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Conservatory of Vocal/Instrumental Arts School

Charter | K-8 | 235 students

We are best known for performing arts and music.
 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
Based on 8 ratings
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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35 reviews of this school


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Posted May 14, 2013

This school is THE worst school I've ever encountered. From the short tempered staff who will either ignore you completely or make you wish they had to the students who are disrespectful if not in front of the "right" person ;) I am disappointed in the absence of communication, the pedestal of self righteousness that the director is placed on and the refusal of administration(admin of 1) to hire teachers who are educators not bad babysitters with short tempers and no true motivation to teach.The staff speak to the students in the nastiest manner. The 'vision' that gets so much attention is TRULY warped and evolving into a nightmare. Don't dare give constructive criticism to an 'educator' or expect a staff member to voluntarily speak to you without looking pained in the process. Seems like they gathered all of the disposed 'talent' throughout the East Bay, threw a title and 'vision' on it and chose to rule with an iron fist when it comes to children -_- and their education -_- combined. Don't be fooled by the wording of programs available, the family atmosphere etc. Financial status is of major importance and try and be Black at the same time. You'll win their hearts :)
—Submitted by a parent


Posted May 8, 2013

BEWARE! I really encourage any prospective parents to really strongly consider if this school will be right for your child. If your interest is because of the musical program you may want to consider other schools or outside sources. This school is more like a mini-boot camp and there is absolutely no room for individuality. They are looking for cookie cutter students and they favor those who fit that mode and antagonize those who do not. You will definately have to be very involvbed and very watchful and you and your chld will have to be very strong. It is very far from a warm and inviting environment. Yelling, embarrasment and stern faces is how the teaching staff operates with litle to no positive reinforcement. I have never witnessed such a school. Even the office staff is angry. Ask about the teacher/student turnover ratio. I understand and I am all for structure and discipline, but it has to build a child up not break them down.. This school is one scary place. (and I'm an adult)
—Submitted by a parent


Posted February 12, 2013

We were prospective parents of a Kindergarten student for 13/14 school year. We are so turned off by the rudeness and unprofessionalism of the staff that we have decided to not send our child there. For some reason our daughter's name was not included in the lottery, although we applied and send in our intent to participate in the lottery. That is fine because mistkes do happen. What was bad was that when my husband asked more questions, Ms. Lottie (sp?) said, "I have explained this 3 times already". We said that he did not hear the explanation because he and I were discussing on the side, she said "Since your wife heard, she can explain it to you." WTH!! We were to receive a call on Friday and when I called, she was out sick. We called on Monday and left a message. We called today (Tues.) and she was in a meeting. I'm getting a little skeptical now. This is crazy! No apology for the error and no urgency to get back to parents. We're not even in the school and there is drama. We are entirely to busy for this. Beware!


Posted January 19, 2013

I see parents are still fooled. Cherry picking high performing students and teaching to the test works wonders on the numbers produces results/ you should examine high teacher turnover and student turnover in the last 2-3 years.
—Submitted by a parent


Posted January 19, 2013

Agreeing with other positive reviewers, I want to restate a key point - this school is not for every kid. Or every parent for that matter! If you have a kid that is musically inclined, and if you are parents who understand that it is going to take all around discipline and constant hard work to turn around a bunch of 'raw' kindergarten kids and transform them into amazing concert performers just 3 months into the school year (and it only gets better from there on), then you and your kid will love this school. And thrive - like my 1st grader who has been there 2 years now. So, do your home work. If you want to give your kids a solid foundation in music education (in addition to regular academics, of course), there is no better public school experience available in the Oakland area, IMO. The passion and commitment the faculty brings is amazing and the results become apparent when you see your little stars perform. In fact, go attend one of the Winter or Summer concerts to experience it first hand!
—Submitted by a parent


Posted January 6, 2012

This is my firsth year at Cova and I beyond amazed at how the staff and small parent involvement show their strong interest in the childrens education. I love that Cova has a high interest in providing an awesome learning environmnet to the returning and new students. Cova provides discipline and structure. It's a small school, not a perfect school but no school is. Cova is more like a family and my son loves it, most of all I love. Enrolling him into Cova was one of the best things I could have ever done to help him move forward in his education and in his music.
—Submitted by a parent


Posted October 19, 2011

This is my second year at COVA and I am amazed at how they can do so much with so little. So little parent involvement, so little money, so little staff, so little time, so little control over the physical building. I truly appreciate how dedicated the principal, teachers and staff are to the students. There is a great deal of personal resources and extra time freely given by all of them. The kids are impressive and my child is thriving here. COVA is not perfect, but no school is. It is a rigid and disciplined program and that may not suit everyone. I encourage others to take an objective look at what they want from a school, how their child learns, and their discipline style and search for schools that match that. It's a great fit for us!
—Submitted by a parent


