Advertisement
Advertisement

GreatSchools Rating

Evergreen Valley High School

Public | 9-12

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 21 ratings
2013:
Based on 7 ratings
2012:
Based on 5 ratings
2011:
Based on 9 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

91 reviews of this school


Sort by:
Show reviews by:
Posted March 17, 2014

It is an OK school and child will get a good education. But, information is hard to get, counselors are overworked, unavailable. Course selection for the next year is done first in naviance, then the counselors approve the 2000 requests. AP night is held for parents and students, and then students submit AP requests on paper, which are processed by the counselors. AP night can be held BEFORE students submit requests in naviance? Course catalog on the school website is from 2009 and outdated. It lists courses no longer available, and does not list new courses. Departments do not have websites. Not all teachers are required to use schoolloop. Child might not know his grades for weeks unless he asks teacher. Things will improve with the new principal who is responsive to parents and trying to change and improve the school.


Posted December 26, 2013

teachers are biased and bitter in many cases. Huge drug problem, and massive amounts of bullying takes place with a lack of initiative in staff to lend support. If you are struggling, regardless the reason, no one is going to show you any empathy.


Posted November 10, 2013

This school has a new principal and she is very good. She cares about the children and there is a renewed school spirit in the school. My son has positive feedback and I am glad that his final two years at EVHS will be ones that he will enjoy and value more than the first two years. The principal also attended the choir concert on Thursday which had not happened before and my son is in his third year of choir. The concert was the best one yet and the teacher is very dedicated with her students. Ms. K always puts on a great performance. A big thank you to you.
—Submitted by a parent


Posted August 28, 2013

My daughter attended 9th grade in this school. Our experience: A first-year English teacher who lost multiple homeworks and tests and gave 0s for those; 3 schcool consulers for ~3000 students; No honors classes; Parents are not allowed to do anything for their kids or get involved in school life. Kids are left fighting for limited resources and uncaring teachers themselves; While there is an "AP night" when they talk about the classes and ask kids to carefully choose up to 3 classes, they randomly assign ONE AP class for 10th graders regardless of their choices: why do they even bother with an "AP night" in the first place! school management is non-exist; school ground is dirty though nearly new; Students on side walk, not the lawn are sprinkled that grass died. Should I continue? If the school's acdemic performance is OK, it is because of parents/students, not the school.
—Submitted by a parent


Posted March 31, 2013

Definitely not a good school, for students who are willing to go to universities. This school does not provide their students what they need, for example, the resources, counselors, good teachers and advanced classes. Things are just horrible at this school and it needs to be fixed. All the students who are willing to take advanced classes should be able to take them.
—Submitted by a student


Posted March 18, 2013

EV is an excellent school. It has excellent teachers who care deeply for students. Students who complain about teachers are just too lazy to pay attention during class. Ev has a broad selection of classes and electives. People can't expect a school to have a dozen choices for each department. I'd highly recommend your child to attend this school. He or she will will receive the best of teaching and support. Go Cougars!


Posted March 10, 2013

Being here for a few days made me quickly realize that there is much more to the high school experience besides academics. Granted, the teachers are very excellent, with many AP classes. But the students here are what ruins it. There are way too many fights, drugs, learning apathy, bullying, and racism. You will be torn apart if you are introverted, average, or otherwise not popular. I am happy at another school now, where the people are friendly, sociable, and tolerant. I have become less quiet, and feel much closer with others, students, teachers, and parents. This is an average school and many here think all schools are the same. But there are those of us that know better, are you one of them?


Posted February 14, 2013

High school has its ups and downs-its an inevitable part of the experience that will happen regardless of any school you attend. Having said that, I can happily say that EVHS has transformed me into the person I am today. Most of the faculty is amazing-I can only think of a couple of teachers that I truly had an issue with. For the most part, teachers will take their time and speak with you outside of class if you need help regarding classwork, or just school in general-as long you take the time to address your issues. The administration does their best to work with everyone. In response to the previous poster, I have worked with the administration regarding the Pledge and have been a participant in the global field trips that the poster addresses. The decision was taken in order to prevent any discomfort that students may have regarding the Pledge. As to "anti-American sentiments" presented in global field trip presentations, I can attest to the fact that these organizations and the teachers involved with them strive to only show the effects of globalization in the world around us, and the USA's role in it. EVHS takes a progressive stance regarding the shaping of future leaders.
—Submitted by a student


