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GreatSchools Rating

North Star Academy

Public | 3-8

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 6 ratings
2012:
Based on 4 ratings
2011:
Based on 5 ratings

Teacher quality

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Parent involvement

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49 reviews of this school


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Posted Thursday, September 18, 2014

NSA is a mixed bag for me. We have been at the school for 5 years now and I went from very happy with the school to not so happy. The teachers are doing an outstanding job in the elementary Grades with maybe one or two exceptions. They get the kids organized and responsible for their own learning while keeping it fun for the most part. Once your child hits middle school it is a different matter. There are a few great teachers, a lot mediocre teachers and some are flat out bad. Especially 7th Grade was bad and took all the fun out of learning. The science and math teacher is incompetent and lazy, the language arts teacher although the kids learn, gives too much homework and exhibits inappropriate behavior. The principle although aware of the problem does not act. Nevertheless I am glad my kids are in this school. Not because I think the teachers are outstanding. It is the students and parents. If you surround your kids with kids who want to do good in school, chances are they want to do good too and that is what I am seeing in my kids.
—Submitted by a parent


Posted September 3, 2014

A great school that challenges students in a nourishing way. Many talented and dedicated teachers. My son has attended for three years now, and has nothing but good things to say about his teachers and classmates. It's been great to see him develop a deep sense of academic responsibility and appetite for learning. The faculty has created a solid curriculum that includes an enrichment program, frequent, topic-relevant, field trips and hands-on projects. Workload, including projects and homework is a little more than other RWC public schools, but leaves plenty of time for kids to be kids.
—Submitted by a parent


Posted August 21, 2014

My son has been here since the 3rd grade.I have seen my son grow into a self starter student who is motivated to excel and has learned to yearn for challenge. I am honored to have my son be s NSA student and future graduate! THANK YOU NSA STAFF,ADMIN AND PARENTS!
—Submitted by a parent


Posted April 11, 2014

I agree with the comment about teachers not being well organized and several spelling errors on a weekly basis from the office. This sets a very poor example for the students. The Principal is new as well and mispronounces student names. Even after being corrected she doesn't seem to care or bother with getting it right. The Principal lacks good people skills and is a poor administrator. She offends more than she helps. I wonder why she was hired in the first place.
—Submitted by a teacher


Posted February 13, 2014

So far, the teachers are not well organized. Also, a lot of sitting behind their desk during class - the same style as the worst classes you had, way back when. The school wastes time on Friday pep meetings when it really just needs more leadership by example. For example, almost every school communications contains spelling errors. It is an extremely poor example for the children, and annoys parents. Break out the spell checker and learn to proofread, show some pride! A good thing is that the kids are motivated, and parents, as well.
—Submitted by a parent


Posted November 19, 2013

North Star is the best school to be in! The teachers are always so supportive and I have learned so much by going to this school. It has so many fun projects and challenges for all grades. As an sixth grader, in my point of view, if you are looking for a school to put your child in, I think this a great school to put your child in. - A happy student


Posted October 22, 2013

North star is a great school that fulfilled a need for our children. Our first child transferred to North Star in 6th grade after we were completely frustrated with her experience at another RWC elementary school. Year after year she was bored with the classwork and not challenged at all. She never felt that way at North Star. We have always felt lucky RWC had this option. Our second child went all the way from 3rd through 8th grade and was very well prepared for high school. Both have fond memories and many friends from North Star. Not really sure what else a parent could want.
—Submitted by a parent


Posted September 25, 2013

To me, there are two schools at NorthStar - an AWESOME (5*) elementary school with strong dedicated teachers - 3rd grade science is a particular highlight - and a somewhat lackluster middle school (3*) with a number of teachers who are not really reaching the kids and are not doing much more than going through the motions. The recent loss of a standout teacher in 7th and 8th grade science has been a big blow. On the flip side, the student body and parent community are tremendous, and the school's willingness to accelerate high-performing math students (even to the point of taking high school math classes in 8th grade) has been a great recent decision. Because of the quality of the student body and parent engagement your kid can't fail to get a very good public education from here.
—Submitted by a parent


