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GreatSchools Rating

Clifford Elementary School

Public | K-8 | 742 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 9 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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38 reviews of this school


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Posted July 24, 2014

Clifford is a good school for some kids. They really need to stop the segregation of the children and stop making special request for the parents who make the most noise. Moms need to get it together and stop putting their issues onto the children who carry it to the classroom. Save the drama for off campus events.
—Submitted by a parent


Posted April 28, 2014

I am a teacher at this school. I love the special family/community feel we have! We have amazing parents that do so much for our students! I am very lucky to work here!
—Submitted by a teacher


Posted April 2, 2014

I have an amazing Son finishing 8th grade. He earned his early education at an amazing private school named Woodland School in Portola Valley. Our family went thru some changes which made it important that he go to our neighborhood school. Ever since he transitioned to Clifford, he has learned the value of applying himself. He is now on honor roll again and has acquired an incredible since of self. He has good relationships with the teachers at Clifford. We have really enjoyed what Clifford has added to Spencer's life and he became a leader there. The school went thru several changes while we were there and the children always came first! We leave soon and I'm sure as Spencer heads to high school with confidence, it is due in part to Clifford's influence.
—Submitted by a parent


Posted January 28, 2014

Clifford has a well established inclusion program. The classroom aides, inclusion specialists, and teachers work well together to provide the best experience they can for LD children.
—Submitted by a parent


Posted September 16, 2013

Clifford can be a great public school. BUt if you really want your child be be challenged and be taught well i recommend a private school. My son used to complain how the learning environment is loud and obnoxious, and it is very hard for the middle school teachers to control their class
—Submitted by a parent


Posted May 15, 2013

My child is in 1st grade and has been doing well ever since he started at Clifford in Kindergarten. I do think my child's teacher puts too much emphasis on cursive-ish handwriting (teaching the kids to write with curly letters that are a little more like cursive than print, but still print.) The goal of this, to my understanding, is to make it easier to learn cursive, but in a world where they will type or dictate for most of their communication, it seems more effort than it's worth. I have no criticism of the math curriculum - my child has been doing extremely well there, but I do think the spelling words haven't been quite as challenging as they could be. As a working parent, my child also attends before and after school care, and the staff is terrific. They really care about the kids, and although I feel guilty for not being able to pick up my child earlier, I know my child is in good hands.
—Submitted by a parent


Posted October 28, 2012

I had some serious doubts about Clifford after a long love affair with this school but this year, with our new Principle and Assistant Principle, I have new found appreciation. My son is in 8th grade and last year had some serious challenges but with some major changes, the buzz on campus is positive and full of opportunities to learn. My 3rd grader is enjoying her class and has taken on a whole new ownership of her achievements. I could't ask for a better learning environment! She is on a waiting list for NS but it would be very hard for me to move her away since Clifford is back on track.
—Submitted by a parent


Posted May 7, 2012

There is a great sense of community at Clifford School. My kids have been attending Clifford for the past 8 years and they love it.
—Submitted by a parent


Posted April 30, 2012

We have are having a wonderful experience at Clifford. Our teachers have been excellent and the adminstration fair. There is a great sense of community at Clifford, with the parents and the kids. The kids are getting a well rounded education with slices of real life every day. Very positive experience!
—Submitted by a parent


Posted April 29, 2012

During the 7 years I have been teaching at Clifford and my children have been attending, I have experienced an amazing sense of community from the parents, teachers, and school staff. Making the choice to have our children attend Clifford instead of the San Carlos school they were designated to attend wasn't easy. However, this many years later, we are pleased with our decision to do so as our children have been well educated and are very well rounded. Currently, there are 6 teachers and staff members who have their children attending Clifford, and over the past 20 years there have been many more. This in itself speaks to the character of this fine school.
—Submitted by a parent


Posted April 29, 2012

As a Parent and Substitute Teacher for the Redwood City School District, I choose to work at Clifford above all other schools. The inclusiveness of staff and collaborative nature of administrators and parents have made this school a wonderful place for both staff and students. The sense of community on campus as well as the "family feel" of this K-8 is unlike any other. I don't understand why anyone in this neighborhood would choose to send their child anywhere else!
—Submitted by a teacher


