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GreatSchools Rating

Discovery Charter School

Charter | K-8

 

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Living in San Jose

Situated in an inner city neighborhood. The median home value is $516,300. The average monthly rent for a 2 bedroom apartment is $1,410.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 11 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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144 reviews of this school


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Posted April 22, 2010

I love the philosophy of this school & their motto that everyone belongs. The kids take ownership of their unique learning style as well as help others along the way. I believe the teachers are fantastic! My child grew leaps and bounds in just one year with a caring, uplifting & understanding teacher. This school is a collective effort of teachers, staff and parents who put all they can into an outstanding learning environment for these children. I can't say enough about this school, and I wouldn't put my kids anywhere else!
—Submitted by a parent


Posted April 22, 2010

Parents and teachers/staff work together for the benefit of the kids. My special needs daughter is thriving in this environment and has made great progress academically, physically, and socially. Teachers are open to ideas/suggestions from parents and because we work together, we are able to offer many wonderful programs that other schools don't have (gardening, cooking, PE, hands-on science, field trips, etc.); all of these 'extras' are tied into lessons so it's a great way for kids to learn.
—Submitted by a parent


Posted April 22, 2010

This is a safe, clean environment for kids. Lots of support. Staff and families create a wonderful sense of community. Quality education, great programs, lots of extras.
—Submitted by a parent


Posted April 22, 2010

My son is in Kindergarten this year. He studied in Stratford for Preschool and Pre K. We did a lot of research before sending him to DCS. This is a great parent participation school, very hands on kind of education. I love the field trips which are based on what they learn. It is a very good developmental school and kids enjoy going to school everyday. They learn quite a lot and I am very much pleased with the entire system.
—Submitted by a parent


Posted April 22, 2010

Wonderful school. Great teachers. My kids love to go to school and feel safe & happy with great passion for learning and exploring new things. Loving it!
—Submitted by a parent


Posted April 21, 2010

Discovery is a great school , but it is not for every family or child. They deliver academics and standards through developmental education. This means that the children are learning, but through a lot of hands on activities, groups, and projects. If you are a parent who feels that school should be traditional (meaning kids sitting at desks quietly working and memorizing) don't come here. Students here are engaged and genuinely enjoy learning. Classrooms are active and can be noisy. What is truly interesting about this program is that the children has a depth of learning you don't see in many schools. There are many high bright children at this school being educated and stimulated.
—Submitted by a parent


Posted April 21, 2010

This is our 4th year at DCS. While I don't like having to make time to drive 3 fieldtrips/child/year, I was happy to hear my 4th grader say she would send her children to DCS just so they could go on the 4th grade overnight Goldrush fieldtrip. While I sometimes get annoyed that special needs children mainstreamed into the classroom soak up much of a teacher's time, I'm happy that they often have 1 on 1 assistants or even their parents with them and I'm even happier that the other children have a chance to learn patience and respect for individual differences and handicaps by interacting with and even helping their special needs peers. I'm reaching the word limit, but healthier hot lunches, PE 3x's/ week, watching a classroom musical and measuring cds and bottle caps on pi day (3-14) to find pi are all +'s!
—Submitted by a parent


Posted April 21, 2010

My son has had a great experience at DCS! The teachers are very creative and teach the whole child, with help of parents in the classroom and on field trips. Hands on learning rocks! The test scores at this school are much higher than neighboring schools and than my home school in Milpitas. The commute is worth it! My son is getting a great education. I was reteaching everything before, but he actually enjoys school and retains what he learns at DCS. They cover the standards, and much, much more!
—Submitted by a parent


Posted April 21, 2010

I pulled my son after just 2 weeks. The philosophy sounds great, reality however was something else. The teacher was horrible....
—Submitted by a parent


Posted March 2, 2010

This school got off to a great beginning, but is now going downhill. The director (principal) retired last year and the new replacement just isn't up to the task of filling his shoes. Too much change and upheaval on campus leaves a very uncomfortable feeling all around. The new director has no clear discipline policy of any type. The middle schoolers are out of control, breaking school rules freely and with no fear of any consequences. This used to be a well behaved student body that showed respect. My children now complain of religious intolerance (teasing), cussing and general bullying on a regular basis. Our family is beginning to think about maybe changing schools next year.
—Submitted by a parent


