Advertisement

GreatSchools Rating

Barrett Elementary School

Public | K-6 | 580 students

Last modified
Community Rating

5 stars

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

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

11 reviews of this school


Sort by:
Show reviews by:
Posted June 7, 2012

My daughter has attended Barrett Elementary for 3 years now and she has adored every teacher she has had. I believe they are very committed to helping the students. My daughter has learned a lot these past few years. Also, we have a great new principal.
—Submitted by a parent


Posted September 30, 2009

One thing we all need to remember is education starts at home. We place a lot of responsibility on schools and teachers to be the primary educators of our children - in my opinion, too much responsibility. At Barrett, the teachers take this responsibility very seriously, but face challenges with the ever increasing number of ESL and ELL students, increasing budget restraints and dimishing funds, and lack of parental support. Lisa Atlas and her staff are committed to improving the lives and quality of education their students receive, but to see a greater level of academic performance and improvement in pride and self confidence in these children, there needs to be a stronger committment from the parent community to make this happen. Invest in your own child's future and show your support through volunteering time in the classrooms, supporting the HSCC through donations, and being 'present' in their daily academic lives!
—Submitted by a parent


Posted May 21, 2009

I see that the 'old homework debate' is alive and well at Barrett. Both sides have valid and heartfelt opinions on this subject, but I must agree with Barrett's recent decision to limit homework to nightly reading. This decision was reached by Mrs. Atlas based on recent , in depth, national studies that observed that students that do alot of homework in elementry grades do not perform any better than students that do limited amounts of homework . Studies have also shown that good READING habits are the most important factor in a students academic success. In todays real world,families may not have much quality time with their young children. Stress over getting homework done may collide with many working mothers that are too tired at night to fight the homework battle. I applaud Mrs. Atlas for her courage and insight into bringing Barrett into the todays world. Debra Morris,guardian


Posted May 20, 2009

I just read the unfair review that someone posted yesterday. I am a mother of 7 and a grandparent of 8. I am familiar with many schools at all levels. My two eldest grandsons graduated from college last year. my youngest grandson will graduate from Barrett in a few weeks. i have had grandchildren at Barrett since the day it opened. This is a school full of dedicated, caring teachers that are very aware of all recent educational tools and how to incorporate them into their classrooms. Mrs. Atlas, the principal is the most enregetic, intelligent leader I have ever encountered in over 50 years of haveing students in public schools. She loves her school , the students and her staff and gives 150% of her time and energy to Barrett. You should also find out about recent recognition of Barrett students in regional accomplishments. Check your facts !
—Submitted by a parent


Posted May 19, 2009

with all do respect to all comments , i do not agree with them.most of the teachers don't care if the students did their homework, or even finishes their work at school. everything is optional,the teacher will give the student a long list of questions to do for their reading, but not all the students will do it, because it's optional. this year they started the no homework thing, only reading, that's the principal new way of doing homework, so how about math, science and writing. the other thing is i don't see my kids studying science ,they say they don't have time for it, they'll start the next half of the year,i always wonder what do they do in school all day, their science education is not good at all. the principal seems nice, but as far as leadership and education, she doesn't fit in this catagory.
—Submitted by a parent


Posted January 7, 2008

barrett has very good principal leadership!
—Submitted by a parent


Posted August 14, 2006

I have been very pleased with Barrett. I moved from Cupertino and have to say I am impressed with the school and most teachers. The school staff is very tuned to the Students needs. The Principal cares about the students and it shows.
—Submitted by a parent


Posted July 14, 2006

It seems to me the more I find out about other schools in the surrounding area I relize more and more through talking to other parents that this is one of the better schools out there. I feel lucky and glad to know my child is going to such a great school. I didn't know till now what a great school she was going to I guess I have always had high standards. I did notice that the the staff seemed to really enjoy working with the students and I was happy for that and the test score met up and I could see my child was doing well but it's nice to know others hold it up in such high regard also. Great School five stars:)
—Submitted by a parent


Posted January 9, 2006

We have been at Barrett for three years now (2 children). The teachers and principal are great. There is a high number of English learners at this school, which takes time and energy away from students who are proficient. I have been happy with the art and music programs. There is a core group of parents that are involved. My children have done very well there, but we are currently looking at alternatives, because there are just too many non-English speakers, which just takes too much time and resources away. Also, the social climate is questionable after the primary grades.
—Submitted by a parent