Posted April 26, 2012

Have no fear sending your children to Clifford! It is a fabulous and well-rounded school. We have had a terrific experience there. The school has a richly diverse student population. The administration is responsive and fair. The teachers are dedicated and skilled.
—Submitted by a parent


Posted April 26, 2012

While my children have been at Clifford for the past 6 years I have seen what a fantastic education my children are getting. Based on my childrens' high scoring on the state's standardized testing, I feel the academics at Clifford are great. Equally important are the home lessons that are reinforced at school such as dignity, respect and awareness of others talents despite their differences. It is important to my wife and I that that our children are taught in an environment that supports those values. Another great aspect of Clifford is the amazing Parent-Teacher Organization that has supported interests from PE & Sciene to Theatre. I can't ask for a better overall school experience for my family. GO CLIFFORD!
—Submitted by a parent


Posted April 24, 2012

This First Rate school is a highly academic, community oriented and diverse K-8 school that offers countless opportunities to be creatively educated and enriched. As a parent at the school for more than 5 years, I have worked in the classrooms of my children and have experienced first hand the dedication, creativity, openness and excellent academic knowledge of the teachers. These teachers are skilled in working with children at all academic levels and work with them to achieve higher scores no matter where they start from. Clifford has numerous after school programs from Reading, Math and Music to Chess, Gardening and Art. Clifford's vibrant Parent-Teacher Organization funds the PE & Science programs as well as many community building events especially important since all the recent budget cuts. The teachers, administration and families embrace and celebrate the diversity at our school on many levels which is apparent in the way the children play with one another. We are truly thankful to have our family educated at this wonderful school.
—Submitted by a parent


Posted March 12, 2012

I have been very happy with my kids teachers and instruction. Great supprt from most parents
—Submitted by a parent


Posted September 16, 2011

Clifford School is an excellent example of what a top-notch community school looks like. The highly qualified, dedicated, and caring teachers keep the best interests of students in mind, providing education to meet their needs and raise them to the next level and beyond. Parents are encouraged to actively participate in the classroom and in various schoolwide activities. Administrators and staff are always happy to answer questions. It also has a very diverse student population with a wide range of ethnicities, religions, and socioeconomic backgrounds- which are all welcomed and embraced. The administration always fairly addresses any issues. Even though class sizes have increased (everywhere, not just Clifford) additional support is provided where it is needed. The dedication to making Clifford a welcoming, positive educational environment truly makes it a great place to be!


Posted March 9, 2011

Clifford is a good school. It is not however the best choice that I made for my child. I have read what most parents say about how great it is and how the teachers are dedicated...how many of these opinions are coming from Hispanic families? I feel like for the most part, if you are Hispanic, you are categorized as non english speaker, and as not being able to contribute to the school. We are all from different social classes, and from different backgrounds. The school, which is made up of parents, teachers, aides, vice principle and principle, should learn to embrace. Just because a family is not able to contribute money wise, does not mean we do not support the school. Is this what we are teaching our children? Our children are a clear reflection of who we are...we should ALL REMEMBER THAT!!!!
—Submitted by a parent


Posted November 8, 2010

I only put 4 stars because of the district's decision to raise classroom size. With the district raising the classroom size to 30 in the lower grades (including kindergarten!), it must not be easy - but you'd never know it - the quality of teaching and positive attitude of the staff never waivers! Clifford's sense of community and commitment to teaching the "whole child" is amazing! The teachers are devoted and the parents club is phenomenal. I'm lucky to have received a transfer to get my child in.
—Submitted by a parent


Posted November 7, 2010

Clifford school is an excellent learning environment that not only support the many academic, but social needs of the students. Not only does it have wonderful extra curricular activities for it's incredibly diverse population, but it's very clear that the staff loves the students through all the work they do for them. I LOVE Clifford School!!
—Submitted by a parent


Posted May 27, 2010

We have been at Clifford for 6 years and have had three children there. Like any institution or business, there are strengths and weaknesses. If you know what you are looking for, Clifford can be an exceptional choice. As one of the parents stated, if you truly have a gifted child, then you may want to look for alternatives. But even if your child is an above average child, they will receive a quality education. While there may be a few bad apples, most of the teachers are wonderful and they all have a positive and caring attitude. I am not sure why people think the administration is not responsive. I found if you are involved and participate (which every parent should do) the administration has been more than helpful and caring. In fact I can't imagine a school with a more caring and FAIR administration. They treat everyone as equals.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

817

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

817

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

-2

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 2012 and Spring 2013. 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)

6 / 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)

6 / 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 56% in 2013.

