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GreatSchools Rating

Evergreen Valley High School

Public | 9-12 | 2737 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 4 ratings
2012:
Based on 6 ratings
2011:
Based on 9 ratings
2010:
Based on 7 ratings

Teacher quality

Principal leadership

Parent involvement

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68 reviews of this school


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Posted October 29, 2007

Speaking as a staff member of EVHS, the one thing I notice the most is lack of parent involvement in school activities. Yes, we are awfully short-staffed. We all do the very best we can by the students with the limited resources we are given.
—Submitted by a staff


Posted September 30, 2007

The principal who 'rules' the school needs to be reolaced and also reported to the School District directly. She is condesending when talking about any issues and also takes away simple events which in the past have been important and enjoyable for the students. I am a parent of two students and have had discussions with the principal and a petition should be started, at least for the DIstrict Office should be aware of the discontent, both from the parents and teachers. It really is a shame, to think my property taxes are paying for her salary...Sorry, wish I could be more constructive, but she really should find another job, perhaps a prison warden...
—Submitted by a parent


Posted September 28, 2007

My child attends EVHS. Football equipment was stolen due to the lack of adequate amount of lockers for players. We are now having to pay for the stolen material. There are a lot of fights on school campus and the staff rarely even knows about them. The office staff is so busy they are not even able to pay attention to the fact that a student is in their office. There are some admins that are absolutely wonderful and helpful but I'm becoming more and more disenchanted about this school every day. Private school is becoming sadly my only option because the tax dollars are just not going to a good education here.
—Submitted by a parent


Posted September 19, 2007

A lot of the recent ratings are true. Don't be sidetracked by the glamor of going to a new state of the art school. This school used to be new, but people can sure destroy things in a hurry. Not only are public facilities as bathrooms in horrible shape, the administration falters to listen to students demands. Be warned, your students deserve better than this school. I am telling you this because they do.
—Submitted by a parent


Posted September 18, 2007

I'm really disappointed in the way the school runs. In simple words, this school's appearance is great, but the inner core of it isn't great at all. Counselors are a big issue and they are not well-organized.
—Submitted by a student


Posted September 16, 2007

I abhor this school. There's no unity, everyone is rude, and while the campus may look great at times, everything is completely divided. Any attempts at unity (Peace Circle event, Sept. 11 respects, etc) are ignored, destroyed, or forgotten. I'm a student. I know.
—Submitted by a student


Posted August 28, 2007

I go to this school, and if it wasn't for my friends, there's no reason to be here. This school is filled with administration who just don't care about the students. The principal has no communication with us! Teachers are average. Some of the teachers are fabulous, others aren't so much. Extra-curriculars? Let's say a majority look forward to botc, hc, and dances. That's about it. Overall, EV isn't what everyone thinks it is.
—Submitted by a student


Posted August 25, 2007

Well, we thought we were getting a good principal, but it seems not. Why does she fire good teachers? My son lost a good math teacher thanks to this principal. The principal won't say why she didn't rehire the teacher, but I saw my son do much better in math with that teacher than he had ever done, thanks to his teacher. I think parents should be able to over ride a principal's decision. This principal is so arrogant and thinks she is never wrong. Why has she been dumped on our great school?
—Submitted by a parent


Posted August 21, 2007

pretty on the outside bland on the inside. teachers don't really know what they are doing. very segrated,you need to be richer to fit in. drug abuse problem. I would know these things because im now a senior here. nobody knows who the princpal is. there are very few extra curricular actives.little disipline, not safe for studence who can be easyly become influnced by drugs because they are readly avalible.
—Submitted by alyssa, a student


Posted July 16, 2007

-Number of AP Classes: Average -Number of Honors Classes: Below Average -Student Administration: Below Average -Counselors: Below Average -Office Staff: Below Average -Music Department: Average -Sports programs: Average -Teacher Quality: Below Average -- Average -Campus Quality: Above Average -Diversity: Average -Parent Involvement: Below Average Personally, I would choose to invest $15,000 a year and go to a private school where I would be provided with more opportunities than at EVHS. Mainly, the teachers and lack of funds are holding the school back from being what could potentially be a great school. All of the good teachers are leaving while the lazy, and unenthusiastic teachers are coming, which is tragic for the students. There definently needs to be more parent involvement for this school to progress. Don't let the administration solely run the school.
—Submitted by a parent


Posted March 12, 2007

-Number of AP Classes: Average -Number of Honors Classes: Below Average -Student Administration: Below Average -Counselors: Below Average -Office Staff: Below Average -Music Department: Average -Sports programs: Average -Teacher Quality: Below Average -- Average -Campus Quality: Above Average -Diversity: Average -Parent Involvement: Below Average Personally, I would choose to invest $15,000 a year and go to a private school where I would be provided with more opportunities than at EVHS. Mainly, the teachers and lack of funds are holding the school back from being what could potentially be a great school. All of the good teachers are leaving while the lazy, and unenthusiastic teachers are coming, which is tragic for the students. There definently needs to be more parent involvement for this school to progress. Don't let the administration solely run the school.
—Submitted by a student


