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Teacher quality
Principal leadership
Parent involvement
I agree the teacher experience at Bagby is excellent. However, the administration and leadership is lacking. Discipline and guidance around pick-up and drop-off, while improved this year, remains subpar compared to other schools my children have attended. Programs such as "walk and roll" are given lip service only. Two attempts to contact those in charge of the program, including the principal, have been left unanswered. Leadership, specifically the principal, does not take responsibility for the experience of each child. The "buck" is passed and excuses are given. If you want your child to benefit from all the school has to offer, I suggest you make yourself intimately involved with administration. Your child will easily get overlooked otherwise. The principal appears to being concerned with addressing the bare minimum. Hopefully, the excellent teachers will not be alienated by the poor leadership.
—Submitted by a parent
Wonderful community. Teachers are superb. Safe, happy environment. Principal has strong leadership skills. Academic and enrichment programs are fantastic.
—Submitted by a parent
My daughter is just finishing her kindergarten year at Bagby. She has an amazing experience. The teachers go well above and beyond. There is constant communication with the teachers and parents. The parent involement is huge. The front office is warm and helpful. We are very fortunate to be part of the Bagby family.
—Submitted by a parent
My children attend Bagby and I have been very pleased with the school. The teachers, with just a few exceptions, are fantastic, and the parent participation is high. The Home & School Club is very well run and has made greater effort in the last year to be more inclusive. While the school administration has in the past been regarded by many as somewhat stand-offish and abrasive, they are, in my opinion, improving in their responsiveness to parents, though there is room for improvement. Test scores, for what they're worth, are also consistently the highest in the district. I give the school very high marks.
—Submitted by a parent
My twin daughters have attended Bagby for Kinder and 1st grade. Both years they have had exceptional teachers. The school community is wonderful. There is very high parent participation and so many ways to be involved. We feel so incredibly fortunate to have Bagby as our home school. We look forward to the years ahead.
—Submitted by a parent
Amazing hardly descibes this school. From the administration to the teachers and support staff, they consistently deliver. The leadership is passionate about ALL students, and the success of each child is kept in constant view. My entire family feels very lucky to be part of this community.
—Submitted by a parent
Overall, this school is better than average. As previously noted, the leadership can be very cliquish, inconsistant, and lacking in ability to work 'with' the parents. There is much improvement that is yet to be realized but in comparison with other schools in the area, this school is above par. The teachers are wonderful for the most part and parents are very involved in the classrooms and in general. The play areas need some attention especially the main wooden barrier which is bound to cause serious injuries due to loose boards and erroding wood with sharp wooden spikes sticking out everywhere.
—Submitted by a parent
Great families!! Most of the teachers are fantastic. Leadership is lacking, abrasive, and intimidating. The school health aide needs some lessons in compassion.
—Submitted by a parent
I am a parent & volunteer at Bagby school. The teachers at Bagby are wonderful. I think our current leadership (i.e. the principal and Home & School Club members) are a little abrasive with the families and parents in the ways that they communicate with them. This may be why there is such a last minute 'rush' to find volunteers for many of the big events. I have noticed that there is a also very pessimistic attitude amongst the Home & School Club members and Principal (a kind of clique') if you will. This can be intimidating to other moms who may want to be involved.
—Submitted by a parent
I am a former student of Bagby and my two children now go there. I love this school. The teachers have all been wonderful. Very hands-on with the children, encourage parent involvement and volunteering in the classroom, open to frequent communication with the parents for progress reports, etc. The school with the help of many parents and grandparent volunteers has an endless amount of workshops for the kids, homework center, music classes, choir, art classes, etc. Last year, they started a walking club during lunch which had the kids very excited about and provided a great exercise for them. With Bagby turning 50 this year, I'm very proud to have my kids experience this school.
—Submitted by a parent
Bagby has been a very positive experience for our entire family. Although the school seems large in size 500+, the environment is such that you feel the school was a perfect match for your child. The range of students in each class vary a great deal, but the teachers are good at teaching to everyone's ability. The level of parent involvement is very high and it shows with all the extra-curricular activities made available for the students.
—Submitted by a parent
This is a fabulous school! This school includes music, art and sports in the lessons. The teachers are wonderful. There are lots of parents who dedicate many hours to make an even better place for the students.
—Submitted by a parent
I could not recommend Bagby more. The school goes beyond teaching children to really caring about the children's emotional as well as educational well being. I have not had a better experience with a school, its staff or its events. Bravo.
—Submitted by Kim Carney, a parent
Teach to the test. Do not promote excellence. Limited opportunities for bright kids, and the slower more needy children are just pushed to the next grade whether they have the skills or not. High parent participation. Fun school wide activities.
—Submitted by a staff
My son is graduating from 5th grade this year and we have been very impressed with the teachers, the academic programs, and the after school activities. My son had the opportunity to play in the band, take enrichment classes in science, art and drama after school, and participate in the GATE program which included an opera performance in 4th grade and 5th grade. The 5th grade opera was directed by San Jose Opera. His strength is in math but the school really helped him develop creative writing skills as well as kept him challenged in math and science. The parents are very involved in this school which means the teachers have lots of help and supplies are paid for by the Home and School club. I highly recommend this school.
—Submitted by a parent
My daughter is in the 1st grade, and I cannot say enough good about her teacher, Mrs. Hayes. She is caring, dedicated, loving, firm, fair, the list goes on. The schools shows a great deal of spirit and I am so pleased my daughter has the opportunity to attend a school with great teachers, leadership and community involvement. When you hear so much about the decline of the public school system, it's a blessing to see a school like ours and feel a real sense of pride in our children and the people who educate them.
—Submitted by Linda Rogers, a parent
Bagby has what it takes: a caring and proactive principal, skilled and enthusiastic teachers, and extremely dedicated and involved parents. The volunteerism at this school is phenomenal! There are many extracurricular activities and special activities for the students (choir, band, GATE classes, enrichment programs and workshops, field day, to name just a few of the many). We are extremely pleased with our children's education at Bagby.
—Submitted by a parent
This is a great school. My son has had his issues, but has been treated fairly. The principal and school psychologist have gone out of their way to provide services and compassion for us. The teachers have been willing to give the extra mile. The principal has established her leadership with me... and a parent of a special needs child is the best source of that information.
—Submitted by a parent
This school is wonderful. The teachers really go out of their way to make a difference, spending personal time, effort, and sometimes even money, to make a difference in their students' lives. This school is better than our child's private school was. Especially Mrs. Katz Kindergarten class. It is a kind of a 'local's only' secret that this school is so great. I agree that the principal and the administration need a little charm school training, but the rest of the staff is incredible.
—Submitted by anon ymous, 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.
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 English Language Arts was 58% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
106 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 English Language Arts was 48% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
130 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 English Language Arts was 67% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
97 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 English Language Arts was 63% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 85% |
| Males | 76% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 68% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| 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) | 74% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 83% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 81% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 74% |
| Females | 74% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 53% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 78% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 59% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 78% |
| Females | 84% |
| Males | 73% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 88% |
| Males | 77% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 85% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 82% |
| Males | 83% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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
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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 58% | 28% | ||
| Hispanic or Latino | 19% | 49% | ||
| Asian | 14% | 8% | ||
| African American | 4% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 17% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| All other non-English languages | 9% | 1% | ||
| Russian | 7% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Assyrian | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| French | 2% | 0% | ||
| German | 2% | 0% | ||
| Hebrew | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Lao | 2% | 0% | ||
| Punjabi | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1840 Harris Avenue
San Jose,
CA 95124
Website: Click here
Phone: (408) 377-3882
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