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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

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68 reviews of this school


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Posted March 31, 2013

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


Posted March 18, 2013

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


Posted March 10, 2013

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


Posted February 14, 2013

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


Posted December 29, 2012

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


Posted December 25, 2012

I believe this school is just like any other potentially prestigious high school. You get some good things and bad things but in the end it's what you make out of it that counts. EV definitely has many charted academically enlightened students that lead the route to the school's success. It is refreshing to be involved in such a diverse and communicative school. The teachers are strong at guiding the students to do their best and the counselors are strict on following the student's orders. Over all I am very pleased with the type of environment the school has to offer and am excited to make the most of my high school experience. I truly feel EV will endow me with academics, extracurriculars, friendships, and memories that will last me a life time. Every student just needs to realize the affect their hard work will have for them later on.
—Submitted by a student


Posted December 12, 2012

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


Posted December 8, 2012

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


Posted October 3, 2012

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


Posted January 31, 2012

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


Posted September 28, 2011

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


Posted July 31, 2011

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


Posted July 6, 2011

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


Posted June 15, 2011

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


Posted June 3, 2011

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


Posted April 9, 2011

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


Posted March 20, 2011

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


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


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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