83 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
61%

2011

 
 
54%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%

2011

 
 
66%

2010

 
 
77%
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 46% in 2013.

69 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
46%

2011

 
 
42%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

69 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%

2011

 
 
74%

2010

 
 
65%
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 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
75%

2011

 
 
61%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

77 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
91%

2011

 
 
78%

2010

 
 
87%
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.

72 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
65%

2011

 
 
59%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
68%

2011

 
 
72%

2010

 
 
60%
Science

The state average for Science was 57% in 2013.

74 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
57%

2011

 
 
57%

2010

 
 
54%
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.

69 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
58%

2011

 
 
62%

2010

 
 
51%
Math

The state average for Math was 55% in 2013.

68 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
49%

2011

 
 
55%

2010

 
 
41%
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.

74 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
69%

2011

 
 
40%

2010

 
 
65%
Math

The state average for Math was 52% in 2013.

70 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
54%

2011

 
 
36%

2010

 
 
67%
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.

27 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
78%

2011

 
 
89%

2010

 
 
79%
English Language Arts

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

75 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
52%

2011

 
 
70%

2010

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

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

58 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
24%

2011

 
 
44%

2010

 
 
52%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

86 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
39%

2011

 
 
59%

2010

 
 
47%
Science

The state average for Science was 67% in 2013.

75 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
57%

2011

 
 
64%

2010

 
 
61%
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 Students59%
Females58%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged41%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability61%
English learner30%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)57%
Parent education - college graduate65%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students79%
Females80%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged68%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability80%
English learner63%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate84%
Parent education - some college (includes AA degree)64%
Parent education - college graduate88%
Parent education - graduate school/post graduate94%
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 Students54%
Females58%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged31%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability54%
English learner8%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)59%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged57%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability75%
English learner31%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)82%
Parent education - college graduate82%
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 Students68%
Females64%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged59%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability69%
English learner30%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)60%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students83%
Females85%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged76%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability82%
English learner70%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)81%
Parent education - college graduate89%
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 Students61%
Females66%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged42%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability60%
English learner0%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate18%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)74%
Parent education - college graduate83%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students71%
Females74%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged64%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability72%
English learner43%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate53%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)79%
Parent education - college graduate64%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students57%
Females53%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged38%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability55%
English learner7%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate12%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)75%
Parent education - college graduate69%
Parent education - graduate school/post graduate75%
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 Students51%
Females61%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged29%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability51%
English learner7%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)56%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Females50%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged30%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability49%
English learner7%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)60%
Parent education - college graduate67%
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

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
Not 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 Students58%
Females63%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)62%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females52%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged54%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)45%
Parent education - college graduate69%
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

Algebra I

All Students67%
Females64%
Males69%
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)62%
Economically disadvantagedn/a
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only69%
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 graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students60%
Females65%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged48%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate73%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students53%
Females57%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged48%
Not economically disadvantaged59%
Students with disability23%
Students with no reported disability62%
English learner9%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate67%
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
Not 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 Students48%
Females45%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged24%
Not economically disadvantaged67%
Students with disability8%
Students with no reported disability55%
English learner9%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate63%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Science

All Students61%
Females54%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged50%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate81%
Parent education - graduate school/post graduate67%
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

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
Hispanic 51%
White 37%
Asian 4%
Two or more races 3%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 44%N/AN/A
English language learners 27%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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225 Clifford Avenue
Redwood City, CA 94062
Website: Click here
Phone: (650) 366-8011

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