp. The last principal was great too! I especially love the new P and VP because of their strong personalities, strong discipline and love for the students. Middle school is no easy task and these two handle it with professionalism. Bravo for standing up to those "difficult" parents!! Parents shouldn't control education... let the educators do that!! The office staff is the friendliest in the district too!! Go Eagles!
—Submitted by a parent


Posted January 31, 2013

The new administration of this school is deplorable. They bully both students and parents in an attempt to demoralize those who want to achieve. Attempts to communicate with the administration are ignored. If you can get their attention you are met with hostility and denial. Integrity, honesty and all the tenets of SOAR which they push on the children on a daily basis are not reflected in the slightest by the behavior of the current administration. Caveat emptor.


Posted December 20, 2012

I whole-heartedly agree with the previous post - RHMS used to be such a great school. I have had children at least one child in the school for the past three years, and we have always loved this school. We have seen an immediate decline in the culture with the arrival of the new principal. A number of changes that have been made that have negatively impacted what used to make RHMS great. The top administration is not receptive to parental input that does not exactly align with their plans for the school. After giving constructive feedback and legitimate concerns about my child's ability to function at the school under some of the new processes, I was treated without respect and disregarded....I would not recommend this school. I think we can expect a decline in the RMHS that we have all come to know and love over recent years. Great teachers, great parents, lousy administration....Very, very sad.
—Submitted by a parent


Posted November 27, 2012

Used to be such a great school. Now they have so many problems with bullying and crazy teachers!!! Looking into finding a new school for my children! Children can be hit in the head daily in the classroom and if the teacher has their back turned they will ignore the problem. Tried talking with vice principal never got anywhere. Its sad when teachers protect the bullies. Years ago I would have given this school a 5 star. I wish I could now. There are still a few really awesome teachers but if your child gets one of the bad ones its the worst experience ever. Bad teachers like the ones at this school are what cause children to say things like "I want to die!" Would not recommend this school!!!
—Submitted by a parent


Posted August 23, 2010

Above and beyond excellent! Amazing leadership by the Principal. Great teachers, as well as kids. Definitely one of the Best Middle schools in Bay area. Expectations of the students performance are very high, but I believe it actually pushes kids to try more and better. This school is great preparation for high school and the best my child ever got.
—Submitted by a parent


Posted February 21, 2010

I am an 8th grader at this school. This school is very good. It has high expectations.(sometimes a little to high.) The 8th grade teachers are exelent with great teaching skills, and it seems pretty safe there. The 6th grade teachers seemed kind of mean, and strict though. Once you get to the 7th grade and higher, it is pretty cool, and fun there. One thing that can use some inprovement though, is how they have special ed set up. One of my favorite teachers there is one of the 8th grade english teachers. She is very cool, and will make you laugh. Over all you will meet great people there, and learn a lot of good things. It was much better than elemetary school in many ways. I give this school a 9 out of 10. The best school ever!
—Submitted by a student


Posted February 21, 2010

My child has enjoyed her years at Rolling Hills. The band program is excellent, owing to the wonderful band director. Another plus is the exceptional school musicals. Academically, the school has high standards that sometimes left my child struggling. However, teachers are very responsive to my concerns and are accessible for further assistance after school. I feel my daughter is better prepared for high school for having been at Rolling Hills.
—Submitted by a parent


Posted January 14, 2010

Overall I have been happy with my sons' experiences at Rolling Hills. The band program is fantastic. My boys are learning in their classes and generally have a positive impression of school. I was concerned about my younger son because of some of his special needs, but the staff has been very supportive and the other students accept him. There is an accountability that didn't exist in elementary school, and I get regular feedback from the teachers. My older son's complaint is that the classes are not challenging enough, but he is at an extremely high intellectual level and learns much faster than his classmates. Other than the chance to advance a year in math, there is no GATE program to speak of. I wish the teachers could provide greater differentiation within the classroom.
—Submitted by a parent


Posted December 21, 2009

I am a student at RHMS and LOVE it. It is so much better than my elementary and I absolutely love band! I have nothing bad to say but my good list goes on forever. I totally recommend this school.
—Submitted by a parent


Posted May 18, 2009

This is our 1st year at RHMS. Our child is a 5th grader. The expectations are very high, but for a child with a processing disorder, there isn't a lot of support. Band and the science teacher have been fantastic for him!
—Submitted by a parent


