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Teacher quality
Principal leadership
Parent involvement
I have to agree with the former student, that the teachers are hit and miss. Most of the teachers are highly motivated and student centered, willing to make time outside of class to help struggling students. Only a few teachers have not been responsive to parent emails, most are willing to meet with student and parent. Administration is awesome. Principal knows all the students and walks around campus at lunch connecting with them. Assistant Principals are also very connected with the student body. While the school has 3 special education classrooms there is no specific program to integrate special education students into the extra-curricular and club activities of the school, though in general the student body is open and welcoming to these students. The administration is making a concerted effort to prevent bullying among students and staff. There's a PTA with a lot of parental involvement, especially for the senior class parents.
—Submitted by a parent
Amador is a great school but like any other large public school, it is really upto the student. There is no hand holding here. Teachers can be a hit or miss. Again, it is a good school if students are self motivated and seek out opportunities. But this is the case with all large public schools. Overall good but be prepared to sail on your own for most part.
—Submitted by a parent
As a graduate I could not complain ten years ago, this school was fun, full off cooperative staff and students alike. Compared to my little brothers school now as a Sr. in Nevada, this school was the best!!!
this is a great school im a freshman here and i love it! it s such a cool school
—Submitted by a student
Amador is an all around great school- committed to excellence. Has one of the highest rates of AP passing grades in states!
—Submitted by a parent
I moved to Pleasanton relatively recently. After going to Amador Valley High School for some time, I've noticed several things. - Plenty to do. There is a plethora of classes to take, and many, many interesting clubs. There's never enough time to take a look at everything at this school. Definitely plenty of opportunities for leadership if you try hard enough to look for them. - Very competitive atmosphere. There's daily drama between the "high-performance" students about things like grades, test scores, and extracurricular stuff. It's definitely not a healthy atmosphere. - Beware of foreign language. The foreign language department here is really, really bad. Some of the teachers are laughably bad. So for foreign language, I would probably have been better off studying on my own out of a textbook. - Teachers vary wildly. There are lots of fantastic, excellent teachers (especially in history, math, English) and some of really bad teachers who show no passion in teaching. Watch out for who you get, and ask around. You can always switch teachers during the 1st week of each semester. Overall, AVHS is a great school. I would definitely recommend this school over many others.
—Submitted by a student
I love Amador because it is doing great things academically for my two daughters, a Junior and a Sophomore! Keep up the great work!
—Submitted by a parent
Caring and engaged faculty and staff resulting in excellent education & test scores.
—Submitted by a parent
The dons excel in education, sports, and school spirit!
—Submitted by a parent
Amador is an amazing school with gifted teachers. The band program is extremely accomplished, as are the other student bodies on campus.
—Submitted by a student
Amador was a very well established school. The administration was great and the policies were fair. The teachers were Super.
My son graduated from Amador Valley in 2007. In my opinion, Amador Valley is one of the top high schools in the nation. The teaching staff is second to none and the music program is one of the finest in the state. I feel very fortunate to have had my son attend Amador.
—Submitted by a parent
My children attended Amador coming from the east coast, actually from schools rated in the top 10% of the top state in the country. They were straight A students. Coming to Amador, We had considerable problems adjusting to the campus philosophy and attitude. Some teachers had a superiority attitude, although other were OK. The campus is efficiently and beautifully built. HOWEVER, the philosophy of teaching is, however subtle, somehow different than other schools in the state. There are basic leadership outreach problems growing that are not always addressed by the staff. If you are in the top 10%, you are fine, the school will take EXCEPTIONAL care of you. If you are a middle to low student, you swim on your own. Not enough effort is given them. We moved to another district, all my kids are back up to straight A's. Same with another family we know. Go figure!
—Submitted by a parent
This is an excellent school. The atmosphere, even when you just walk on campus, is positive and happy. The teachers I have met are dedicated, enthusiastic and professional. We have been part of the school for 4 years, having come from Harvest Park MIddle School. We have been very pleased with all the opportunities the school offers. It is well rounded, not just rich kids as some have previously written. Your child can make the most of him or herself at Amador Valley, and have a great high school experience!
—Submitted by a parent
Amador Valley is amazing. The varied curriculum conforms to the needs of any student and all of the staff members on campus make an effort to get to know students on a more personal and understanding level, rather than just the simple teacher-student relationship. Athletics are of the highest caliber and a large variety of other extra-curricular activities are offered as well. Of utmost importance, however, is the overwhelming amount of school spirit the students and staff have. The Don Squad, as it is known, is by far the most popular student organization on campus and works to promote school pride without putting down their competitors (which is a growing problem at neighboring high schools). For the most part, students want to be at Amador, which is a quality not found in very many schools.
—Submitted by a student
Amador is an amazing school! It is not only one of the best high schools in the bay area, but it also prepares you for college with AP and honor classes with outstanding teachers, has a diverse student population, and provides a friendly and comfortable atmosphere for students! The Amador Way is what Amador stands for, the school spirit is amazing! I know first hand, I graduated Class of 2007.
