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GreatSchools Rating

Evergreen Valley High School

Public | 9-12

 
 

Living in San Jose

Situated in an urban neighborhood. The median home value is $428,500. The average monthly rent for a 2 bedroom apartment is $2,200.

Source: Sperling's Best Places
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

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91 reviews of this school


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Posted March 17, 2011

As a sophomore student here. I can say that it's been disappointing. Although there are some good teachers, I would say that some teachers aren't qualified to teacher their subjects, and are just lazy and incompetent. A more budget cuts happen, they'll be a lack of opportunities and services.
—Submitted by a student


Posted February 28, 2011

I am a student here and i strongly think that this school is not as great as everyone makes it seem! There are no good electives compared to many many other schools. Its teachers are not good! probly only 2 out of 4 teachers are good! i dont learn anything in 3 of my current classes. not that i do not pay attention because i do and i actually try to learn but these teachers just CAN NOT TEACH! the one and only thing good about this school is its campuse. Many parents think this school is so great! well its not remember this IS HIGHSCHOOL! drugs, fights, and major problems do occur here 24/7!!!!!!!
—Submitted by a student


Posted October 25, 2010

EVHS really is what you make of it. Given that this is a fairly new school, it is no wonder that a surplus of activities has yet to be developed. But take into consideration the quality of the things that do exist. Students at EVHS push the limits, are passionate, and excel in what they do. The campus is beautiful, the opportunities (if you take the time to put yourself out there and really take hold of them) are good, and the overall environment is one of the best. You get the best of both worlds at EVHS- the competition is great for growth and challenge in educational aspects, and there are a few great activities that students really put their hearts into which bring out the best in everyone. Work hard and be interactive. You will see that EVHS really is a great place.
—Submitted by a student


Posted May 16, 2010

This is my second and final year of attending EVHS. although I am only a sophomore, I've noticed the ambiguity that is my high school. although we've received a 'distinguished' 10/10, I'd like to disagree. I think that our high tests scores cover up our overcrowded, sometimes high-strung campus. It is not clear to me whether our high scores are a direct result of 'good' teachers, or the mainly intelligent demographics of our school. However, this task of uncovering the truth is up to you the parent and your student. Don't get me wrong though, there are truly some really great teachers, even if they are from mainly 'third world' countries. And we also have oppurtunities for the betterment of all types of students, including: college-bound students, mentally disabled students, and students struggling in CAHSEE math and english. But, its up to you :]
—Submitted by a student


Posted April 21, 2010

As a graduating senior, this school does have it's positives and negatives. The people here are pretty much open and welcoming, though there are the few who aren't as inviting, but that's normal. After reading some posts by freshmen,I'm kind of confused because there are some really great teachers here, it's just masked by the incompetent ones. Those who say this school has no class spirit is dead wrong. Probably they themselves don't participate in homecoming, battle or whatever. Plus, the graduating class is going to top schools in the world, I don't think being that smart comes without some help with teachers.
—Submitted by a student


Posted April 5, 2010

This school has its ups and downs. The teachers for the freshman class aren't very good and the campus is covered with a huge amount of gum, but the students are mature and responsible and the class spirit is amazing.
—Submitted by a student


Posted April 3, 2010

I'm a freshman at this school, and given the chance I would definitely attend a different school. There is only one part-time counselor to provide for the entire student body. The teachers are lacking experience and seem to all be hired from third-world countries. The campus, new as it is, is simply disgusting and there are black splotches of gum everywhere. There is absolutely no familiar school spirit at EVHS. I don't think that test scores alone can bring this school's rating up to a 10.
—Submitted by a student


Posted March 26, 2010

This is my freshman year of high school and I already wish I had chosen somewhere else. Half of my teachers are incompetent and and have little to no control over their classes. The counseling is insufficient and the environment the students and faculty create often comes across as cold and impersonal. Teachers rarely seem to care about their students at all, and blame the students for their inability to teach.
—Submitted by a student


Posted February 18, 2010

This place rocks. The only bad stuff is the usual high school stuff. I'm an angel though. 0:)
—Submitted by a student


Posted September 16, 2009

Evergreen Valley High School is a great community of parents, kids and teachers who care about each other and are committed to academic excellence as well as creating well-rounded young adults.
—Submitted by a parent


Posted March 18, 2009

I went to this school and am now a few months away from graduation from CAL. I struggled in my first two years of college because I had not learned basic study skills and did not have the same level of knowledge or competitiveness as my peers. The school was already in decline before I graduated and I know from contact with teachers that things have definitely gotten worse (conflicts within administration, poor management, rise in disruptive behavior from students, etc.). I only did well here because I took extreme initiative in my classes and extra curricular activities. The average student would not excel here. I strongly believe that I was accepted to university because I wrote about the extreme and unusual disadvantages I had (lack of classes, self-learning for AP, etc.) while attending this school. Your kids are much better off going to nearby Silver Creek or Mt Pleasant.
—Submitted by a student


Posted March 17, 2009

This school looks prestine on the outside but bad teachers on the inside. Needless to say, just because the school is new [est. in 2003] does NOT mean is good. Better school to attend to is Overfelt High or Independence High [they have better scores on testes then this school in a million years combine] . Your kids will thank you for it.


