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Teacher quality
Principal leadership
Parent involvement
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
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!
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?
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
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
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
660 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
292 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
265 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
596 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
662 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Science was 53% in 2012.
660 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
646 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
427 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
655 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Physics was 56% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
647 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 30% |
| Females | 31% |
| Males | 30% |
| African American | 0% |
| Asian | 54% |
| Filipino | 29% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 34% |
| Students with disability | 15% |
| Students with no reported disability | 31% |
| English learner | 17% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 77% |
| African American | 21% |
| Asian | 90% |
| Filipino | 80% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | 0% |
| Students with no reported disability | 81% |
| English learner | 25% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 64% |
| African American | n/a |
| Asian | 74% |
| Filipino | 55% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 64% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 27% |
| Males | 27% |
| African American | n/a |
| Asian | 42% |
| Filipino | 24% |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 6% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 13% |
| Females | 14% |
| Males | 13% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 60% |
| Males | 66% |
| African American | n/a |
| Asian | 70% |
| Filipino | 46% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 82% |
| Males | 85% |
| African American | 79% |
| Asian | 90% |
| Filipino | 78% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 32% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 76% |
| Males | 69% |
| African American | 57% |
| Asian | 83% |
| Filipino | 70% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 78% |
| Students with disability | 7% |
| Students with no reported disability | 75% |
| English learner | 10% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 19% |
| Males | 23% |
| African American | n/a |
| Asian | 29% |
| Filipino | 20% |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 30% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 97% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 81% |
| African American | 93% |
| Asian | 89% |
| Filipino | 84% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | 15% |
| Students with no reported disability | 82% |
| English learner | 33% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 59% |
| Males | 72% |
| African American | 50% |
| Asian | 77% |
| Filipino | 57% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 70% |
| Students with disability | 11% |
| Students with no reported disability | 67% |
| English learner | 29% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
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
| All Students | 14% |
| Females | 20% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 31% |
| Males | 35% |
| African American | n/a |
| Asian | 36% |
| Filipino | 26% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | 29% |
| All Students | 44% |
| Females | 42% |
| Males | 45% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| African American | n/a |
| Asian | 56% |
| Filipino | 47% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 46% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 66% |
| African American | 50% |
| Asian | 79% |
| Filipino | 64% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 74% |
| Students with disability | 4% |
| Students with no reported disability | 72% |
| English learner | 0% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 63% |
| All Students | 10% |
| Females | 9% |
| Males | 10% |
| African American | n/a |
| Asian | 18% |
| Filipino | 0% |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 12% |
| Students with disability | 0% |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 72% |
| Females | 68% |
| Males | 77% |
| African American | n/a |
| Asian | 75% |
| Filipino | 52% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 69% |
| All Students | 41% |
| Females | 24% |
| Males | 53% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 65% |
| Females | 65% |
| Males | 67% |
| African American | 73% |
| Asian | 74% |
| Filipino | 67% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | 12% |
| Students with no reported disability | 68% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 56% |
| All Students | 38% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
663 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
653 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 94% |
| Females | 94% |
| Males | 93% |
| African American | 100% |
| Asian | 97% |
| Filipino | 97% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 58% |
| Tested with modifications | n/a |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 97% |
| African American | 86% |
| Asian | 99% |
| Filipino | 97% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | 69% |
| Tested with modifications | n/a |
| English learner | 83% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
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
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 12% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 88% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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3300 Quimby Road
San Jose,
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