Posted March 24, 2009

Rolling Hills has its ups and downs.. it makes me feel scared at times, the students CAN be pretty mean. And the teachers DO show favoritism to some students. Sometimes I don't want to come here, I think some of the teachers have a bad attitude.
—Submitted by a student


Posted October 4, 2008

Rolling Hills is the finest school in the area. Our daughter was at Redwood and the atomosphere there was poisonous. At Rolling Hills the students and staff welcomed her and made her feel safe.
—Submitted by a parent


Posted May 7, 2008

RHMS has an excellent academic program and after-school sports teams. The teachers are outstanding.
—Submitted by a parent


Posted December 13, 2007

RHMS is a wonderful school. The band program is exceptional; the Advanced Band took 2nd place this year at the Los Gatos Parade on December 1st and we got 1st place last year, we got a unanimous superior rating at the CMEA Music Festival in Gilroy last year. The teachers are all excellent, and they help a lot with the Eigth Grade Ehibition Paper and project. The campus is also quite nicce. Also, the staff try very hard to get advanced studentsinto special classes - three other students and I are taking algebra 2 this yea at Westmont and the staff has worked that outwell. RHMS is great.
—Submitted by a student


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

919

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

919

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

+8

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

9 / 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)

9 / 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 60% in 2013.

127 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
80%

2011

 
 
85%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

126 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
82%

2010

 
 
82%
Science

The state average for Science was 57% in 2013.

126 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
80%

2010

 
 
93%
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.

284 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
83%

2011

 
 
81%

2010

 
 
79%
Math

The state average for Math was 55% in 2013.

284 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
73%

2011

 
 
78%

2010

 
 
75%
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

Algebra I

The state average for Algebra I was 86% in 2013.

48 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%
English Language Arts

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

268 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
84%

2010

 
 
81%
Math

The state average for Math was 52% in 2013.

219 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
69%

2010

 
 
74%
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

Algebra I

The state average for Algebra I was 50% in 2013.

199 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
54%

2011

 
 
67%

2010

 
 
68%
English Language Arts

The state average for English Language Arts was 57% in 2013.

246 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%

2011

 
 
78%

2010

 
 
80%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

43 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

248 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
68%

2011

 
 
73%

2010

 
 
71%
Science

The state average for Science was 67% in 2013.

246 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
86%

2011

 
 
83%

2010

 
 
90%
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 Students88%
Females94%
Males84%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged85%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)79%
Parent education - college graduate93%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged81%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)84%
Parent education - college graduate93%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Science

All Students85%
Females79%
Males89%
African Americann/a
Asian95%
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)83%
Economically disadvantaged81%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)89%
Parent education - college graduate93%
Parent education - graduate school/post graduate90%
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 Students88%
Females89%
Males86%
African American77%
Asian88%
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)91%
Economically disadvantaged60%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability88%
English learner25%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)80%
Parent education - college graduate92%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students77%
Females77%
Males78%
African American62%
Asian90%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged47%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learner50%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate84%
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

Algebra I

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females80%
Males83%
African Americann/a
Asian93%
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)82%
Economically disadvantaged73%
Not economically disadvantaged84%
Students with disability38%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)74%
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students77%
Females74%
Males79%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged72%
Not economically disadvantaged79%
Students with disability45%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)72%
Parent education - college graduate79%
Parent education - graduate school/post graduate85%
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

Algebra I

All Students58%
Females62%
Males54%
African Americann/a
Asian87%
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)59%
Economically disadvantaged39%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)56%
Parent education - college graduate65%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

English Language Arts

All Students79%
Females85%
Males75%
African Americann/a
Asian89%
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)83%
Economically disadvantaged62%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)70%
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students77%
Females74%
Males79%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged64%
Not economically disadvantaged80%
Students with disability36%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)72%
Parent education - college graduate78%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students94%
Females95%
Males93%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged93%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)95%
Parent education - college graduate96%
Parent education - graduate school/post graduate96%
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
White 50%
Asian 21%
Hispanic 19%
Black 4%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 18%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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1585 More Avenue
Los Gatos, CA 95030
Website: Click here
Phone: (408) 364-4235

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