—Submitted by a student
Great teachers. Teachers teaching AP classes really prepare the students for success not only on the AP test in May but also college life. I would say most if not all teachers had at least some teaching experience. As a student of Amador for three years, I can say that it was the best academic experience ever. Great sport programs also add to the experience. The school recently added baseball and softball fields. If I remember correctly, there are two softball fields and two baseball fields. There is also a professionally maintained football field with a track. The school also built a new two-story building so the class sizes are not going to inflate. A large student parking lot makes students driving to school feasible.
—Submitted by Peter Kuo, a former student
Excellent school with a varied curriculum. Teachers are well educated and passionate about providing the best for our kids.
—Submitted by Hillary Bonate, a former student
Well-rounded education, with a mix of academic and social opportunities. Families more well-to-do in this area than in earlier years. Also more cultural diversity than there used to be. Teachers are committed.
—Submitted by a parent
Twenty years ago was the party school. Now with lots of new people moving to Pleasanton and more well-to-do families, it has improved academically and now provides a well-rounded and balanced educational experience. Caring teachers.
—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 Algebra I was 25% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
381 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
650 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
399 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 13% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
320 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
655 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
650 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
644 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 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
192 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
632 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
402 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
622 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 29% |
| Females | 32% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 30% |
| Students with disability | 21% |
| Students with no reported disability | 31% |
| English learner | 8% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 99% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 98% |
| 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 | 86% |
| Females | 88% |
| Males | 85% |
| African American | 88% |
| Asian | 93% |
| Filipino | 90% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 88% |
| Students with disability | 47% |
| Students with no reported disability | 90% |
| English learner | 23% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 72% |
| Males | 68% |
| African American | n/a |
| Asian | 81% |
| Filipino | 79% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 72% |
| Students with disability | 82% |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 79% |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 |
| Pacific Islander | 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 | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 65% |
| Females | 64% |
| Males | 65% |
| African American | n/a |
| Asian | 72% |
| Filipino | 50% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 82% |
| Males | 76% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | 38% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 87% |
| African American | n/a |
| Asian | 84% |
| Filipino | 82% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| 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 |
| American Indian or Alaska Native | 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 | 83% |
| Females | 87% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | 94% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 85% |
| Students with disability | 32% |
| Students with no reported disability | 86% |
| English learner | 7% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 18% |
| Males | 21% |
| African American | n/a |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | 6% |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 100% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 86% |
| African American | n/a |
| Asian | 93% |
| Filipino | 100% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 89% |
| Students with disability | 48% |
| Students with no reported disability | 90% |
| English learner | 33% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 84% |
| African American | n/a |
| Asian | 92% |
| Filipino | 94% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | 42% |
| Students with no reported disability | 85% |
| English learner | 20% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 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 | 13% |
| Females | 12% |
| Males | 14% |
| African American | n/a |
| Asian | 5% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 16% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 64% |
| Males | 71% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 79% |
| Females | 82% |
| Males | 77% |
| African American | 40% |
| Asian | 89% |
| Filipino | 95% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 82% |
| Students with disability | 29% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 60% |
| All Students | 13% |
| Females | 20% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| 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 | 70% |
| Females | 69% |
| Males | 71% |
| African American | n/a |
| Asian | 88% |
| Filipino | 73% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 62% |
| Males | 72% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 82% |
| African American | 57% |
| Asian | 89% |
| Filipino | 86% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 84% |
| Students with disability | 28% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 65% |
| 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 - 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
The state average for English Language Arts was 83% in 2012.
674 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
667 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 98% |
| Females | 97% |
| Males | 98% |
| African American | 91% |
| Asian | 98% |
| Filipino | 100% |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 91% |
| Students with disability | 89% |
| Tested with modifications | n/a |
| English learner | 62% |
| Language Fluency Unknown | 96% |
| Migrant education | n/a |
| All Students | 98% |
| Females | 98% |
| Males | 98% |
| African American | 73% |
| Asian | 99% |
| Filipino | 100% |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 93% |
| Students with disability | 88% |
| Tested with modifications | n/a |
| English learner | 92% |
| Language Fluency Unknown | 92% |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 63% | 27% | ||
| Asian | 25% | 11% | ||
| Hispanic | 7% | 51% | ||
| Black | 2% | 7% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 5% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Korean | 14% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Punjabi | 6% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Japanese | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Burmese | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| Students typically attend these schools prior to attending this school |
Hart Middle School Pleasanton Middle School Harvest Park Middle School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
| Academic awards received in the past 3 years |
|
| Specialized programs for specific types of special education students |
|
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|
| Music |
|
| Performing and written arts |
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| Media arts |
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| Foreign languages taught |
|
| School start time |
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| School end time |
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| School Leader's name |
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| Fax number |
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| Specialized programs for specific types of special education students |
|
| Foreign languages taught |
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| Boys sports |
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| Girls sports |
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| Visual arts |
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| Music |
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| Performing arts |
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| Media arts |
|
Tips for understanding school culture
| Dress Code |
|
| Parent involvement |
|
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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| Students typically come from these schools | Hart Middle School Pleasanton Middle School Harvest Park Middle School |
1155 Santa Rita Road
Pleasanton,
CA 94566
Website: Click here
Phone: (925) 461-6100
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