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American Indian Public Charter School II

Charter | 6-8 | 172 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

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16 reviews of this school


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Posted December 8, 2013

The website's FAQ says that they don't spend school funds on things such as school lunches or technology so that those funds could be used on textbooks and teachers. However, the textbooks used here are a decade old and teachers make a meager sum. If you want your kid to crumble as soon they leave this place, send him here. The kids aren't taught to be good students. They're taught to conform to the pressure just to pass. As a former student, my years at AIPCS did more harm than good.


Posted May 21, 2013

I recently visit this school . I can see this school all the students and teacher is very polite and the school is very clean . I like this school .


Posted March 11, 2013

VERY interesting updated website, including the FAQ's. The part about the free lunches was comical. It stated something about overweight children, and yet the rule at the school is, if you forget your lunch tough luck; a parent cannot drop it off. So in turn, let the kid starve after snacking off their friends lunch! Another interesting concept about no art, music etc. Since today's college's so impacted, colleges will be looking into extracurricular activities and if they participated in arts, debate, sports, and/or school clubs. Getting into colleges at the present time is NOT just about scores. One last thing: how many teachers still don't have their credentials!!?? Do a teacher look up on the CTC website!


Posted February 26, 2013

American Indian Public Charter schools are extremely benefecial for any child. They prepare children mentaly, physically, and emotionally for any challenges that your children may face. Personally I've had a wonderful experience there. The teachers are prepared to help your child, which is often hard to find in other school. The academic curriculum is rigurous, making students aspire to a standard that is higher than they ever thought they could achieve. These schools build character and study habits that will benefit your child. American Indian Schools are the best in the country.
—Submitted by a parent


Posted October 5, 2012

I'm a current eight grader at this school, and I love it. The improvement I've been through is incredible. At this school, it does take a while getting used to the strict curriculum, but you'll get used to it. A group of students get placed into the same class with the same teacher for three years. On one side, that really seems like a terrible choice. However, look at the bonds formed by the teacher and students. I've been with the same classmates for years, and I know them really well and feel totally comfortable asking them for help. They also teach you about jobs, the market, how to be productive, and when to seize opportunity and be competitive. To be honest, I was a shy, selfish, and inconsiderate person when I first came to the school. Two years later, I've become more mature and outgoing. I remember in elementary school, I got mediocre scores in the STAR test- only proficient. Now, I get 600 points in math and 505 in language arts. The school looks extremely strict on the outside, but the school really shapes you into a good, hardworking kid. I'll be tough at first, but it's totally worth it on the long run. I totally recommend it 100%.


Posted September 28, 2012

American Indian is a very strict school. Im a 7th grader at this school & my teacher always seem to make me feel umcomfortable in class every single day. He seems to like embarrassing kids in front of others. i think that this isnt right. One day when he asked the whole class if they liked the school or not. we had to honest honestly those who like the school raise their hand & those who dont keep their hands down. While only about 3 people raised their hands,the teachers saw me who didnt raised my hand & start yelling at me telling me," We dont want you here! Transfer out!" this comment made a majority of the class raised their hands even though they wholeheartly dont like the school. What i think of this is that the teachers are messed up they blame us for something we dont do,they go by favorites and worst of all they make fun of us & embarrass us! Like this one time when he was making fun of this boy & he pulled me into it by sayin that that boy use to like me in 6th grade! I felt like a laughstock of the whole class! Why are they hiring messed up teachers! Iv had enough of this school! Im always waiting for it to close down one day and maybe this wish will come true this year.


Posted April 19, 2012

My kids are attending AIPCS II. They were attending elementary private school before they attended AIPCS II. I always thought my kids are very well prepared and I wouldn't have any doubt they would have any problems if they attend this school. Very unfortunate that I was wrong. I was shocked when the teacher told me my kids are academically behind. I couldn't believe it until months later. My kids told me the same bad story. They always thanks me to send them to AIPCS II. They always said they learned so much from this school compared with their old private school. The teachers are very supporting. I am so glad I made the right decision to send them to AIPCS II.
—Submitted by a parent


Posted August 24, 2011

I enrolled my child in this school 3 years ago. She is now currently a freshman in high school. Though there is a American Indian Public High School campus, I was 100% behind her decision to not attend it. This school does not provide any help in real world social situations. The classes remain the same throughout all 3 years, so students are unable to improve their abilities to create new relationships with different classmates. And with only one teacher for all subjects that are taught, students are unable to adapt to different teaching styles over the years. All this school does is force each individual student into a pre-made mold and constrict their imagination and individuality. The principal of this school used to be in the American Indian Public Charter School 1 campus, but she harassed and emotionally-attacked my child during the early mornings before class and after school, so I transfered her to the 2nd campus. After a year though, she was fired from her job and eventually squeezed her way into the second campus. My child is now socially awkward in her new school. If the mission of this school is to create effective citizens, it is doing an utterly horrendous job.
—Submitted by a parent


Posted August 24, 2011

This school is horrible. The teachers are encouraged to discourage and bully the kids into feeling awkward, unwanted, and miserable. Students are not allowed to socialize with each other or drop their pen. There are no extracurricular activities. The principal rolls her eyes and answers students' and parents' questions with a snobby, i'm-too-good-for-you tone. The principal favors students over others and is direct about it. She was a former teacher fired from the original American Indian. Don't let your child go to this school, unless you want him or her to grow up to be an unsuccessful, unhappy adult. Thank you for your time.


