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Teacher quality
Principal leadership
Parent involvement
this school is excellent, the principal, the teachers, the school staff, and all of the students, they are respect each other and every body work very hard, why the OUSD still want to close this school? The OUSD should solve the finance problem not give the kids trouble!
—Submitted by a parent
This school has had its charter revoked by the Oakland Unified School District as of March 2013 for improper financial dealings, and the school will appeal. It is questionable if they can have the decision reversed by the 2013/14 school year. Check the OUSD website for more info.
I personally love this school. I have been at this school for all of middle school and it had been a great experience! At first , this school seems hard , but after a few weeks things seem to get a lot better. Homework load is adequate and it depends on the student for how long the assignments take. This school offers great support with resource and after school tutoring help. By the time STAR test comes , there is no extra prep needed because the teachers do all the work. This school also does a great job in keeping all their students in shape with their amazing PE curriculum! Along with academics , they make sure that all students behave , they give detentions for any kind of horseplay and give Saturday School to those who receive many, though , the teachers and staff are very kindhearted. This school also teaches how to work as a community and not for your own benefit and I think that's what I like best. I would recommend this school to all students and promise that it will benefit them greatly!
I am so grateful that my son is attending this great school! My son is in 7th grade, and has been attending American Indian since the 5th grade. I love the way the school is structured to ready the students for College.
—Submitted by a parent
American Indian is a great school. I am a proud parent of a 7th grader; ever since he arrived, his grades have improved and he is learning discipline, responsibility, and what it means to work hard.
—Submitted by a parent
My son is a student at this school. This is a GREAT school. The transition from elementary to middle school was a task for both of us. But, that paid off because my son has help me to be more aware of my time management and organizational skills too. Again, we are learning together. I only wish that this school was around when he was in elementary school. We are just thankful that he'll be there for his high school years. I have seen some positive changes in the school over the years. So with that being said, I would like to thank the AIPCS' staff, students and parents for making this school the best. It is a relief for me to drive away knowing that my son is happy and that I know he is in a safe environment. I didn't have to mention that AIPCS is academically number 1.
—Submitted by a parent
This school is great all of the teachers are fantastic, the students are motivated and intelligent. Some of the best teachers there are Mr .Fino ,Ms. Vellanoweth, and the 2 physical education teachers, Mr.Gebre and Mr. Eng.
Great school my kids have learned more in 10 weeks than they learned in a year last year. Definitely hard work but my children are proud of their achievements and happy. Oh yeah, and fit -great PE program. Love it!
—Submitted by a parent
This school is bad for a young kid's mind. Why I say this is because, the main focus of this school is "work work work" "study study study" "high score high score high scores" "number 1" and so forth. Even though this school is number one in Oakland, doesn't mean it's a "good" environment for your kids to be in. Of course uniforms are good because it's simple and you save money, but that makes the kids feels sad and feel like they can't be kids anymore. Another good thing is that they give a lot of homework; of course homework good. You learn better by practicing, and homework helps you learn the materials better. But 3 hours or more, just for homework and probably one subject? That can hurt and damage your kids mind. It causes they to stress about everyday, feel more tired than usual, and feel like they have no life. Also detention are ridiculous in this school; sure that detentions make your kids scared, so they don't do it and it's a way of disciplining them, but detentions for not reasonable reasons such as looking at the clock, dropping your pencil and book, drinking water in class, that is unbelievable. Their bathroom stinks; there is no windows or air freshers at all.
This school is designed to keep students totally out of balance. Students are expected sit perfectly still all day, unable to communicate with each other. It is depressing at times. For example, the main building has rats running through the walls and no heat . However, there is a burning smell and loud noises coming from the furnace. Students are scared to speak out about being bullied. The students desks are rusted/bending, to small and/or have profanity written on them. Some teachers have anger issues and smack lunchpails or books out of students' hands. There are a few select good teachers. In my opinion, the students are not receiving all of their school funding.
—Submitted by a parent
NO COMMUNICATION AND HORRIBLE TEACHERS My son has had four teachers in 6th grade because they have been fired or quit. 3 of the 4 teachers were teaching their 1st year. The worst part is that the administrators don't let parents know teachers have changed and you will find out from your child! Several administrative staff were also replaced this year There are no parent teacher conferences and if you want to discuss anything with a teacher it is like your requesting a meeting with the US President. PE is running around the neighborhood (watch out for cars) or running around cones on the blacktop in their uniforms. No fields or other athletic area. I was looking for a school with good discipline but it wasn't displayed by any of the 4 teachers. His 1st teacher was using profanity and his 3rd teacher told me he was told to lower his standards for his students. My son won't be returning next year .
