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GreatSchools Rating

Discovery Charter School

Charter | K-8

 

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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 October 9, 2009

Discovery is a warm, caring, and involved community that meets the needs and sparks the interests of all students. We do hands on and minds on projects, thematic units, service learning, small group instruction, and meaningful learning experiences that ask for critical and creative thinking. I am so happy to be working at this school!
—Submitted by a parent


Posted October 9, 2009

Friendly kids, dedicated teachers and superb parent participation. Add great afterschool enrichment programs to that
—Submitted by a parent


Posted October 9, 2009

Discovery charter has the most awesome principal and teachers. My husband and I are so impressed with the school's experiential learning model. It's comforting to see the tremendous effort each parent contributes in making sure the students get the best education possible. My son is in Kindergarten and has been going to Discovery for one month. Within this short period, the school has made a huge impact on the way he thinks of what a school should be. He looks forward to going to school every morning and does not want to leave at the end of the day because he enjoys being in school so much. I can see the joy in his eyes. I wish the Discovery Charter model can be applied to every school in this country.
—Submitted by a parent


Posted October 9, 2009

Great teachers, great kids, great education
—Submitted by a parent


Posted October 9, 2009

It provides a nurturing and developmental environment where children feel safe and have fun.
—Submitted by a parent


Posted September 23, 2009

A caring and developmental environment. I am so glad I could send my kids there. Smaller class sizes and great adult-to-kid ratio (because parents help in the classroom). This means the teacher can focus on teaching, instead of just classroom management. The kids get much more attention. Wonderful!!
—Submitted by a parent


Posted September 16, 2009

Parent Participation makes our school the best learning environment for kids!
—Submitted by a parent


Posted June 2, 2009

To clarify we do have boys and girls basketball and soccer (not co-ed). We do however have a no cut policy on all teams. This may change in future years as the Middle School intends to grow to as many as 230 students. For all of the 'developmental education' I truly was not challenged for all three years I have been here. Seriously considering other schools for next year. The social studies curriculum is very easy and well liked by many because of its simplicity while it is really just dumbed down even at the middle school level. 8th grade math teacher is very good and enthusiastic. There have been quite a few issues with teachers being kept even after being completely incompetent. There has been very little action on the administrations part to work with or let go such teachers if there is no improvement(speaking from all too personal experience).
—Submitted by a student


Posted June 1, 2009

This school is too small. I think that only kids that like little people in classes should go there. Everyone I know likes big size classes. Not much focus on any arts.
—Submitted by a parent


Posted May 23, 2009

It's a lot of work being a parent at this school, and with that work comes an assortment of aggravations, from complicated communications issues to the ridiculous parking situation. However, I am 100% convinced that being involved here is worth the effort. The K-8 student population, the extensive parent involvement, and the dedicated teaching staff make this a true multi-generational community where the emotional intelligence of the children is actively cultivated, and children form genuine bonds not only with same-age peers, but with many caring adults and children in other age groups. I thought I'd be sacrificing at least a little on the academic side to gain this socio-emotional focus, but in fact, my child has been far more stimulated and challenged academically here than at her previous (high-scoring but uninspiring) school. A win-win - and it lasts all the way through middle school!
—Submitted by a parent


Posted August 14, 2008

This school is the perfect example of what Charter Schools were designed to do. It offers a choice for parents who want a school that offers them a chance to work with the kids and staff in meaningful ways.
—Submitted by a parent


Posted August 14, 2008

In these times of education cost cutting, Discovery has found a way to offer hands-on learning to all its students. I don't pay tuition, but my children get to garden, cook, and do art weekly, go on 8-10 field trips a year, and keep a small class size. They receive personal attention from their teachers, feel supported in their social and emotional development and understand how they learn best. You just can't get that from neighborhood schools. Discovery brings together families who want to be involved in their kids' education and creates a cross-cultural but like-minded community. We love it.
—Submitted by a parent


Posted August 11, 2008

My own personal experience at Discovery was that there is a lack of discipline ,the other parents watch their own children fight and use bad words while doing nothing about it. I asked the Principal as to why , he said that blowing the whistle at children is wrong .At the board meetings the meetings looked more like political rallies ; Discovery shares a Campus in partable buildings with another school , every board meeting was about how to take over another campus ; how are we to get more students from Moreland. The lawn that Discovery Shares with the other school is bone dry , you can't play on a dead lawn , I complained about it to the Discovey board they said ' we can't do anything about it......just tell that other school' After two weeks I pulled my child out.
—Submitted by a parent


Posted June 23, 2008

My son came to DCS after a traumatic kindergarden year at a general public school at Pomery Elementary School. This school has turned my son from hating to loving school!! I love this school. Because of this school, I will not move out of this area.
—Submitted by a parent


Posted May 25, 2008

We've attended this school two years now (since it's beginning). We've been greatly disappointed with our experience. We're anxiously waiting to leave after June. Both teachers we've had have been a disappointment. Our dealings with the principal confirmed his lack of proffessionalism. We've heard there are good teachers, we haven't had one. There has been a high turnover of teachers since the school opened. School requires a very high level of participation. You must: work 2 hrs per child in the class, find a job/ role in the class or schoolwide, drive students to a min. of three fieldtrips per child, work during a parent workday on a weekend, attend many parent education meetings. We did all this and decided it isn't worth it when teachers weren't any good. They push hard $500/ pledge per child and publish names of those who donate in newsletter thus outing those who don't. Unethical!!!
—Submitted by a parent


Posted May 7, 2008

No After School Sports provided..Small play area... Not willing to work with seperated parents
—Submitted by a parent


Posted February 8, 2008

Discovery is an excellent school. After only one and a half years this school has a strong staff and educational program. Their programs set the pace for the entire Morelnad School District. A program implemented at Disocvery Charter will usually follow suit in the schools in the surrounding areas. This I think is fantastic; because it challenges the traditional districts to think about creative educational solutions for all the children in the area. Without this great school it would be the same old same old around here the area. It's refreshing to change . I should add that my children enjoy this school and love coming everyday.
—Submitted by a parent


Posted November 23, 2007

I loved going to this school and I miss it so much! The small classes and teachers were excellent and by the end of the year all the kids in my class were like best friends.
—Submitted by a student


Posted September 1, 2007

Discovery Charter School of San Jose is a wonderful school! My kids love it here. Friendly teachers, staff and parents - all working together creating an excellent educational environment for our children. Parents help in the classroom and on campus; Teacher-led small groups instruction with hands-on learning. Regular core studies inter-mixed with art, gardening, cooking, Spanish, music, PE, and monthly field trips relating to a theme-based curriculum. I highly recommend this school and am very proud to be part of this truly amazing school community.
—Submitted by a parent


Posted August 31, 2007

Most of the parents are very motivated. School seems to run entirely based on parents efforts. The teachers especially elementary showed lot of excitement in the beginning but have no experience teaching kids and left the school in the middle of the year. The school is more geared up for middle-schoolers than smaller kids. I gave 3 stars basically for the motivated parents who kept the school running but the staff deserve no stars at all. The year 2006-07 was very chaotic, and I decided to remove my child from this school.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
Not 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
and more! Get started »

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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