Posted February 5, 2007

I feel that this is an excellent school. Yes, I may be biased because I attend EVHS, but, as it is clear from test scores, EVHS is one of the best schools in the ESUHSD. I came from a private middle school, and I had the option to attend a good private high school(such as Presentation). However, I chose to attend EVHS. It is a decision I definitely don't regret. The teachers really do care, and as it is a new school, it has taken some time for all the extra-curricular programs to settle in. Howver, in this 4th year of the school, we already offer some of the best AP classes and numerous art/music programs. In addition, we have excellent sports teams headed by wonderful coahces. In addition, parents are really involved in almost every aspect of the school. This warm environment provides a great platform for success.
—Submitted by a student


Posted February 4, 2007

I am happy my children go here. I am very happy they have good teachers and Mr. Salmon is the best. The principal Mrs. Cornelious is so wonderful and so helpful and works hard to night to see parents and students.
—Submitted by Jupreet, a parent


Posted November 25, 2006

evergreen is great. my two children attend/have attended evergreen and they love it. staff is great. a few bad teachers but what school doesn't have those? principal is great and teachers are very involved with parents. lots of sports and clubs. they discipline the students very well from what i hear. only slight problem is it's overcrowded, but they are solving this by building a new building. hopefully this helps in the future.
—Submitted by a parent


Posted August 24, 2006

The most important thing about a school is it's management, and let me tell you, EV does a very poor job at that.
—Submitted by a former student


Posted May 11, 2006

Excellent school with diversified programs and dedicated teachers who really care.
—Submitted by a parent


Posted December 31, 2005

The staff cares so much about their students, and the environment is great.
—Submitted by a parent


Posted November 13, 2005

Evergreen Valley High School is, in my opinion, a pretty good school. Every one of my daughter's teachers are highly qualified, and the administration is helpful and almost always available to answer my questions.
—Submitted by a parent


Posted September 11, 2005

Evergreen High School should not deserve the good ratings that it has right now. My child goes to Evergreen Valley High School and she hates it. The school is over crowded. It takes a while for her to get lunch.
—Submitted by a former student


Posted August 4, 2005

Quality of academic programs cannot be rated as the school is fairly new. There are not many extracurricular activities offered for students as htry outs are limited and a lot of the students that get selected are friends or acquantansies of players or teachers. Full parent involvement has not being fully established as it is a fairly new school
—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 2012.

This school's
API score

862

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

8 / 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 2012

This school's
API score

862

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
2011 to 2012

-3

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 2012.

211 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
36%

2010

 
 
45%

2009

 
 
37%
Algebra II

The state average for Algebra II was 69% in 2012.

126 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
97%

2010

 
 
93%

2009

 
 
95%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

660 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
79%

2010

 
 
77%

2009

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

24 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
13%

2009

 
 
5%
Geometry

The state average for Geometry was 48% in 2012.

292 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
66%

2010

 
 
75%

2009

 
 
73%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

231 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
44%

2010

 
 
31%

2009

 
 
20%
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

82 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
18%

2010

 
 
12%

2009

 
 
12%
Algebra II

The state average for Algebra II was 42% in 2012.

265 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
74%

2010

 
 
65%

2009

 
 
71%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

596 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
81%

2010

 
 
82%

2009

 
 
66%
Chemistry

The state average for Chemistry was 51% in 2012.

12 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
n/a

2010

 
 
28%

2009

 
 
77%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

662 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
72%

2010

 
 
68%

2009

 
 
68%
Geometry

The state average for Geometry was 17% in 2012.

183 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
32%

2010

 
 
19%

2009

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

121 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
93%

2010

 
 
95%

2009

 
 
96%
Science

The state average for Science was 53% in 2012.

660 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
78%

2010

 
 
71%

2009

 
 
68%
World History

The state average for World History was 46% in 2012.

646 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
68%

2010

 
 
59%

2009

 
 
60%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

36 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
10%

2010

 
 
22%

2009

 
 
5%
Algebra II

The state average for Algebra II was 15% in 2012.

207 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
32%

2010

 
 
24%

2009

 
 
22%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

75 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
46%

2010

 
 
71%

2009

 
 
82%
Chemistry

The state average for Chemistry was 34% in 2012.

427 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
47%

2010

 
 
38%

2009

 
 
45%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

655 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
68%

2010

 
 
60%

2009

 
 
66%
Geometry

The state average for Geometry was 9% in 2012.

113 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
11%

2010

 
 
3%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

291 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
76%

2010

 
 
76%

2009

 
 
80%
Physics

The state average for Physics was 56% in 2012.

87 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
67%

2010

 
 
69%

2009

 
 
74%
U.S. History

The state average for U.S. History was 48% in 2012.

647 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
69%

2010

 
 
60%

2009

 
 
67%
World History

The state average for World History was 18% in 2012.