Posted September 21, 2009

I am currently a 7th grader in aipcs2. This school is very strict and make no exceptions. This school doesn't have any lockers and I was thinking that it will be very embarassing to not know how to open a locker. It is because you didn't have 3 years of practice to learn it in middle school. It is strict but it helps me improve in all my subjects and finds interest in History . You get detention very easily but I don't really care because it is basically like study hall. I was surprised that I am the student of the month because I thought the smart students in my class gets it. When I was a 6th grader, I went to this school with no fear of getting detention and I was not scared to do anything bad BUT now I am for some reason.
—Submitted by a student


Posted August 20, 2009

I am currently a 7th grade student at this school. During the first couple of months in sixth grade, I was very upset about being sent to such a strict school. Then, I started learning. The teachers are great. We achieve and overachieve. I got a 600 on my STAR test; that's every question correct! I also got a 509 on my Language Arts. We are rewarded when we do well. I feel proud when my school gets into the paper for being strict. Yes, we do get sent to detention for little things like skipping ONE SINGLE problem on an assignment or going against the dress code.
—Submitted by a student


Posted June 3, 2009

This school is a step above the average for Oakland schools. Everything is above the average. The work load, the challenges, the hardship, and the rewards. The learning experience is great and the rewards is great for the students. But the price that students pay for the rewards is too great.
—Submitted by a student


Posted May 22, 2009

I will be forever grateful to Dr. Chavez for his leadership and vision for our children and community. The first time I met Dr. Chavez I stopped him on MacArthur Blvd in Oakland and I came away more impressed that his leadership and style of discipline would be invaluable for my African American son in developing the skills for higher education. The school curriculum is high school prep and the state testing results demonstrates it competes academically with all of the top schools in California and nationally. For most kids coming to the school there will be some adjustment requirements. The homework workload is at least double if not more the amount given in public schools. Mr. Glover is a really good principal and teachers Mr. Young and K are excellent. Excellent staff Jean at the front desk and top janitors a very clean campus.
—Submitted by a parent


Posted January 11, 2009

I have attended American Indian Public Charter School II. I am in the sixth grade and my teacher's name is Mr. Burns. He teaches me with great confindence and when I asked a question, he always answer. My grades got higher as usual when I started to attend AIPCS II. The principle and the teachers all care about the student. The school is a healthy place because it is very clean. I think American Indian Public Charter School II is a great school.
—Submitted by a student


Posted January 11, 2009

My daughter was a student at American Indian Public Charter School II. Her worse subject is math when she was in elementary school. But when she attended this school, she improved in math and her grades also. The school is a healthy place because it is very clean. I think American Public Charter School II is an excellent school. The principle and the teachers all care about the student.
—Submitted by a parent


Posted August 19, 2008

i have attended this school for three consecutive years. it is great for learning and is really an expeirence. it helped me learn disipline. as for sports and extra activities i would have to go somewhere else for
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

941

Change from
2012 to 2013

-37

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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

941

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

-37

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)

10 / 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)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

132 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
82%

2011

 
 
96%

2010

 
 
87%
Math

The state average for Math was 55% in 2013.

132 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%

2011

 
 
100%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

158 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
94%

2011

 
 
100%

2010

 
 
95%
Math

The state average for Math was 52% in 2013.

158 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
100%

2010

 
 
100%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

85 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
100%

2010

 
 
98%
English Language Arts

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

85 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
96%

2011

 
 
98%

2010

 
 
98%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

85 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
96%

2011

 
 
98%

2010

 
 
95%
Science

The state average for Science was 67% in 2013.

85 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
98%

2011

 
 
98%

2010

 
 
97%
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 Students72%
Females73%
Males73%
African American88%
Asian77%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability73%
English learner30%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students89%
Females90%
Males88%
African American81%
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learner65%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate88%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to state81%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

English Language Arts

All Students86%
Females86%
Males86%
African American91%
Asian88%
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)n/a
Economically disadvantaged84%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability86%
English learner33%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate95%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)100%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%

Math

All Students95%
Females94%
Males96%
African American100%
Asian96%
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)n/a
Economically disadvantaged95%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learner92%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate95%
Parent education - high school graduate93%
Parent education - some college (includes AA degree)100%
Parent education - college graduate98%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students98%
Females98%
Males98%
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged99%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

English Language Arts

All Students88%
Females93%
Males84%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
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 graduate95%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

All Students81%
Females71%
Males91%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged83%
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 graduate85%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%

Science

All Students93%
Females95%
Males91%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged93%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to state93%
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 State average
Asian 88% 11%
Black 6% 7%
Hispanic 6% 51%
White 1% 27%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 85%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Sophath Mey
Fax number
  • (510) 482-6002

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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171 12th Street
Oakland, CA 94607
Website: Click here
Phone: (510) 893-8701

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