Posted December 29, 2012

I honestly have to say that moving here for my junior year (which is supposed to be the most important/rigorous year) was one of the worst choices I've ever made. Don't get me wrong, the students here are very nice people. But the teachers are what makes me shake my head. Sadly, there is only the slightest amount of teachers that actually care about the actual student and more than just a GPA. I've only been here for so long but it's more than enough. The quality of the teachers (as you've probably read through) is tremendously horrid. I cannot emphasis this enough. Coming from a student who has never had anything below a 3.8 GPA, I've suffered so much this year. I understand that academically, schools must be rigorous. But it does help when teachers are willing to give that extra push instead of throwing work at you without explaining it. The best part of it is when I asked the counselor to switch me out of a class I am failing in, she told me to get a tutor like everyone else. You know, not everyone can afford a tutor. It just makes me grief over the fact that no one is willing to help me even when I come to them. I wouldn't recommend this school to anyone.
—Submitted by a student


Posted December 12, 2012

The principal of this school is deplorable. The principal does not take any responsibility for students, teachers, the school. She ascribes the goings on to anything but herself. She has the students who do the Pledge of Allegiance say to sit down and be silent. With this she allows one of her teachers to do a school assembly for global field trips and the presentation was full of anti-American sentiment. How am I to teach my child responsibility for her actions and national pride with school principals like this? Is this what public schools have become?
—Submitted by a parent


Posted December 8, 2012

Honestly, EV was disappointing. I'm a sophomore, and the only classes that I'm learning anything are whap and math, which shouldn't be the case. The only thing making it a good schools are us, the motivated students, not the mediocre teachers.
—Submitted by a student


Posted October 3, 2012

Overall, I believe this is a great school, especially at academic. Also, from statistics of graduated students, this is wonderful school, very competitive to schools such as Los Altos high and Homestead. There're so many students entering top UC school. So, what more do we expect? What this school needs to improve is parents involement, compared to other schools like Gunn High. So, let's put more time and effort to help EV, to build a more decent comunity school.
—Submitted by a parent


Posted January 31, 2012

We moved to this school after the school year began. I had high hopes, but I have to say that I have been very disappointed. Despite this school's high rating, so far I find most of (not all) the teachers to be incompetent, unprofessional, weak in subject matter knowledge, and unhelpful. They really seem to hate teenagers. There are many fights, drugs, and overall lack of discipline. The dress code, or behavioral rules for that matter, are not enforced, because the administration is out of touch, lacking in an authoritative presence, and unwilling to take a stand. The athletic department is extremely disorganized, and the school's technology seems to date back to the 80's. Even the parents lack discipline, as they park illegally, do not follow rules, and do not enforce school rules on their children. This school's problems cannot be solved overnight, since the entire school district is underfunded and unsupported by the community. If you are considering moving to San Jose, wait until your children no longer need to attend school. Good luck to us all as we hope our children will learn under such terrible conditions.
—Submitted by a parent


Posted September 28, 2011

I agree with the lack of unity and lack of school spirit. In addituon, Admin/leadership of school does absolutley nothing to promote anything , very poor communications with parents (e.g announcing Back to school Night on school loop a few hours prior to the the event) 50% of teachers do not bother responding on school loop yet it is the ONLY connection the parent has with the school. School WAY TOO OVERCROWDED. Staff overworked. Teachers assume all students have computers and are expected to print out handouts. Library and computer labs inaccessible. In fairness to the teachers much of this is due to budget cuts w
—Submitted by a parent


Posted July 31, 2011

I am a substitute teacher in the East Side District. Evergreen Valley is without doubt the best high school in the district. The behavior of the students is superior, the classroom preparation is excellent, and the student commitment to learning is obvious in virtually every classroom.


Posted July 6, 2011

My child will be attending EVHS and the registration process has already been a disappointing experience. The staff who directed parents to the seating area presented herself more like a military drilled sergeant with no social etiquette or proper customer service skills. "Hey, put that down... You! sit over there!" It didn't feel like a school environment and that made me wonder the level of "quality" education the school is capable of providing.
—Submitted by a parent


Posted June 15, 2011

I agreed with the assessment about EVHS. My daughter took AP Calculus AB last year (10th grade) with Ms Thieu and it was horrible. I had to hire private tutor for her 4 hours/wk to catch up because the teacher taught almost nothing at school and she gave out hw that took 3-4 hours a day to complete. My daughter is a straight A+ student in all her previous math classes (and other subjects). I hired 2 different experienced math tutors and they both agreed. When I emailed and asked her about it, she told me that it should take < 1hr a day to complete her math hw. Please. I was a calculus tutor and teacher assistant in college many years ago and I do know about math.
—Submitted by a parent