Posted September 17, 2011

COVA is a gem! I have two children who have been at COVA for two years. They have benefited by the high academics and arts programs. The discipline is high, making the school and classrooms a place of learning rather than many schools where there are disruptions. COVA continues to demonstrate high test scores and the student concerts are exceptional. You would never know that these performers were ages 5 - 13. I am a very happy parent with two happy children who appreciate that we will be able to attend COVA until high school.
—Submitted by a parent


Posted August 1, 2011

We are now entering our fourth year at COVA and while it has it's problems (as all schools do!), our daughter is happy and doing exceptionally well. We were worried that our once very shy daughter would have a problem performing on stage but she now looks forward to the performances and signs up for non-school performances (dance, theatre, etc.). Think of COVA as the Berklee School of Music of Oakland. You must be serious about the program and do well in classes. At COVA you are preparing your child for the academic world. It takes organication and perserverance but your child will be ready for the next chapter.
—Submitted by a parent


Posted August 1, 2011

My daughter has been at COVA for three years and will be graduating this coming year. She came from a very good school in the hills, but was getting teased a lot so we looked for an alternative school. Since we are a musical family, I thought COVA would be a good fit. In her three years at COVA she has blossomed, and has made many friends. She has also grown musically and has excelled on her instrument. I can see first hand how these children have benefited from having music every day. All you have to do is attend one concert and you will see the amazing work these children have done. COVA is not for everybody. If music is important to your family, then look into this school. I'm very pleased that my daughter has had this experience. The public schools cannot provide the music instruction that these kids are able to get. It's a wonderful gift they have been given.
—Submitted by a parent


Posted August 1, 2011

My child attended this school for one year and did well but completely stopped singing at home and lost much joy. Of the 20 kids in the classroom, six left after one year. By choice. More left after the next year, and my guess would be that about half of the kids who started together will continue this fall. It is not an emotionally supportive environment, especially for the youngest children. Perhaps there are middle school kids who work well with the tough love approach, but for early elementary it is not OK. At all. When you read the reviews here and the principal's new message, please consider the possibility that the negative feelings around this school are not the fault of kids who forget their flute music or parents who are not supportive. That's not what I saw. The families who left the program tended to worry that teachers, students, and parents were not being treated with basic courtesy and respect, and that communication was negative or non-existent, and that being there was hard on the kids. My experience was that this program is toxic for the sweet, arty kids who are most likely to end up at a music charter.
—Submitted by a parent


Posted July 6, 2011

COVA is a music conservatoire. Its expectation is academic excellence as well as the demonstration of professional performance standard. It is not a theme park (or a movie set) with wild-eyes smiley faces and theme park style nurturing tones. The principal is the person on campus who takes on the authoritative role. Teachers are asked to focus in their teaching of the entire class. They are asked to send students with particular problems to the principal s office so that the rest of the class is not affected. After 3 years at COVA, I can tell you it is hard work to make sure my kid is at school on-time, completes his homework, brings his music instrument, practices at home and wears proper uniforms everyday. On the other hand, nothing compares to the satisfaction of knowing that my child is exploring his full potential and is developing into a person with high expectation of himself and others.
—Submitted by a parent


Posted May 28, 2011

We have part of the COVA community for three years. The school holds the highest expectations for all children and the children develop incredible skills in the performing arts as well as behaviorally and academically. Since the school is a performing arts school, there is a higher commitment to participation in performance opportunities which at times happen on weekend or evenings. This would be expected in a school focused on performance arts. The director is strict and I appreciate the discipline expectations. Although some parents complain that the children are "scared" of the director, I have been in the classroom when she has come into the primary classes and the students cheerfully greet her and the youngest ones often get up to give her a hug. COVA is far ahead as the best overall education available in Oakland. However, be prepared for your child to work hard and grow in their performance and academics. The students are serious and respectful, unlike what I have seen in other schools. If you really want to know what is happening at COVA attend one of the concerts. It is the most spectacular thing you will ever see in any school public or private.
—Submitted by a parent


Posted May 28, 2011

As the director, my goal is to make sure that each and every child has the best start in their education. When a child comes in for the interview and it is difficult to understand what they are saying, I ask if anyone has brought it up before. If a parent indicates they are not aware of it, I suggest that they check with their family doctor and if the problem appears more severe, I will give recommendations for some place to get a professional assessment since I can only observe in the interview setting. Speech and language development is critical to early reading skills, so it is always best to have a professional opinion. This is what I recommended to the parent. I am glad that she followed through and that it was not felt that he any speech challenges. This is great news.


