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GreatSchools Rating

James L. Bunker Elementary School

Public | K-6

 
 

Living in Newark

Situated in a suburban neighborhood. The median home value is $325,300. The average monthly rent for a 2 bedroom apartment is $1,670.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted August 30, 2013

My son finished his 7yrs of elementary education at Bunker, We have had a 7 great years there. We were sad to move out of bunker. All teachers are very good and nice and are approachable after or before school unlike other schools. Principal was one great leader always on the school grounds greeting. Of course office people can be little more nicer. Wish bunker families great progress and success. Thank you so much... Wish computer lab will be functional soon.
—Submitted by a parent


Posted May 16, 2013

We are happy at Bunker but it's just an average school. If you have child that is above average or a high achiever it may be hard for the teacher to notice their need for more advance work assignments due to the large class sizes.This school offers no computer lab but this may be a district problem. We are going to try a new program next year due to our child's needs and desire to achieve more for herself than what is offered with the current California education curriculum.
—Submitted by a parent


Posted June 15, 2012

My daughter just completed 6th grade at Bunker. She has had a great experience there and will miss it. All her teachers have been outstanding: Ms. Street, Ms. Watters. There is alot of parent involvement in the school, everybody does their part.
—Submitted by a parent


Posted December 29, 2011

The teacher, principal and over all education is pretty good. This school is improving day by day.
—Submitted by a parent


Posted June 18, 2011

My daughter just finished her kindergarten. She had a great experience at Bunker. Her teacher is really good. We love her! She seems to know all the kids pretty well even though she has 29 kids in the classroom. She would spend extra time to work with the kids who need help. All the kids seem to behave pretty in the class too. My daughter is lucky to have a great teacher at her first year of school!
—Submitted by a parent


Posted January 11, 2011

When we moved to Newark 6 years ago we did not have any information regarding the NUSD or Bunker School. My child has attended Bunker, since kindergarten and we are very pleased with her development as a student and young person. We work on her home work every weekday evening and receive feed back through homework, graded assignments and report cards. We have been given the opportunity for her to receive after school help with her weaknesses. Additionally, we have always had access to her teachers and the principal. I believe all of Bunker s staff is very committed to the community and its students! Bunker is building students who have a strong foundation of the basics, a great dedication to their education and who becoming life long readers! As involved parents my husband and I could not be any happier.
—Submitted by a parent


Posted December 18, 2010

I think teachers and staff do a great job specially considering the economic situation of the schools. The new principal has worked, in my opinion, in a very professional way. There is a great deal of parent involvement and all parents are welcomed to become involved. My daughter went to Kindergarten and loved her Teacher and now in first grade has told me that her teacher is as nice as the Kindergarten teacher was. As usual there are disagreement among parents, some love the school and staff and some are not so happy because boundaries are set. Come to Bunker and be involved in your child's education. Bunker will be a great school for your child.
—Submitted by a parent


Posted October 10, 2010

This school has the highest API of all Newark schools, with a gain of 20 points for a score of 862! This is an amazing accomplishment and represents the hard work of each student, staff member, administration, and parents! Students who need help can attend interventions, and students who need to be challenged are given that opportunity as well. I'm happy to have my son at Bunker.
—Submitted by a parent


Posted September 2, 2010

This is my 4th year at Bunker as a parent and so far it has been very pleasant and safe for my child.I have appreciated and enjoyed the vision that our Principle has had for our school.She does have open door policy and she does make time for the parents.I have dropped by in her office.Bunker is a great school because it have great parents behind its students as well as teachers leading them.
—Submitted by a parent


Posted August 22, 2010

My family is new to Bunker School, and while we have no experience with the school, I'm confused by the previous post. It sounds to me like an unhappy parent attacking another post? Or is the parent attacking the webpage? I was looking forward to reading some honest to goodness reviews of the school, and not the rantings of a conpiracy theorist. I look forward to experiencing Bunker for myself, and countering these disjointed, accusatory comments as soon as possible!
—Submitted by a parent


Posted July 29, 2010

Quick!! Make a copy before it gets scrubbed. Adminstrations from our Nations Capitol, all the way to our Public Schools. Don't like it?? Simply get it deleted. The First Amendment is but a blink away from extinction. Look to the stars for your answer, or perhaps the lack there of...
—Submitted by a parent


Posted May 12, 2010

New administration is not doing a good job. Parents feel that they are only needed when the school needs money and otherwise are a burden. You either feel like you don't know what you are talking about or your questions are an inconvenience from principal and staff. The open door policy is a joke as it takes several weeks to get an appointment with the principal. Then when you do, she is condensending. The office manager often forgets your childs name or just doesn't care. Each child is a force to be reconkened with by her instead of being treated with respect and kindness. The lunch room is run like a boot camp. I have witnessed the monitors telling the kids that they will not get recess if they are not quite, both feet on the floor, etc. Not the same school it was 2 years ago.
—Submitted by a parent