Posted November 2, 2005

The quality of the academic programs at this school are excellent. The availability of extra curricular activities is limited by the ever decreasing funds the state makes available for this purpose. This is a shame ,but not the fault of the school.Parent involvement is very healthy but limited as most households in this community are two working parent units. It is hard to be involved in school activities after a full days work. Overall, this fairly new school does a great job at educating our children. Special recognition should be given to the principal,Mrs. Lisa Atlas. She is a strong and innovative leader.
—Submitted by Carol Moran, a parent


Posted May 4, 2005

Great teachers! Children seem to absorb like sponges from them. Nice new school set in a pleasant residential area. Very active home and school club.
—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

757

Change from
2011 to 2012

-28

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

2 / 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 did not meet 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 did not meet all student subgroup API targets for 2012

This school's
API score

757

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

-28

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)

4 / 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)

2 / 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.

85 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
50%

2010

 
 
49%

2009

 
 
44%
Math

The state average for Math was 64% in 2012.

85 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
53%

2010

 
 
66%

2009

 
 
57%
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.

66 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
41%

2010

 
 
33%

2009

 
 
40%
Math

The state average for Math was 69% in 2012.

67 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
73%

2010

 
 
68%

2009

 
 
69%
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.

98 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
59%

2010

 
 
62%

2009

 
 
64%
Math

The state average for Math was 71% in 2012.

101 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
57%

2010

 
 
57%

2009

 
 
76%
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.

77 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
51%

2010

 
 
58%

2009

 
 
53%
Math

The state average for Math was 65% in 2012.

77 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
46%

2010

 
 
48%

2009

 
 
51%
Science

The state average for Science was 60% in 2012.

78 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
41%

2010

 
 
52%

2009

 
 
45%
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.

62 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
56%

2010

 
 
57%

2009

 
 
56%
Math

The state average for Math was 55% in 2012.

62 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
52%

2010

 
 
54%

2009

 
 
48%
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 Students38%
Females43%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged26%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability40%
English learner27%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)55%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females43%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged50%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability59%
English learner40%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)69%
Parent education - college graduate64%
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 Students39%
Females41%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged25%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability41%
English learner31%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females59%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged52%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability62%
English learner62%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)53%
Parent education - college graduate71%
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 Students56%
Females60%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged33%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability56%
English learner49%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate7%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)67%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students65%
Females63%
Males65%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged49%
Non-economically disadvantaged80%
Students with disability58%
Students with no reported disability65%
English learner68%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate43%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)64%
Parent education - college graduate80%
Parent education - graduate school/post graduate83%
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 Students47%
Females44%
Males50%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)79%
Economically disadvantaged30%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability49%
English learner28%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)42%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students35%
Females33%
Males37%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)53%
Economically disadvantaged19%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability38%
English learner17%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)32%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students55%
Females53%
Males57%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged42%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability59%
English learner26%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate87%
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 Students45%
Females52%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged29%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability50%
English learner9%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students42%
Females37%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged29%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability46%
English learner17%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)63%
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 50% 49%
White 29% 28%
Asian 9% 8%
Multiple or No Response 7% 3%
African American 3% 7%
Filipino 1% 3%
Pacific Islander 1% 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 131%N/A24%
Students eligible for free or reduced-price lunch program 244%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • Title I Academic Achievement Award (2007)
  • Distinguished Schools Honary Award (2006)

Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus

Language learning

Foreign languages spoken by staff
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 7:50
School end time
  • 2:00
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Moira Barker
Fax number
  • (408) 766-8693

Programs

Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Resources

Foreign languages spoken by staff
  • Spanish
School leaders can update this information here.

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Parent involvement
  • Parents are involved through the home and school club, school site council, elac and through daily interaction as volunteers.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Martin Murphy Middle School
Britton Middle School
Notice an inaccuracy? Let us know!

895 Barrett Avenue
Morgan Hill, CA 95037
Website: Click here
Phone: (408) 201-6340

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

ADVERTISEMENT