Posted June 3, 2011

The students here deserve better teachers. I have recently completed my junior year at this school and the quality of the teachers is just horrendous. With the exception of a handful of wonderful teachers, most of the teachers at EV have obsolete teaching methods, unorganized grading systems, no motivation towards teaching, and are just plain incompetent. Many students here are very bright, talented, and passionate about learning, hence the schools high API score, but it is not because of the teachers. The staff quality is overwhelmingly poor; staff-student communication is almost nonexistent and most of the staff show no concern about the students' futures or well being. EV's good-looking campus is ruined by the overcrowding of students and complete lack of unity. There is almost no school spirit and the student population is divided up into its own secluded groups and cliques. Also, EV has a ridiculously poor selection of classes. EV has no honor classes, not many APs, and only two foreign languages. This is laughable when compared to other schools of this size. Other than a nice campus, good students, and an unpleasant high school experience, EV has little else to offer.
—Submitted by a student


Posted April 9, 2011

Honestly, this school consist of the worst teachers, who can't comprehend the act of "teaching." This is my Junior year and it's a waste of time. Students are unmotivated because of the unmotivated teachers. I wish I could go to Silver Creek after hearing all the stories!
—Submitted by a student


Posted March 20, 2011

Its more of the students making this a good school, not the staff. I personally think that this school may not have the right activities and staff for learning, but it definitely has the perfect learning environment for students of all abilities. For me, I really had no choice but to go here or silver creek, but for the sake of distance and friends, I chose this school.
—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.

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

866

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 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

866

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)

9 / 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)

5 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

163 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
30%

2011

 
 
36%

2010

 
 
45%
Algebra II

The state average for Algebra II was 65% in 2013.

138 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
95%

2011

 
 
97%

2010

 
 
93%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

432 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% 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 62% in 2013.

671 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%

2011

 
 
79%

2010

 
 
77%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

14 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
0%

2010

 
 
13%
Geometry

The state average for Geometry was 45% in 2013.

326 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
68%

2011

 
 
66%

2010

 
 
75%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

14 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
28%

2011

 
 
44%

2010

 
 
31%
Physics

The state average for Physics was 38% in 2013.

193 students were tested at this school in 2013.

2013

 
 
81%
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

89 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
13%

2011

 
 
18%

2010

 
 
12%
Algebra II

The state average for Algebra II was 39% in 2013.

260 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
63%

2011

 
 
74%

2010

 
 
65%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

589 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
84%

2011

 
 
81%

2010

 
 
82%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
59%

2011

 
 
n/a

2010

 
 
28%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

668 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%

2011

 
 
72%

2010

 
 
68%
Geometry

The state average for Geometry was 15% in 2013.

160 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
21%

2011

 
 
32%

2010

 
 
19%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

156 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
93%

2010

 
 
95%
Science

The state average for Science was 54% in 2013.

662 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
78%

2010

 
 
71%
World History

The state average for World History was 46% in 2013.

666 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
65%

2011

 
 
68%

2010

 
 
59%
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 10% in 2013.

38 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
14%

2011

 
 
10%

2010

 
 
22%
Algebra II

The state average for Algebra II was 15% in 2013.

159 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
33%

2011

 
 
32%

2010

 
 
24%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

37 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
44%

2011

 
 
46%

2010

 
 
71%
Chemistry

The state average for Chemistry was 32% in 2013.

441 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
54%

2011

 
 
47%

2010

 
 
38%
Earth Science

The state average for Earth Science was 37% 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 48% in 2013.

645 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
68%

2011

 
 
68%

2010

 
 
60%
Geometry

The state average for Geometry was 8% in 2013.

71 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
10%

2011

 
 
11%

2010

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

351 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
72%

2011

 
 
76%

2010

 
 
76%
Physics

The state average for Physics was 58% in 2013.

97 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
41%

2011

 
 
67%

2010

 
 
69%
U.S. History

The state average for U.S. History was 50% in 2013.