Posted May 10, 2010

Academics: homework burden beyond normal, no help for children needing extra help, no inspiration for higher achievers. State Standards is pushed, with study to test. There is little if any enrichment learning. Parent involvement: regarding academics is not welcome at local and district levels - but is welcome for fundraising efforts. Quality family life, talents and skills is not considered important. Teachers: extremely unhappy with one teachers integrity which fell on deaf ears when reported... as bad teachers are protected by Unions and can not be fired. Good Teachers hands are tied, as they must teach to the test. In summary: After years of trying to help improve the system which was to no gain, we choose to leave Bunker and enroll in a Private School. I get no pleasure in writing a poor review - but this has been our experience.
—Submitted by a parent


Posted February 13, 2010

My child has been at Bunker School for several years now. My family was happy with the school and Mr. Chamberlain was a very great asset to the school. However, recent encounters with the new administrator have left me feeling disappointed and even a little discouraged about my child's future at Bunker. I am not personalizing this, I am basing this on what I feel other administrators would have done in the same situation. I was not happy with the process that was carried out. I honestly have lost all confidence in the new administration and I feel as a parent my child needs to have a more supportive, understanding, and empathetic environment in which to learn. We are even considering moving out of the school district next year. That's just my personal experience, but I know there are other parents out there that feel the same.
—Submitted by a parent


Posted September 13, 2009

It is an outstanding school with exceptional teachers that teach from the heart.
—Submitted by a parent


Posted June 30, 2009

this school has taught my daughter so much in a year, since we had moved. i am very proud of her and the teachers for helping her.
—Submitted by a parent


Posted May 11, 2009

This is a fantastic school. The teachers do an outstanding job getting the students to reach high academic goals, the school is well organized and there is a sense of community throughout.
—Submitted by a parent


Posted December 3, 2008

So far the school is great. My son has the best and the brightest Kindergatren teacher who is all about new and innovative teaching. Other parents want their kids in her class!
—Submitted by a parent


Posted May 30, 2008

This school is excellent, my child loves it there.
—Submitted by a parent


Posted April 28, 2008

Best school! My son loves his school. Teachers are very good and have enough time to make kids understand a subject in a fun way. School Principal is a hard working,dynamic person. School office staff is helpful and friendly. Overall this school is well balanced with good academic and cultural activities.
—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 2013.

This school's
API score

895

Change from
2012 to 2013

+30

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

3 / 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

895

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

+30

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 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
(2012)

8 / 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)

3 / 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 56% in 2013.

81 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
66%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%

2011

 
 
74%

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

English Language Arts

The state average for English Language Arts was 46% in 2013.

79 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
52%

2011

 
 
61%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

81 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
80%

2011

 
 
77%

2010

 
 
77%
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 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
84%

2011

 
 
76%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

91 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
80%

2010

 
 
88%
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.

66 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
62%

2011

 
 
58%

2010

 
 
63%
Math

The state average for Math was 65% in 2013.

65 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
68%

2011

 
 
60%

2010

 
 
57%
Science

The state average for Science was 57% in 2013.

64 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
61%

2011

 
 
65%

2010

 
 
67%
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.

73 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
53%

2010

 
 
63%
Math

The state average for Math was 55% in 2013.

73 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
67%

2011

 
 
56%

2010

 
 
70%
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 Students80%
Females77%
Males84%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged71%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learner67%
Fluent-English proficient and English only83%
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)73%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students87%
Females86%
Males87%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged76%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability86%
English learner58%
Fluent-English proficient and English only91%
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)87%
Parent education - college graduate90%
Parent education - graduate school/post graduate93%
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 Students73%
Females76%
Males71%
African Americann/a
Asian89%
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)73%
Economically disadvantaged61%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only80%
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)33%
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males83%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged72%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only90%
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)54%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
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 Students65%
Females67%
Males64%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged48%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only72%
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)46%
Parent education - college graduate81%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Math

All Students80%
Females82%
Males78%
African American58%
Asian91%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged66%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only84%
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)68%
Parent education - college graduate95%
Parent education - graduate school/post graduate71%
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 Students85%
Females85%
Males85%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged74%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only92%
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)85%
Parent education - college graduate89%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students84%
Females79%
Males90%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged68%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only90%
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)83%
Parent education - college graduate93%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Science

All Students82%
Females75%
Males88%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged56%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only85%
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)77%
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
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 Students64%
Females72%
Males59%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged42%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only72%
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)56%
Parent education - college graduate75%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students61%
Females62%
Males61%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged38%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only68%
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)50%
Parent education - college graduate75%
Parent education - graduate school/post graduate67%
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
Asian 27%
Hispanic 26%
White 21%
Black 9%
Two or more races 5%
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 29%N/AN/A
English language learners 17%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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6071 Smith Avenue
Newark, CA 94560
Phone: (510) 818-3100

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