Posted February 28, 2010

In theory, the School has great values. Unfortunately, due to lack o resources the School is not in a position to reinforce its values. In spite of having dedicated parents, who volunteer a lot , the school is struggling to cope up with the minimum state standards.
—Submitted by a parent


Posted February 25, 2010

DCS is a great School for special need kids. This School was more appropriate for special need kids. The class room is very noisy. Its very hard for the kids to focus in such environment. The Good Gate scores are only because of the parent teaching at home. The teachers main focus is on special need kids and the kids are not challenged enough. If you are interested in academic standards this School is not for you. If you like Kids to have lot of fun with little learning this is a right School. Kids love the field trips part of the school. Learning in this school is with lot of fun which is in a way good for kids. But if your focus in on traditional way of learning its not a School for you.
—Submitted by a parent


Posted November 7, 2009

Discovery has a fantastic community and offers an excellent learning experience.
—Submitted by a parent


Posted November 7, 2009

I love the wonderful supportive community at DCS. I also really like that the school follows a developmental philosophy regarding student achievement. Also, working weekly in the classroom allows for all of the parents to get to know all the students in our child's class.
—Submitted by a parent


Posted November 7, 2009

Discovery Charter School was born out of the insistence that a love of learning can be instilled in all children when it is experiential, where there is freedom to explore deeply, where there is positive role models that are life-long learners, following their own passions, sharing them with the school, and creating opportunities for children to picture themselves out in the larger world, as authors, teachers, scientists, programmers, the possibilities are infinite. Discovery was born out of the knowledge that mistakes are an opportunity for great discoveries, and that everyone--parent, student, teacher, administrator--we all make them. Discovery was born out of a belief that each child is unique and that by recognizing that uniqueness, we can create an atmosphere of acceptance. When students learn their own learning style they can become individuals that are more self-aware, empowered to know what environment works best for them to learn in. For instance, reading with the TV on and people talking might be too distracting and that they may read best listening to classical music, the Beatles, or salsa. When a student has that self awareness they begin to become their own best advocate, they are taking those important steps towards independence. Discovery was born out of a belief that education in such an environment, where each--students, parents, educators, and administrators--are responsible for student success, is a place where children can grow into competent, responsible, creative, and caring citizens, ready to take on the challenges and opportunities of the future.
—Submitted by a parent


Posted November 7, 2009

DSC is an awesome school both in terms of academics and also other extra circular activities. My kid simply loves his school and the parent participation is also very good concept as we get to know what the kids generally do in the class and also know how our kids are doing and moving around in the school. I have a 4 & 1/2 year old and we are not even thinking of any other school for her, it will be of course DSC for her.
—Submitted by a parent


Posted November 7, 2009

Discovery has developed a very nice community in just a few years. They have an interesting academic curriculum that stimulates kids to learn.
—Submitted by a parent


Posted November 7, 2009

My son recently switched to DCS and I haven't seen him happier. He said the teachers aren't in a rush to teach fast, they are friendly and kind. They also have dodgeball at recess, and he felt like he was a part of the school at the end of the first day. I will add that the communication is excellent, parent education is abundant, parents are friendly, and they think like a community not just about their child or their grade. His teacher is building a realtionship with him, not just trying to reach a number or a test result. When my friend asked my son what 3 things he liked about his new school he said 'Everything, everything, and everything'. So far i just can't say enough! Having a happy child is the best!
—Submitted by a parent


Posted November 7, 2009

I've always been told that my son would get bored in school, as he is advanced in certain academic areas. At DCS, his teacher keeps him engaged and amuses his interests and he looks forward to school everyday! I was also worried that his small stature would result in conflicts because he has been teased by taller children in the past. Thankfully, our support extends through the whole school community, so whenever a problem comes up, someone is sure to step up and help even if we're not there. Academically and socially, this is the school I've always dreamed about! I wish it was around when I was child, and oh yes, my son loves it, too.
—Submitted by a parent


Posted November 7, 2009

Great teachers and awesome kids!
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

907

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

907

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-11

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

54 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
68%

2011

 
 
63%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%

2011

 
 
89%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

52 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
67%

2011

 
 
63%

2010

 
 
68%
Math

The state average for Math was 66% in 2013.

