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Teacher quality
Principal leadership
Parent involvement
As a parent I wanted to know why the same group of teachers are chosen for the Grand Canyon and DC trips. It isn't experience as they like to say because one year a new hottie was allowed to go over a more qualified outdoor environmentalist expert who wasn't attractive. Makes me wonder what is going on. Perhaps the new principal can break this cycle.
—Submitted by a parent
I have had 2 children at this school. The teachers are dedicated and really care about the kids. The principal and vice principal have created a great learning environment and safety is not an issue. There are advanced classes as well as extra support classes available to best meet your child's learning needs. They also offer real PE, music, and art, unlike the K-8 schools. One of my children is now at a big comprehensive high school and feels well prepared by his experience at Kennedy Middle School. The school gets a bad rap in the community but it is not at all deserved. The majority of parents I know think Kennedy was a great place to send their child for middle school.
—Submitted by a parent
oh whoops wrong school with same name... D: I go the the John F. Kennedy Middle School in Cupertino. please ignore that; I don't have actual experience at this particular school.. sorry
Please call the school office at 650.365.4611. Your daughter will be helped immediately. No student should be bullied and it will not be tolerated at Kennedy.
—Submitted by a teacher
WORST SCHOOL! The principal is a joke! My daughter has been bullied twice by the same girl. I have had meetings with the principal and they will not do anything about it! I want to go to the media and I plan to post and hand out flyers to get a response from other parents. Don't these morons watch the NEWS?! Do they want to end up on the news? Terrible, terrible job! I don't know how the Principal sleeps at night!
I am so happy my son is now a Freshman and out of there. If I had to choose a middle school all over again, he certainly would not have gone there. They do call the cops for every little thing. Just ridiculous. Good ridden Mr. Sedar. Now they need to get rid of Ms. Vance. Some teachers just don't have the passion anymore. They are more interested in discipline then teaching.
—Submitted by a parent
The administration should ask the police to patrol this school continually. The liberal teachers are not at all qualified, and are protected the unions that are directly responsible for the dumbing down of our students. These liberal teachers fight the administration and support the students who believe anything goes. The teachers bend to a society that thinks that anything goes, and they think that they are supposed to support the students illegal behavior while slandering the administration. Change the name of the school because all of the students know the story of JFK's escapades, and are apparently using him as their role model
The teachers really care about the students but get no support from the administration. It's time for a change - from the top down.
—Submitted by a parent
I am not happy with this school. The principal and vice principal call the police on students EVERYday. The staff and administration are awful. "Waiting for Superman" begins here. The teachers are so overwhelmed they are not interested in teaching and helping.
—Submitted by a parent
I graduated from john f kennedy middle schol in 2005. i had great teachers and some of my best memories are from that school
—Submitted by a student
hi so father is a teacher at Kennedy and this was my last year at Kennedy. Kennedy had so many different activities and so many choices for a kid. safety is not a problem at all, all kids of campus are always safe i have never heard of any safety issues in the many years my father has been there. it has classes for every level of students, the administration is amazing! each student develop a bound with a few staff members who can advocate for them!
My daughter graduates this year with honors from this school, we are so happy with the administration and teachers of the school and the family community center its great.
—Submitted by a parent
My sister loves Kennedy she is so happy with it. She says that her science teacher, Mrs.Grant, is the best teacher she ever had. she changed the way my sister looked at science, she made it funner. At Kennedy the teachers are supportive and helpful. If you are looking for a middle school I recommend Kennedy.
—Submitted by a parent
My child is in 6th grade at Kennedy. The teachers are very involved and deeply care about every students' sucess. The administration is also very involved and good role models for the kids. (Also very much involved with every student being successful.)
—Submitted by a parent
This is my daughters first year, and I have to admit that I was 'scared to send her here'. I even had her enrolled into a K-8th school and she was excepted. I took a tour of the school that everyone says is so great. Sorry, I didn't see it. Kennedy offered so much more than the K-8th schools could. The principle of Kennedy personally called me and talked to me on the phone for over a half hour answering any concerns I had. My daughter is learning and excelling here more than I could ever imagine. She feels safe, and I have no doubt her education here will give her a great start at a great future. My son will definitaly be attending here as well in two years. I have done the comparisons personally (all schools in the district), Kennedy is the one.
—Submitted by a parent
This is my daughter's second year at Kennedy, and we have been very pleased with the experience so far. Academically, she has been challenged. The science lab rivals anything at the high school level, and my daugher has found science to be her new favorite subject. In P.E. she loves the square and ballroom dancing and the new rock climbing wall. She was thrilled to be in the cast of the school play, and has also done after school sports. The principal truly cares about the students, and the teachers are dedicated. I have heard elementary school parents express concern about the size and demographics of the school, and about their child being safe. My daughter has never felt unsafe and we have not felt her safety to be a concern. Middle school is an age of adjustment - Kennedy offers a support network to help the kids and their families.
—Submitted by a parent
Kennedy has been a great school so far with one major exception, the Physical Education program. The administrative staff is responsive and involved, the teachers are motivating and caring. The kids are safe at school.
—Submitted by a parent
My daughter is doing very well at Kennedy. All of her teachers are very concerned with her progress. Her math teacher, Ms. Chapman spends time each day after school to go over the days lesson and to help the kids with any problems they have before they get out of hand. Some teachers have even given their home phone numbers in case we need to talk to them after hours. Music, drama and sports are available after school. Overall, I am very happy with the education my daughter is getting.
—Submitted by a parent
This is a great school. The teachers are great and all the kids are great,we allways have fun at kennedy.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
203 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
240 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
256 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
280 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
258 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 |
| 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 |
| 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 |
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 | 45% |
| Females | 45% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 11% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 37% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 12% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 75% |
| Females | 91% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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 | 51% |
| Females | 53% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 72% |
| Students with disability | 17% |
| Students with no reported disability | 53% |
| English learner | 8% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 46% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 61% |
| Students with disability | 25% |
| Students with no reported disability | 45% |
| English learner | 16% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 57% |
| 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 | 47% |
| Females | 46% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 10% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 60% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 11% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 8% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | 13% |
| Students with no reported disability | 12% |
| English learner | 10% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 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 | 92% |
| Students with no reported disability | 95% |
| Fluent-English proficient and English only | 95% |
| Gifted and talented | 91% |
| 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 | 41% |
| Females | 42% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 44% |
| English learner | 5% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 52% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 11% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
Pacific Islander
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 74% | 51% | ||
| White | 15% | 27% | ||
| Asian | 4% | 11% | ||
| Black | 4% | 7% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 72% | N/A | 54% |
| English language learners 2 | 39% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Tongan | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
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.
2521 Goodwin Avenue
Redwood City,
CA 93239
Website: Click here
Phone: (650) 365-4611
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