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Teacher quality
Principal leadership
Parent involvement
My daughter just finished kindergarten here. The PTA and the other parents' involvement is great. They provide great support to the wonderful teachers ans staff that work at the school. The school received a perfect API rating of 10 on the latest results, and the news was published by the Mercury News newspaper. There is a sense and culture of community at the school. The PTA and staff put on multiple events throughout the school year to welcome and engage the families of the students. They show the appreciation to the families for all the support they provide, and seem genuinely caring of the students. I've found the teachers have passion for their jobs, and they want to see the students succeed. They are forward looking when it comes to academic environment and methods. It seems to me that they try to be a step ahead of what they see coming. I'm happy to send my daughter here.
—Submitted by a parent
Two nieces, two nephews and my son now goes to this school. They love it. Academics is excellent. Principal, teachers and school staff are all supportive and nice.
—Submitted by a parent
My daughter has been going here for 3 years now and we love this school. On-campus after-care program, "After The Bell", which is run by the city is really good as well, in a safe environment and well-rounded schedule with both homework help and sports. However, as a parent, I feel that school need to focus more on academics, especially for gifted students. Let's face it, local economy & home prices are directly proportional to the school API ratings and every school in those "good" school districts leave no stone unturned to maintain their scores. Curtner is currently best rated school in Milpitas and has been making good progress in API scores over last few years. Hope that rating of 10 is not too far away. This is when the rest of the bay area will take notice. However, it would take lot of effort from the principal, teachers, students and last but not the least all parents. Go Curtner!
—Submitted by a parent
This is a great school. My daughter has been in there for last 4 years and she loves it.
—Submitted by a parent
Great school with nice support from parents and teachers. Wonderful volunteer support from parents for that every body should be proud of.
—Submitted by a parent
Great school, very good teachers. School celebrates lot of cultural events which makes leaning fun. They have a good band program for students interested in music. School principal is very much involved with the kids and it is amazing that he knows every student by name.
—Submitted by a parent
I like very much this school. I am one of the many parents who volunteer in this school to make it a better place to our children. Teachers are very supportive. The result of these positive involvements with kids in mind is that our school is having a positive growing. My child loves going to school. This week is February break. Yesterday, she told me she did not want to be at home. I am very proud to say my child goes to Curtner School.
—Submitted by a parent
Great school, wonderful environment for avid students. Most of the teachers are very supportive. Another three words.
This school is amazing. The teachers challenges the kids academically but also concern about other aspects of learning. The school celebrated many different cultural events which enable kids to have an open mind to other cultural aspects and histories. They have a strong PTA and it is one of the few school ( if any in the district) that has a Parent Involvement Room. I also like the principal isn't just pushing the better student to improve, but to help raised the performances of the challenged students. With the recent years of budget cuts, and teachers working with less resources and more students, this school amazes me with its great performance. A little disappointed to know that it has less sports than other schools, but nevertheless, it is a great school. I love this school, which is why I am at the school every morning to drop off my kids and to talk to other parents and teahers. People are just wonderful here. My kids love it! They call it their second home.
—Submitted by a parent
I have othe rchildren who have attended this school. I know that my daughter need to test for RSP class, but no one would listen to me about it. I finally took her to see her doctor and he is helpping me by getting my daughter tested for resource class by writing a letter to the school. Because no one at the school would listen to me. And it upset me because they did not listen to me in first place about it.
—Submitted by a parent
I disagree, my child has been attending Curtner since 1st grade and is now in 5th. If the child qualifies for resources through the state guidelines they will be given. Otherwise, a tutor must be paid for out your your own pocket. Test scores are important, it's indicative of the level of learning.
—Submitted by a parent
This school has great teachers. I have had three children through and gone through 3 principals (my middle had all three). The latest principal always asks parent volunteers to do more and more for him and less for the teachers. All he seems to care about is test scores and not on students. They just got new whiteboards that cost several thousand dollars, but my friend's daughter who is having trouble can't get tutored because she is too high. Children who are academically higher in 1-3 get lost in the shuffle because they will score well on the state test. Those who are low are told to sit in front of a computer to learn.
—Submitted by a parent
This school is really great including teachers and principal. I will give this school 5 stars.
—Submitted by a parent
I think this school is very good. It pushes your child enough to learnnnahead of a grade.
—Submitted by a parent
Most teachers are very interested in their students and want them to succeed. The new principal has implemented some new programs that have improved the school. Lots of parent involvement.
—Submitted by a parent
I really appreciate all the good works of all the teachers and the principal. Also, coach Billy that my daughter always mentions have a great time during PE.
—Submitted by a parent
My son is just finishing his kindergarten year here and it has been awful. He has had a hard time adjusting to kindergarten and the school is not helpful at all. They would not allow him to go on any field trips this year because of his behavior and I think it is extremely unfair.
—Submitted by a parent
I'd rate this school four star.All my kids studied in this school and all of them love Curtner. As Principal, Colleen is doing her job excellently-involved ,strict and caring.Her address to the '07 graduates is touching . Most teachers are great mentors and they go out of their way to make school activity fun.Environment is kept safe- drop offs, ID to visitors, etc. Ms. K at cafeteria is amazing,Coach Billy makes PE pure fun! Mr. Yohara,substitute teacher is well loved and respected.
—Submitted by a parent
A good school. But found that there are certain teachers who do not pay attention to those students in their class who are actually a bit more advanced than the other children, or perhaps needs a bit more attention because the student is bored. The student then looses interest and their attention span shortens and the short attention span becomes a bad habit.
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
101 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
83 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
122 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
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | n/a |
| Asian | 86% |
| Filipino | 73% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 77% |
| Fluent-English proficient and English only | 87% |
| 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) | 85% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | 95% |
| Filipino | 82% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 88% |
| Fluent-English proficient and English only | 89% |
| 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) | 85% |
| Parent education - college graduate | 87% |
| 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 | 70% |
| Females | 81% |
| Males | 60% |
| African American | n/a |
| Asian | 75% |
| Filipino | 80% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 59% |
| Fluent-English proficient and English only | 82% |
| 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) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 93% |
| Males | 90% |
| African American | n/a |
| Asian | 96% |
| Filipino | 93% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 92% |
| Fluent-English proficient and English only | 91% |
| 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) | 89% |
| Parent education - college graduate | 96% |
| 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 | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 93% |
| Filipino | 96% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 83% |
| Fluent-English proficient and English only | 93% |
| 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) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 87% |
| African American | n/a |
| Asian | 93% |
| Filipino | 88% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 93% |
| Fluent-English proficient and English only | 87% |
| 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) | 91% |
| Parent education - college graduate | 89% |
| 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 | 85% |
| Females | 91% |
| Males | 78% |
| African American | n/a |
| Asian | 96% |
| Filipino | 80% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 73% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 95% |
| Males | 89% |
| African American | n/a |
| Asian | 98% |
| Filipino | 93% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 83% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 88% |
| Males | 76% |
| African American | n/a |
| Asian | 94% |
| Filipino | 87% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 73% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 82% |
| Females | 84% |
| Males | 78% |
| African American | n/a |
| Asian | 84% |
| Filipino | 80% |
| Hispanic or Latino | 71% |
| 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 | 65% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 46% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 93% |
| Filipino | 76% |
| Hispanic or Latino | 59% |
| 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 | 70% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 61% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| 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
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 75% | 11% | ||
| Hispanic | 15% | 51% | ||
| White | 7% | 27% | ||
| Black | 2% | 7% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 38% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | 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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275 Redwood
Milpitas,
CA 95035
Phone: (408) 635-2852
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