53 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
82%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

49 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%

2011

 
 
77%

2010

 
 
92%
Math

The state average for Math was 72% in 2013.

49 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
88%

2011

 
 
68%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

52 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
79%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
80%

2011

 
 
64%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

52 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
96%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

70 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%

2011

 
 
86%

2010

 
 
94%
Math

The state average for Math was 55% in 2013.

75 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%

2011

 
 
79%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

13 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
English Language Arts

The state average for English Language Arts was 60% in 2013.

78 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
93%

2011

 
 
94%

2010

 
 
91%
Math

The state average for Math was 52% in 2013.

65 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
89%

2011

 
 
92%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

35 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
92%

2011

 
 
94%

2010

 
 
70%
English Language Arts

The state average for English Language Arts was 57% in 2013.

74 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%

2011

 
 
88%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

41 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
74%

2011

 
 
74%

2010

 
 
55%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
100%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

79 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
86%

2011

 
 
82%

2010

 
 
70%
Science

The state average for Science was 67% in 2013.

73 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%

2011

 
 
90%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students63%
Females74%
Males48%
African Americann/a
Asian74%
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)47%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability63%
English learner62%
Fluent-English proficient and English only63%
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 graduate45%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students86%
Females87%
Males83%
African Americann/a
Asian91%
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)73%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability87%
English learner92%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students73%
Females67%
Males79%
African Americann/a
Asian86%
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)81%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability75%
English learner67%
Fluent-English proficient and English only75%
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 graduate81%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males86%
African Americann/a
Asian100%
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)88%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learner64%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students84%
Females95%
Males76%
African Americann/a
Asian92%
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)80%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only84%
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 graduate79%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students83%
Females90%
Males79%
African Americann/a
Asian88%
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)73%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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 graduate79%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students90%
Females96%
Males86%
African Americann/a
Asian86%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
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 graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students91%
Females91%
Males90%
African Americann/a
Asian93%
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)90%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
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 graduate94%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students86%
Females83%
Males90%
African Americann/a
Asian100%
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)84%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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 graduate94%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students78%
Females72%
Males83%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students72%
Females69%
Males74%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only75%
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 graduate73%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students100%
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 disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students82%
Females83%
Males81%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disability64%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students67%
Females69%
Males67%
African Americann/a
Asian79%
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)70%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disability36%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only69%
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 graduate80%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students100%
Females100%
Males100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students89%
Females85%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disability62%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students74%
Females72%
Males74%
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)78%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disability31%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only75%
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 graduate79%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Geometry

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

History - Social Science Grade 8 Cumulative

All Students60%
Females58%
Males62%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disability44%
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only61%
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 graduate70%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

Science

All Students86%
Females82%
Males91%
African Americann/a
Asian93%
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)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disability75%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
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 graduate96%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 36%
Asian 30%
Hispanic 13%
Two or more races 9%
Black 4%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 7%N/AN/A
English language learners 19%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • Spanish
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:30am
School end time
  • 3:05pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Dale Jones
Fax number
  • (408) 243-9812

Programs

Foreign languages taught
  • Spanish

Resources

Transportation options
  • None
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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Sports

Boys sports
  • Basketball
  • Soccer
  • Track
Girls sports
  • Basketball
  • Soccer
  • Track

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Parent involvement
  • Parent participation at discovery charter school is required. parent participation is vital to the success of a program based on small group developmental instruction. such a program's effectiveness is dependent on the commitment of every family to the philosophy of the school and the integrity of the parent participation commitment.
More from this school
  • Discovery Charter School is based on developmentally appropriate teaching methods that successfully integrate teaching that accommodates the whole child with respect to individual learning styles, developmental readiness, and rates of achievement.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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Notice an inaccuracy? Let us know!

4021 Teale Avenue
San Jose, CA 95117
Website: Click here
Phone: (408) 243-9800

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