Posted September 25, 2013

NSA is a good school, obviously very focused on academics since kids have to be tested in. From what I understand they have a strong focus on socialization as well, but I have not seen it firsthand. I find a lot of the children lacking in social consideration, even more so than the other schools that I am involved with. Some of the teachers do leave a little to be desired, though, and others go above and beyond.
—Submitted by a parent


Posted September 23, 2013

NSA is a better choice than almost any other school in the RCSD because it goes to 8th grade, it has a mostly wealthy and involved parent community, and because the kids have to test in, which weeds out low performers. That being said, there are some teachers here who are in dire need of review, because they don't seem to be interested in teaching at all. The prevailing attitude of teachers seems to be "if the kids don't get a concept the first time it's mentioned, it's up to parents to hire a tutor." There is very little academic support from teachers, huge emphasis on tests, and way too much homework. For every 1 kid who reacts well to this model, there are 20 who do not. Lunch is at 11:15 in the morning, which means that kids go from 12-3 (the majority of their day) with no break for nutrition or physical activity, which seems unhealthy at best. Yes, they graduate beyond prepared for high school. But they are also stressed out, and pressed for any kind of free time every single day.
—Submitted by a parent


Posted January 28, 2013

1st year at school and so far we've been completely impressed by the quality of the teachers and their approach to getting the kids to take on responsibility and enjoy the process of learning. Our son comes home happy and excited to learn more than what was presented in the classroom. NSA does ask a little more from the kids, in term of homework and studying, but it hasn't been unreasonable. It's hard to ask for more than that.
—Submitted by a parent


Posted November 10, 2012

North Star has some great teachers and some ok teachers. Students are generally good and well behaved. Not every student is good at every subject. Some need extra help in math, writing or other areas of learning. A few math teachers are very weak in my opinion. Stundents could have done much better if they had better math teachers. The 3rd grade teachers are pretty solid. Students coming to 3rd grade may feel a bit overwhelmed at first because things are not as easy as they experienced before. Not a perfect place, but better than some of the schools in Redwood City.
—Submitted by a parent


Posted October 21, 2012

Every child is different, and children gifted in academic learning need a place for them to keep things going. It is great that RWC school district provides a school like North Star for students who are motivated and able to learn fast. It's inspiring to be in a classroom where everyone is working hard and trying to do a good job. It's important that we keep a learning environment like this as an option for our children, especially while GATE program is not provided in our neighborhood school.
—Submitted by a parent


Posted April 27, 2012

This school is an oasis for panicky parents. It is a private school in the public school system. Families who attend do so hoping to escape some of the possibly negative effects of low-performing students in schools that accommodate a diverse student population. It is one of the worst things that has ever happened to the RCSD. Hope to see it disappear or be drastically modified soon. Not happy my taxes are paying for NSA.
—Submitted by a parent


Posted April 3, 2012

north star academy is an amazing school with kind and cuddly teachers who help you learn more than enough to survive
—Submitted by a parent


Posted August 30, 2011

LOVE the school, the teachers and the Principal. Not sure what the other post meant. The Principal is so on top of things and a great communicator. The kids love her and the teachers love her. She started many new enrichment things for the kids since she has been here. My 6th grader has thrived at this school. It is perfect for high kids. I am so thankful we have it in RWC!
—Submitted by a parent


Posted August 21, 2011

Naturally this is the best public elementary/middle school in Redwood City -- the students are tested before admission, so only the most capable attend. The students, not the teachers or the administration, drive North Star's exceptional reputation. The current principal is woefully below par, as are about 40% of the teachers, which is completely in line with what one might expect from other schools in the district that perform poorly. But when you begin with a more capable student body, you cannot help but achieve better results. Would I choose another public school in Redwood City for my child? -- No, of course not. This is clearly the best option available. But I certainly won't pretend North Star is doing a better teaching job. That's simply not accurate.
—Submitted by a parent


