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Teacher quality
Principal leadership
Parent involvement
I am a founding 2012 kippster and am currently in college. Honestly, this school has helped me better understand myself as a person and gave me the skills needed to succeed in college. Even though the rules for keeping our shirts tucked in and making sure we were never tardy for class, even by a minute, or else our most common consequence was detention, the teachers and staff are the greatest people ever. I just loved my teachers and they are the reason why I was able to succeed in class and believe that I belong in college. To the parents: remember, your child is ultimately the one who chooses the type of person they are. If your child isn't getting straight A's, don't immediately say, "The teacher hates my child" or if your child is always getting detention don't say, "These rules are ridiculous!" Your child chooses when to do their homework and how they want to act. I did, on more than one occasion, get irritated at how some teachers acted but it was up to me if I allowed that to get under my skin. To the students: You can do it! If you need help, don't be afraid to ask any of the faculty. They are honestly the sweetest people, if you take the time to know them. Good luck!
Our daughter is thriving at KIPP! This school is strict and has very specific rules and regulations.Expect your child to have at least 2-3 hours of homework each night including weekend homework.The staff clearly sets students expectations on what is needed to successful and provide the infrastructure for ALL students to be sucessful. The teachers are wonderful and very committed! Some of the staff is on campus until 8pm to help students with their homework and can be reached via email or phone until 9pm.Two college counselors are on staff, one for Freshman and Sophomore, another for Juniors and Seniors. They have wonderful sports programs, music/art programs, in addition to a variety of school clubs. In the main office there is a wall with the 2012 graduating class and the names of Universities that KIPP students have been accepted into; Yale, Princeton, USF, UCDavis are listed on this wall; it s an impressive sight! This school it is not for everyone, but students who are committed and focused will succeed! If you are looking for an academically challenging college-prep school than KIPP San Jose Collegiate should be your choice!
—Submitted by a parent
My child just finished the 3 days new student orientation and is horrified of the numerous ridiculous rules and rituals at KIPP. My child is afraid to go to this school now. My child is an honor roll student coming from a public school. Upon hearing the feedback from the orientation, I went online to do some extra research and did encounter quite a few report and criticism about the ridiculous rules at KIPP. I'm now having 2nd thought about this school. I feel that good education is important, but not at the expense of a child fearing to go to school. Any one with experiences (good/bad) about KIPP SJ, please share. Your input will be greatly appreciated.
—Submitted by a parent
I currently have 2 children in Kipp San Jose Collegiate (1 senior and 1 Junior) which have attended the school since 5th grade and I have another child who is an 8th grader at Kipp Heartwood Academy and has attended here since 5th grade. I am very satisfied with both schools and I always recommend this school to family and friends. People say the school rules and policies are ridiculous BUT we are well aware of what we sign up for as all parents are required to attend several different orientations and sign contracts etc. Parents are very informed on what is expected from your child. I just think that some parents just can't handle the rigorous expectations of this wonderful school so they blame staff and the school policies. It is very tiring but it almost guarantees our children will attend a great college. Kipp isn't for everyone and not everyone can handle the pressure....including parents. THANK YOU KIPP TEACHERS AND STAFF FOR ALL YOUR DEDICATION AND HARD WORK! KEEP IT UP!!
—Submitted by a parent
I am entering into sophomore year, and this school is great. Although, the teachers may treat you like babies. The teachers, and principle let you have NO freedom what so ever. They basically walk you to class, and not let us have our own freedom and responsibility. We have a great education, but sometimes the teachers/principle takes problems a LITTLE too far. As if they are like "I'm right, you're wrong, end of story". I feel they need to work on letting the students have a bit more freedom than what they give. And no need to yell at us to "GO TO CLASS", even if we have 5 minutes of transition.
—Submitted by a student
My son is entering 9th grade this year and we couldn't be more happier and please with the school. He has been enrolled at KIPP Heartwood Academy since 5th grade. My son understand that he need to be at his best all the time. There are many excellent students enrolled here and they are setting academic goals higher and higher each year. We are fully understand that this high school is still new and very limit in activities that they are offering, but we have complete faith in KIPP to guide our son to college and beyond. We love the school and we know that our child is safe and in good hands. Our son future will be brighter than any one of us could dream of. Thank you KIPP teachers & principal for their caring.
—Submitted by a parent
My Child has been with KIPP since 8th grade and is now a freshman at KIPP Collegiate. I am very unhappy with this school. Students get in trouble for the most petty things, and if teachers feel the need to put them on in school suspencion part of their punishment includes the student having to wear their shirt and coats inside out for how many days they are in trouble. I find this absolutely humiliating,degrating, and in my eyes this is Hazing! Funny they are so adament about using proper language when twice this year we have had incidents where several teachers cursed at the students. When confrunted in a parent teacher meeting they took no responsability for their actions and if fact tried to deny it happening. This is not a school, it's a boot camp where teachers bully students and demand respect not even they practice. The school hires inexperienced teachers who have no concept of how to work with teenagers, they don't have the patience to understand the challenges youth face now days. In result we are looking for a new school for our child. Good Luck if you decide to place your child here, my advise, ask lots of questions and involve yourself as much as possible.
—Submitted by a parent
My son currently attends Kipp SJC. I have seen a positive outcome of his attending this excellent school. The teachers are very involved and they know every student and parents name. I feel so welcome and love that my son is doing great in school!!!
—Submitted by a parent
I'm only a Freshman at KIPP San Jose Collegiate, and I am sure that i'm going to college. My school motivates me to do better.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 41% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 50% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 87% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 73% |
| Fluent-English proficient and English only | 93% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 90% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 42% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 70% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 76% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 80% |
| Males | 87% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 83% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 27% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 76% |
| Males | 90% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 82% |
| Students with no reported disability | 83% |
| Fluent-English proficient and English only | 83% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 44% |
| Males | 60% |
| African American | n/a |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 60% |
| Males | 85% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 21% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 98% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 100% |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 68% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 71% |
| Fluent-English proficient and English only | 72% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 59% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 72% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 79% |
| Fluent-English proficient and English only | 80% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 98% |
| Females | 98% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | 100% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 97% |
| Females | 94% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 100% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Asian
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 73% | 49% | ||
| Asian | 19% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| White | 1% | 28% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 1 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 13% | N/A | 96% |
| Emergency credential or waiver | 13% | N/A | 2% |
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1790 Educational Park Drive
San Jose,
CA 95133
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Phone: (408) 937-3752
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