632 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
65%

2011

 
 
69%

2010

 
 
60%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
38%

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students20%
Females14%
Males24%
African Americann/a
Asian35%
Filipino16%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged18%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability21%
English learner14%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)26%
Parent education - college graduate25%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Algebra II

All Students90%
Females92%
Males88%
African Americann/a
Asian90%
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 disadvantaged100%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)69%
Parent education - college graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Biology/Life Sciences

All Students69%
Females71%
Males68%
African Americann/a
Asian83%
Filipino66%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged56%
Not economically disadvantaged72%
Students with disability7%
Students with no reported disability72%
English learner24%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)68%
Parent education - college graduate74%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students82%
Females83%
Males82%
African Americann/a
Asian89%
Filipino88%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged67%
Not economically disadvantaged86%
Students with disability7%
Students with no reported disability84%
English learner16%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)82%
Parent education - college graduate86%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
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 disability0%
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 Students51%
Females54%
Males47%
African Americann/a
Asian61%
Filipino31%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged38%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate57%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Students0%
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

Physics

All Students81%
Females81%
Males81%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
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 graduate64%
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

World History

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
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 Students11%
Females10%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Not economically disadvantaged12%
Students with disability0%
Students with no reported disability15%
English learner18%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students60%
Females63%
Males55%
African Americann/a
Asian63%
Filipino40%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged43%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)53%
Parent education - college graduate69%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Biology/Life Sciences

All Students76%
Females76%
Males76%
African Americann/a
Asian85%
Filipino67%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged55%
Not economically disadvantaged80%
Students with disability8%
Students with no reported disability78%
English learner18%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)69%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Chemistry

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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students75%
Females76%
Males73%
African American36%
Asian88%
Filipino70%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged50%
Not economically disadvantaged80%
Students with disability3%
Students with no reported disability78%
English learner9%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduate82%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Geometry

All Students18%
Females14%
Males20%
African Americann/a
Asian23%
Filipino15%
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged8%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability18%
English learner27%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)19%
Parent education - college graduate22%
Parent education - graduate school/post graduate28%
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students95%
Females94%
Males97%
African Americann/a
Asian95%
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 disadvantaged100%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)86%
Parent education - college graduate95%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Science

All Students76%
Females76%
Males76%
African Americann/a
Asian89%
Filipino68%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged55%
Not economically disadvantaged81%
Students with disability7%
Students with no reported disability79%
English learner18%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)76%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

World History

All Students67%
Females64%
Males69%
African American9%
Asian81%
Filipino66%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged42%
Not economically disadvantaged73%
Students with disability3%
Students with no reported disability70%
English learner14%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)61%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
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 Students26%
Females35%
Males13%
African Americann/a
Asian36%
Filipinon/a
Hispanic or Latino24%
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 disadvantaged29%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only30%
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)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students26%
Females24%
Males27%
African Americann/a
Asian37%
Filipino20%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged27%
Not economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)25%
Parent education - college graduate18%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Biology/Life Sciences

All Students38%
Females44%
Males33%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
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

Chemistry

All Students54%
Females46%
Males63%
African Americann/a
Asian59%
Filipino44%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged50%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)42%
Parent education - college graduate53%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students71%
Females71%
Males71%
African American67%
Asian79%
Filipino66%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Not economically disadvantaged75%
Students with disability9%
Students with no reported disability74%
English learner0%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate73%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Geometry

All Students10%
Females12%
Males9%
African Americann/a
Asian15%
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)14%
Parent education - college graduate5%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students69%
Females69%
Males68%
African Americann/a
Asian72%
Filipino56%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged58%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate51%
Parent education - some college (includes AA degree)58%
Parent education - college graduate66%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Physics

All Students50%
Females32%
Males59%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)18%
Parent education - college graduate48%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

U.S. History

All Students71%
Females66%
Males76%
African American75%
Asian77%
Filipino62%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged61%
Not economically disadvantaged73%
Students with disability15%
Students with no reported disability73%
English learner16%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)64%
Parent education - college graduate67%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

World History

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
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

The state average for English Language Arts was 83% in 2013.

676 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
94%

2010

 
 
90%
Math

The state average for Math was 84% in 2013.

662 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students93%
Females96%
Males90%
Gender Unknownn/a
African American82%
Asian98%
Filipino91%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state96%
Economically disadvantaged79%
Not economically disadvantaged96%
Economic Status Unknownn/a
Students with disability40%
Tested with modificationsn/a
English learner56%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males96%
Gender Unknownn/a
African American67%
Asian100%
Filipino96%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state93%
Economically disadvantaged92%
Not economically disadvantaged98%
Economic Status Unknownn/a
Students with disability58%
Tested with modifications0%
English learner85%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

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
Asian 61%
Hispanic 20%
White 6%
Black 2%
Two or more races 2%
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 18%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Notice an inaccuracy? Let us know!

3300 Quimby Road
San Jose, CA 95148
Website: Click here
Phone: (408) 347-7000

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools


Apollo High School
San Jose, CA






ADVERTISEMENT
ADVERTISEMENT