Posted July 19, 2011

It is a top school in the state, for our gifted and talented children. What a treasure for our community! This school was a "godsend" for my son. Previously he was an average student at a local parochial school, not particularly motivated, contrary to his high standardized test scores. At Northstar, he was properly challenged in a creative environment, to spark his potential. The teachers are specially trained to teach GATE curriculum, and more importantly, to teach exceedingly bright children who need less time to learn new subjects, and more time to deepen understanding through interactive group projects. My son thrived at this school which provided him the structure, skills in time management, and the CHALLLENGE to acheive academic success. While my son is especially gifted in the areas of math and science, the entire school community celebrated and developed a strong appreciation of the varied gifts of all the students, in all disciplines- such as art, drama, athletics, music, and community service. He went on to the high school of his choice where he graduated with multiple honors and awards; he continues to thrive as a top engineering student at UCBerkeley.
—Submitted by a parent


Posted July 18, 2011

My child is entering 5th grade at North Star. Thus far, his teachers have been very astute in identifying his strengths and weaknesses and encouraging him to take personal responsibility for learning and submitting work on time. Independent thinking and creativity are nurtured. The field trips and parent involvement are amazing. The families that we have met have the same values that we do, and I am pleased with the friends my son has made.
—Submitted by a parent


Posted May 30, 2011

I would think twice about sending your child here, especially if life lessons matter. There are a lot of burned out teachers that achieve test scores at a cost to your child's self esteme. The "conversation" between staff and parents is one way. The former principal was great. The current principal, Wendy Kelly, at every occasion puts the staff, her relationship with them before the needs of the child. There are a few good teachers her who are truely great, but the mean ones are very cruel. Most of the teachers have huge egos and think they make no mistakes, do not take suggestions, feel above the need to evolve and change. No geometry, it was eliminated and math lovers suffer here.
—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

995

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

995

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

+5

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)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 46% in 2013.

89 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
92%

2011

 
 
97%

2010

 
 
94%
Math

The state average for Math was 66% in 2013.

89 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
99%

2010

 
 
100%
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.

91 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 72% in 2013.

91 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
98%

2010

 
 
100%
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.

89 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
99%

2010

 
 
96%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
100%

2010

 
 
100%
Science

The state average for Science was 57% in 2013.

88 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%
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.

86 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%

2011

 
 
95%

2010

 
 
90%
Math

The state average for Math was 55% in 2013.

86 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
98%

2011

 
 
97%

2010

 
 
86%
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.

90 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 52% in 2013.

87 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
94%

2010

 
 
98%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

80 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
72%

2011

 
 
86%

2010

 
 
76%
English Language Arts

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

86 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
97%

2010

 
 
95%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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

 
 
92%

2012

 
 
87%

2011

 
 
98%

2010

 
 
93%
Science

The state average for Science was 67% in 2013.

86 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
100%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students97%
Females96%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged92%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged100%
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate96%
Parent education - graduate school/post graduate100%
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 Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students99%
Females100%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged100%
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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)91%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 Students98%
Females97%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantagedn/a
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented100%
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 graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students98%
Females98%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students97%
Females95%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantagedn/a
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
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 graduate96%
Parent education - graduate school/post graduate100%
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 Students95%
Females96%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged83%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented95%
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 graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students94%
Females95%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged83%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented95%
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 graduate95%
Parent education - graduate school/post graduate98%
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 Students98%
Females100%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged91%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students97%
Females98%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged82%
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented91%
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 graduate97%
Parent education - graduate school/post graduate100%
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 Students83%
Females84%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged85%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
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 graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

English Language Arts

All Students93%
Females100%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged69%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

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 Students92%
Females94%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged62%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students98%
Females100%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged85%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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
White 60%
Hispanic 22%
Asian 10%
Two or more races 4%
Black 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 13%N/AN/A
English language learners 0%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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400 Duane Street
Redwood City, CA 94062
Phone: (650) 482-5973

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