12 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
26%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students30%
Females31%
Males30%
African American0%
Asian54%
Filipino29%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged21%
Non-economically disadvantaged34%
Students with disability15%
Students with no reported disability31%
English learner17%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)21%
Parent education - college graduate45%
Parent education - graduate school/post graduate39%
Parent education - declined to staten/a

Algebra II

All Students95%
Females97%
Males93%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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
Non-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 Students78%
Females80%
Males77%
African American21%
Asian90%
Filipino80%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged56%
Non-economically disadvantaged83%
Students with disability0%
Students with no reported disability81%
English learner25%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate52%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)71%
Parent education - college graduate84%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
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 Students68%
Females71%
Males64%
African Americann/a
Asian74%
Filipino55%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged64%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability67%
English learner64%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate56%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)60%
Parent education - college graduate73%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students28%
Females27%
Males27%
African Americann/a
Asian42%
Filipino24%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)57%
Economically disadvantaged18%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability28%
English learner6%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)30%
Parent education - college graduate39%
Parent education - graduate school/post graduate37%
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
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students13%
Females14%
Males13%
African Americann/a
Asian25%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)11%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students63%
Females60%
Males66%
African Americann/a
Asian70%
Filipino46%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)62%
Economically disadvantaged43%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)61%
Parent education - college graduate64%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Biology/Life Sciences

All Students84%
Females82%
Males85%
African American79%
Asian90%
Filipino78%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged71%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learner32%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate80%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)80%
Parent education - college graduate84%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Chemistry

All Students59%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 Students72%
Females76%
Males69%
African American57%
Asian83%
Filipino70%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged51%
Non-economically disadvantaged78%
Students with disability7%
Students with no reported disability75%
English learner10%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)63%
Parent education - college graduate77%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Geometry

All Students21%
Females19%
Males23%
African Americann/a
Asian29%
Filipino20%
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged23%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability22%
English learner30%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)21%
Parent education - college graduate23%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

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

All Students97%
Females96%
Males97%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged96%
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)92%
Parent education - college graduate95%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Science

All Students79%
Females78%
Males81%
African American93%
Asian89%
Filipino84%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged64%
Non-economically disadvantaged84%
Students with disability15%
Students with no reported disability82%
English learner33%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)78%
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

World History

All Students65%
Females59%
Males72%
African American50%
Asian77%
Filipino57%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged49%
Non-economically disadvantaged70%
Students with disability11%
Students with no reported disability67%
English learner29%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)61%
Parent education - college graduate68%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students14%
Females20%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
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

Algebra II

All Students33%
Females31%
Males35%
African Americann/a
Asian36%
Filipino26%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged25%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)33%
Parent education - college graduate36%
Parent education - graduate school/post graduate43%
Parent education - declined to state29%

Biology/Life Sciences

All Students44%
Females42%
Males45%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)47%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

Chemistry

All Students54%
Females55%
Males53%
African Americann/a
Asian56%
Filipino47%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged38%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)48%
Parent education - college graduate63%
Parent education - graduate school/post graduate66%
Parent education - declined to state46%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 Students68%
Females71%
Males66%
African American50%
Asian79%
Filipino64%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged50%
Non-economically disadvantaged74%
Students with disability4%
Students with no reported disability72%
English learner0%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)74%
Parent education - college graduate80%
Parent education - graduate school/post graduate83%
Parent education - declined to state63%

Geometry

All Students10%
Females9%
Males10%
African Americann/a
Asian18%
Filipino0%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged12%
Students with disability0%
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)11%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

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

All Students72%
Females68%
Males77%
African Americann/a
Asian75%
Filipino52%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)69%
Economically disadvantaged63%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)76%
Parent education - college graduate75%
Parent education - graduate school/post graduate80%
Parent education - declined to state69%

Physics

All Students41%
Females24%
Males53%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability41%
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 graduate17%
Parent education - some college (includes AA degree)45%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

U.S. History

All Students65%
Females65%
Males67%
African American73%
Asian74%
Filipino67%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged49%
Non-economically disadvantaged71%
Students with disability12%
Students with no reported disability68%
English learner6%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)69%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state56%

World History

All Students38%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only38%
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

663 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
94%

2010

 
 
90%

2009

 
 
92%
Math

The state average for Math was 84% in 2012.

653 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%

2009

 
 
93%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students94%
Females94%
Males93%
African American100%
Asian97%
Filipino97%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged85%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disability58%
Tested with modificationsn/a
English learner38%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students96%
Females96%
Males97%
African American86%
Asian99%
Filipino97%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability69%
Tested with modificationsn/a
English learner83%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 49% 8%
Hispanic or Latino 24% 49%
Filipino 11% 3%
White 10% 28%
African American 4% 7%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 16%N/A24%
Students eligible for free or reduced-price lunch program 212%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 43% 85%
Vietnamese 27% 2%
Filipino (Pilipino or Tagalog) 9% 1%
Cantonese 5% 2%
Punjabi 5% 1%
All other non-English languages 2% 1%
Khmer (Cambodian) 2% 0%
Farsi (Persian) 1% 0%
French 1% 0%
German 1% 0%
Gujarati 1% 0%
Hindi 1% 0%
Ilocano 1% 0%
Japanese 1% 0%
Korean 1% 1%
Mandarin (Putonghua) 1% 1%
Portuguese 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 30N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 88%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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