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American Indian Public Charter School

Charter | 5-8 | 193 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
Based on 9 ratings
2011:
Based on 5 ratings

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38 reviews of this school


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Posted Friday, April 18, 2014

American Indian has been such a great asset to my sons growth and development. His grades have improved based on their standards and commitment to his growth. My son has a lot further to go, and I am confident that the school will help him get there and prepare him for college. Thank you, 6th Grade Parent
—Submitted by a parent


Posted April 3, 2014

I really like this school because since my two kids come to this school, they really improve a lot, I mean everything. Score and behavior doing very well. Appreciate it American Indian Charter school! one of the school parent
—Submitted by a parent


Posted April 3, 2014

Do not send your child to this school please! They are militant and use intimidation, bullying and embarrassment as their form of discipline. My child's teacher belittled him daily. Would not return calls and address me directly as the adult. He would smile and say my child was doing a great job but pick on the child and even told him that he likes to embarrass parents if they attempt to complain. I spoke with the principal who verified this is their standard. My child was treated worse once I attempted to rectify the situation. These kids receive no recess breaks and only receive a minimal lunch break with no meals offered by the institution but no microwave to warm food that is sent. The staff is rude and condescending but enforce higher standards than the adults there as the examples
—Submitted by a parent


Posted August 3, 2013

I never really expected to love my school, but I did and I don't regret not coming here. Here, I learn all the things I need to know and maybe extra stuff at the end of the school year. The facility though, isn't the best, but there can be easy upgrades to it to make look very appealing, so that other people can be attracted to our, but this can't happen because all the money is gong toward all the materials we need to learn. If we won the money, the money can be used for upgrading many things on the facility. My school is a place that I can learn many things easily,but it would be a perfect school if the facility looked nice.


Posted August 2, 2013

This school is a Great-Caring community, with great Staff and teachers. The students here work really hard. They never give up, and they always aim to improve. They'll try their best to get as high as they can. This school isn't in the greatest condition, or has the Largest amount of school supplies.This school has suffered shortages, which leads to less supplies, which means students have nothing to use to complete their work. Everything they have, are donated, Bought used, or found. Nothings new at American Indian Public Charter School. But every day their kids keep their head up high, even though they know that they face the fact that their not in the high-tech learning Environment . These kids work so hard, and does not get anything for it. These kids deserve something, that will help them through-out the school year. If they win the $5,000 dollars, You have no idea, how much it will help them. This school deserves Better.


Posted August 2, 2013

The teacher teach us so well that we get 4.00. We are the top 5 school. My teacher teach us to 2-4hr of math so we will know more math when we Grow up.


Posted March 28, 2013

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.


Posted January 10, 2013

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!


Posted October 31, 2012

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


Posted October 30, 2012

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


Posted October 29, 2012

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


Posted October 13, 2012

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.


Posted October 12, 2012

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


Posted July 26, 2012

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.


Posted July 10, 2012

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


Posted April 22, 2012

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


Posted February 26, 2012

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


Posted December 7, 2011

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


Posted October 15, 2011

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.


Posted August 17, 2011

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.


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

971

Change from
2012 to 2013

-3

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

971

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

-3

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.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Math

The state average for Math was 65% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Science

The state average for Science was 57% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

99 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
78%

2011

 
 
89%

2010

 
 
94%
Math

The state average for Math was 55% in 2013.

98 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
96%

2010

 
 
98%
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.

106 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
95%

2011

 
 
98%

2010

 
 
92%
Math

The state average for Math was 52% in 2013.

106 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
100%

2010

 
 
98%
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.

67 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
100%

2010

 
 
98%
English Language Arts

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

67 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
100%

2011

 
 
95%

2010

 
 
96%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
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2012

 
 
n/a

2011

 
 
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2010

 
 
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Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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History - Social Science Grade 8 Cumulative

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

67 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
93%

2010

 
 
91%
Science

The state average for Science was 67% in 2013.

67 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
98%

2011

 
 
100%

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 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

Math

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

Science

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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students75%
Females73%
Males76%
African American77%
Asian89%
Filipinon/a
Hispanic or Latino42%
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 disadvantaged88%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

Math

All Students87%
Females80%
Males93%
African American75%
Asian98%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged87%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate76%
Parent education - high school graduate94%
Parent education - some college (includes AA degree)100%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%
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 Students90%
Females92%
Males89%
African American91%
Asian92%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate92%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)100%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state90%

Math

All Students93%
Females92%
Males96%
African American82%
Asian98%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged94%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate96%
Parent education - high school graduate92%
Parent education - some college (includes AA degree)93%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%
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 Students99%
Females97%
Males100%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate100%
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

English Language Arts

All Students96%
Females92%
Males100%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged96%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate100%
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%

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 Students97%
Females95%
Males100%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged98%
Non-economically disadvantaged92%
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 graduate100%
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%

Science

All Students91%
Females87%
Males96%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged94%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate100%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
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

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 56% 11%
Hispanic 25% 51%
Black 13% 7%
Hawaiian Native/Pacific Islander 2% 1%
White 2% 27%
American Indian/Alaska Native 1% 1%
Two or more races 1% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 91%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)
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3637 Magee Avenue
Oakland, CA 94619
Website: Click here
Phone: (510) 482-6000

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