Posted March 10, 2009

I transferred out of this school half way through freshman year. I was made fun of for being white, and the schools environment was very unwelcoming.
—Submitted by a student


Posted January 26, 2009

I was a student who was amongst the 2nd graduating class of EVHS. Initially in high school, to be honest, I was heavily unmotivated and in the 'bad' crowd of students. I was always skipping classes, failing classes, and just doing terribly. However, the only thing that made me realize my passion for education (and subsequently higher education) were the amazing faculty and principal -- Mr. McDonough. A teacher whose name I will not publicly mention actually called me in one day and sat me down after class to ask what was bothering me and why I was under-performing. Needless to say, I got my act together. Currently I'm at a high ranking UC studying a technical field with promising industrial and graduate school opportunities waiting for me shortly. Undoubtedly, without EVHS I wouldn't be the person I am today.


Posted November 22, 2008

Reading the negative reviews from emo 9th graders got me a bit irked... I'm a 2nd year teacher at EVHS and I have to say that it is by far the best high school I have had the pleasure of working for. The administration is busy but functional. The art programs are alive and flourishing. The school climate is positive. There are very few fights. Students and staff are friendly. Students are (for the most part) highly motivated and capable. My one complaint about the place is a lack of available technology for students and teachers. We have no computer lab - shameful! Just to be clear, I've subbed throughout the East Side district and seen just how inadequate other schools' facilities are. Kids - FYI: if your bathrooms are gross, try taking care of them instead of expecting your parents to clean up after you.
—Submitted by a teacher


Posted November 12, 2008

My two children are attending EV. Both are very strong in math. I am glad they both had Mrs. Salgarino in AP Calculus AB and BC. They have never appreciated their math skills until they were challenged and loved by their math teacher. Thanks to Mrs. Salgarino and to all their math teachers. Sadly, Mrs. Salgarino is not with EV anymore.
—Submitted by a parent


Posted August 25, 2008

I graduated from EVHS a few years ago. When I first started, it was a great school with lots of promise. The small school system broke down after 2 years, and EVHS turned to a traditional high school format. Mr. McDonough was a great principal. Our test scores rose rapidly. So many students at that school were involved in sports and clubs, and there was a heavy emphasis on getting into college. There was a high rate of students taking (and passing) AP classes. The students were involved, and teachers genuinely cared about their students. Nowadays, administration at EVHS turned our school into something horrible. Hopefully new administration will come in, and students and teachers will once again love our school the way my peers and I did.
—Submitted by a student


Posted August 15, 2008

I transferred to Evergreen Valley my midway through my Junior year. The school is nice but the communication and the way it is ran is horrible. I'm very disappointed to have come to this school and my high school experiences have become absolutely boring but I hope to change that my Senior year. The leadership class could barely be called leadership due to the lack of efforts from the students in the class and the student body seems to not even support Leadership kids. For example, parents, staff, and students have no idea what activities and events are going on until the very last minute or not even at all. The school lacks a sense of community and being. The students are friendly but they do not seem approachable. The school really needs to be improved. The only thing this school provides are looks and smart kids.
—Submitted by a student


Posted August 15, 2008

this school is very very disorganized and there is lack of care for the students' future. as well as a lack of culture and diversity.
—Submitted by a parent


Posted August 12, 2008

My son has been @EVHS for 3 years and will be a senior this year @EVHS... He has nothing but good things to say about EVHS. He's made alot of friends with teachers + fellow students. He looks forward being a senior + graduating 2009...
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

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%
Non-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%
Non-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%
Non-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
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 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%
Non-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
Non-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%
Non-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
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

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%
Non-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
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 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%
Non-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%
Non-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%
Non-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
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 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%
Non-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%
Non-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%
Non-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%
Non-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%
Non-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
Non-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%
Non-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%
Non-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%
Non-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
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 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%
Non-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%
Non-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%
Non-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%
Non-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%
Non-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
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 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%
Non-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%
Non-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.


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

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