Posted May 26, 2010

The State has a $42.5 BILLION deficit in 2010. The Governor has proposed to cut and $2.1 BILLION from education for the coming fiscal year. I'm not sure to what the parent was referring when s/he was complaining about "parents needed to donate $150+ per family so that the school could afford to pay the teachers." Clearly, the school administration is not responsible for California budget woes. The new principal probably wasn't working at COVA for no pay and the administration probably won't find someone in the near future who will. Now is not the time to attack the administration and faculty as they work heroically during this crisis. Our students need us all to pull together and support one another. It takes years to start a new school, build a new culture, and spur momentum in achievement. That parent hasn't started a new business from scratch let alone a school.
—Submitted by a parent


Posted May 25, 2010

COVA is able to focus on both strong academics and music (which also lends itself to strong academics). The greatest challenge of this school is that it is new. Parent support is key. The principal wears many hats and is one of the most dedicated I have ever seen.
—Submitted by a parent


Posted April 22, 2010

COVA is a very unique charter school which provides a rich musical education along with academics. The children greatly benefit from having music in their lives each day.
—Submitted by a parent


Posted December 7, 2009

An outstanding charter school nestled in the hills of the Redwood Heights District in Oakland CA. COVA takes a holistic approach to educating the children that attend by providing an outstanding educational and arts program which continues to expand. The staff and parents are extremely dedicated to the success of each and every child, making learning a fun experience.
—Submitted by a parent


Posted November 20, 2009

This is our first year at COVA and we (child and parents) have been very pleased. Expectations in all areas are high - academics, performing arts, and student conduct which contribute to a great learning environment. They take the time to assess each child and make sure they meet their academic needs.
—Submitted by a parent


Posted November 7, 2009

Our daughter started Kindergarten two months ago at COVA... she loves it and is so happy there. We are proud COVA parents.
—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

892

Change from
2011 to 2012

+25

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

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 2012

This school's
API score

892

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

+25

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)

8 / 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)

10 / 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.

24 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
65%

2010

 
 
82%

2009

 
 
67%
Math

The state average for Math was 64% in 2012.

24 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
80%

2010

 
 
94%

2009

 
 
67%
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.

24 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
50%

2010

 
 
65%

2009

 
 
n/a
Math

The state average for Math was 69% in 2012.

24 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
67%

2010

 
 
65%

2009

 
 
n/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.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

28 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
70%

2010

 
 
69%

2009

 
 
47%
Math

The state average for Math was 71% in 2012.

28 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
80%

2010

 
 
84%

2009

 
 
41%
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.

27 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
69%

2010

 
 
48%

2009

 
 
54%
Math

The state average for Math was 65% in 2012.

27 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
63%

2010

 
 
65%

2009

 
 
41%
Science

The state average for Science was 60% in 2012.

27 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
53%

2010

 
 
39%

2009

 
 
41%
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.

24 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
72%

2010

 
 
63%

2009

 
 
58%
Math

The state average for Math was 55% in 2012.

24 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
56%

2010

 
 
42%

2009

 
 
39%
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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

28 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
67%

2010

 
 
62%

2009

 
 
n/a
Math

The state average for Math was 52% in 2012.

28 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
84%

2010

 
 
70%

2009

 
 
n/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.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

30 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
82%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

29 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
62%

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

30 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
32%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

29 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
69%

2010

 
 
n/a

2009

 
 
n/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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students63%
Females59%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
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

Math

All Students75%
Females82%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
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
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 Students58%
Females50%
Malesn/a
African American50%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
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

Math

All Students84%
Females81%
Malesn/a
African American79%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
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)n/a
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

English Language Arts

All Students65%
Females75%
Males50%
African American61%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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

Math

All Students71%
Females81%
Males58%
African American70%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
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
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 Students81%
Females80%
Males83%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
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

Math

All Students85%
Females80%
Males92%
African American81%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students71%
Females60%
Males83%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
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
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 Students88%
Females83%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged92%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females72%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
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)45%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students78%
Females94%
Males58%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females100%
Males75%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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 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

Algebra I

All Students77%
Females81%
Malesn/a
African American58%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only79%
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 Students79%
Females81%
Malesn/a
African American82%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students40%
Females29%
Malesn/a
African American17%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only41%
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

Science

All Students79%
Females71%
Malesn/a
African American64%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only82%
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
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
Black 51% 7%
White 19% 27%
Hispanic 16% 51%
Two or more races 9% 3%
Asian 5% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
English language learners 10%N/A24%
Students eligible for free or reduced-price lunch program 272%N/A54%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2010-2011

Average class size

  This school District averageState average
Average class size 14N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 4N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 78%N/A96%
Emergency credential or waiver 22%N/A2%
Source: CA Dept. of Education, 2008-2009

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Latin
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Gym

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Gifted / high performing
  • Honors track
School leaders can update this information here.

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Valerie Abad
Best ways for parents to contact the school
  • Phone
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (510) 531-9434

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Gifted / high performing
  • Honors track
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
Foreign languages taught
  • Latin
  • Spanish

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Gym
  • Library
  • Playground
School leaders can update this information here.

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
School leaders can update this information here.

Apply

 

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Planning ahead

Students typically attend these schools after graduating
Oakland School of the Arts
Holy Names High School
Oakland Military Academy
Notice an inaccuracy? Let us know!

3800 Mountain Boulevard
Oakland, CA 94619
Website: Click here
Phone: (510) 285-7511

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