—Submitted by a parent
This is bogus information. The charter school system has no one policing there activities. They cook the books, attendance records, and test scores so those who are running it can personally benefit from it and they do so handsomely.
—Submitted by a teacher
This school is horrible. There is bullying, disrespect, and rudeness that even the teachers take part in. Teachers expect students to be like robots, social life, fun, happiness, and freedom of speech are all discouraged. For people who may have kids with a attitude or behavior problem this is NOT the way to fix it. 20 minute breaks, cold classrooms, disrespectful teachers, and rude classmates is only a way to make your child resent you. I know from experience. Please don't support this school by sending any more students into it's horrible environment.
—Submitted by a parent
This school works their students in ways that is unnecessary for children. These children have bad conduct, and bullying is quite common among many of the kids because this school does not teach any sort of respect for others, despite having so many rules at school. They are only told to follow the rules, but they are not taught about respect for others whatsoever. When the teacher's not looking, the kids call each other names, play terrible pranks on each other (even pass it through the internet for the public to see them), and think it's completely okay to single out students in their grade. Other than just four academic classes, nothing else is taught, like respect or common sense. They do not understand that school rules are to help their discipline. They learn most of their sex education in a science textbook. They emphasize only four subjects and spend just about all their time on these four topics, not much else is encouraged.
Yes, we give detentions for the most minor infraction. Yes, I am mean and strict and demand every single assignment done. Yes, your child will come to school on Saturday. Yes, your child might be overwhelmed with the rigor because they did not enter junior high at grade level. Yes, we do make your child attend extra tutoring in ELA and math during and after school. No, we cannot meet with you regarding every single detention because I need to grade, tutor, prep, discipline, etc. and my leisure time is scarce and valuable. Yes, many teachers stay hours after school is over with students (6-7 PM) for homework help. Yes, we have highest API in CA (currently); we push students testing basic, below basic, and far below basic to score proficient and advanced. No, we don't believe in ANY excuse or reason besides death. Yes, we hold students with a low socioeconomic background to the same high standards as Piedmont students. No, we don't have sports. No, your child isn't going to be a pro football player. Your child will go to UCLA, Cal, MIT, Dartmouth, Cornell, etc. like our high school graduates. High self-esteem comes from knowing your intelligence and potential.
I hate this school to say the least. There is no parent involvement and there are no field trips before state tests. This school is too worried about putting a "good" image instead of building their students academical potential without degrading them and insulting them and putting racial minorities down. I DO NOT recommend this school to any people unless you want to not be involved in your childs education.
—Submitted by a parent
i used to go here. Unless you want your social life to disappear right before your eyes and spend endless hours studying, then this is not the school for you. There are no sports. A 20 minute lunch is the only break that you get during the whole day, which, i feel is not right. You cannot function on just a 20 minute break the whole day. They even banned sports during P.E. which is also preposterous. There are good teachers at this school, but they really do not prepare you enough if you go onto a private school, I did. I really struggled my freshman year, no thanks to this school. Many of the, in my mind, good teachers that actually make class interesting and insightful get fired for no particular reason at all. You also get detentions like crazy for very very minor things like 1 incomplete hw problem. ALso, if you feel that your detention was not fair, there is no arguing. SO unless you really want to study 24/7, see your social life disappear into thin air, then this probably is not the school for you.
This is a great school if parents are looking for an environment that is safe, rigorous, and disciplined. I really like the prinicpal a lot, she is stern and strict; however, she is very passionate about the academic success of the school. She understands all of the parents and tries to help out in all ways possible. She is strict with all of the kids, but the kids respect her.
—Submitted by a parent
This is a great school because it is disclipin and tough and has good academics. The teachers push the kids to be success. The teachers work with the kids all day and aferschool to. The principal at AIPCS is ok. The office lady Ms Green is very good because she helpful and quick with her working. this school no have lot of afterschool but you can go school here and do boys and girls club so it is still good. #1 school in oakland!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 81% |
| Males | 74% |
| African American | 53% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 83% |
| Females | 83% |
| Males | 82% |
| African American | 50% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 91% |
| Males | 100% |
| African American | 95% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
| All Students | 94% |
| Females | 89% |
| Males | 100% |
| African American | 84% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 98% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 96% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 53% | 8% | ||
| Hispanic or Latino | 21% | 49% | ||
| African American | 18% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| White | 0% | 28% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 95% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 50% | 2% | ||
| All other non-English languages | 25% | 1% | ||
| Spanish | 25% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 1 | N/A | 11 |
| Average years teaching | 3 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 25% | N/A | 96% |
| Emergency credential or waiver | 25% | N/A | 2% |
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3637 Magee Avenue
Oakland,
CA 94619
Website: Click here
Phone: (510) 482-6000
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