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Teacher quality
Principal leadership
Parent involvement
my children are currently in Sherman oaks elementary charter, this was a great school up to last year,with a great principal who new each child and parent by their name, she gave her heart and Saul to this school but unfortunately she had to leave. now we have the worse principal who is emotionless, cold and unfriendly. the teachers, staff and students don't like her. I'm thinking of moving my children to a different school next year since the atmosphere in the school is unbearable. think twice before you put your child there.
—Submitted by a parent
My son has been attending Sherman Oaks for four years now. Our experience has be horrible and a nightmare. If your child do NOT Speak Spanish your child will be bullied and out cased by the Principal, Spanish teachers and students. If you are thinking of having your child attend Sherman Oaks to learn Spanish as a second language. You will get NO help by the Spanish teachers or especially the Principal. However, I do believe that the PTC is great at Sherman Oaks. They do there best to better the school. If it wasn't for the PTC the school would be much worst due to the principal's lack of genuine interest in the children that attend Sherman Oaks.
—Submitted by a parent
My oldest son attended Sherman Oaks Community Charter School for Kindergarten during the 2011-2012 school year. If not for unemployment and a financial need to relocate, he would still be attending for 1st grade. I was more than satisfied with his team of teachers for English (Mrs. Laver) and Spanish (Maestra Bettencourt). They always made themselves available, when requested, and maintained open lines of communication by providing either verbal reports and/or email as to my son. Mr. Jerome is an added positive factor. He thoroughly engages the students and provides discipline in a positive, non-threatening manner. They flock to him like the pied piper. I met with the principal once regarding an incident between my son and his friend; it was addressed and handled appropriately. As for the PTC, I actively participated at events and attended meetings. While there was always a dozen parents that remained consistently involved at every event/meeting, there were a dozen more that were behind the scenes providing their support. With the last election at the end of the school year, PTC will have even more of a presence. Sherman Oaks is a quality school and supportive community. I miss it!
—Submitted by a parent
Sherman Oaks has proven itself to be one excellent school. Even in the worst budget times, the school tries to have students participate in multicultural and learning activities. Twice a year the children present their science or social science projects at exhibition night (bilingually). The exhibitions include writing, artwork, research and technology. They also learn about various multicultural events and participate in them each year. The teachers at this school work extremely hard; coordinating curriculum as a dual immersion language team is not easy, and they do it with enthusiasm. All of my son's teachers made themselves available almost daily for after school or before school homework help, and they are have always been willing to talk to parents who have questions or concerns. If you analyze the test scores at this school, they show that all groups of children are making great progress. Parents do participate at Sherman Oaks, it is just that many of us work. I have always had to do take home work or help at events, because I work full time. Other parents make sure to bring potluck dishes or prepare homework packets. There are always lots of parents at school events.
—Submitted by a parent
Sherman Oaks is a wonderful school with amazing teachers. My children love going there and I feel very comfortable with the school and the direction it is taking. Nothing is ever perfect and there will always be something that strikes a person the wrong way but the good definitely out way the bad. "Be the change you want to see" is the only advise I can give to those who are unhappy at the school.
—Submitted by a parent
I have three children at this school. Most (maybe 18 of 22) teachers are good. PTC is horrible. Parents do not like to participate. Principal situation there is horrible. Not one in the time I have been there has been positive. The current one yells at the kids. Dual immersion is so important...it is too bad the environment is not up to par. Other great immersion schools in the area. I suggest you look to them first.
—Submitted by a parent
Im very proud of my son, he is now a bilingual little boy. Spanish is the primary language of approximately 330 million people around the world. It is a second language for nearly 50 million people. In a world that is rapidly growing smaller, thanks to technology and a global economy, the value of being able to communicate in Spanish should not be underestimated. Further, access to a rich world of art, literature, history and music becomes available through one's knowledge of Spanish. Children receiving an early bilingual education at Sherman Oaks Elementry have a unique advantage. In addition to the developmental and educational benefits of learning Spanish early on, they are better prepared to thrive in and appreciate a multi-cultural environment at any age.
—Submitted by a parent
This school offers a strong curriculum for students in both English and Spanish. Kindergarterners are taught in an emersion program that allows them to embrace learning a new language while teaching new skills in both English and Spanish. The children are given homework and books in both languages to encourage additional learning at home.
—Submitted by a parent
My child began kindergarten at Sherman Oaks, and I have to say (he's in first now) that this school is superb. He is learning a tremendous amount in both Spanish and English. The teachers are just wonderful, and the curriculum coordination between the English and Spanish teachers is wonderful. The school also has many wonderful student events both during and after school, as well as Science Exhibition nights for the children to demonstrate their own projects to parents.
—Submitted by a parent
My son attended from 2nd grade to 6th he missed out on the dual immersion program but my daughter started in kinder and is now going into the 3rd. So far with my daughter it's been fantastic, the teachers she has had for Spanish have been the best. She has become completely bilingual and really enjoys speaking Spanish. I believe she has fallen behind in english the spelling has been her biggest downfall. With a little more work she will be fine. As far as Neg. The politics are far too extreme and is causing a lot of teachers to leave! This last year was far worse then the first 2. I think if it was addressed things would be ok. Too bad the staff cant get along. The kids are the ones who suffer.Some parents form clicks like high school, but if you stay to yourself you'll be ok.
—Submitted by a parent
The dual immersion program has proven to be a viable program which my daughter is thriving, intellectually and academically.
—Submitted by a parent
What a great opportunity to create a tolerant bilingual future for our students. Great teachers, excellent staff and loving students. A+++
—Submitted by Jayme, a parent
The Spanish/English 2-way immersion program here is second to none - the teachers have an outstanding continuing training program which keeps them more energized and dedicated than many in other equivalent schools and my children have a blast in this school with heart. Parent involvement is fostered by onsite programs such as Project Cornerstone and by the principal's commitment to making this school a forum for the local community. The school has an integrated family and community counseling and support center and is adjacent to a community center and preschool program. Music, Art, science and sport enrichment after school are made available on site on a pay as you go basis.
—Submitted by Alex Rathbone, a parent
My child started Sherman Oaks knowing how to count to 10 in Spanish (thanks to Dora the Explorer). Two years later she is reading and writing in Spanish above her grade level. She can carry on a converstation with most Spanish speakers. I've been told by native Spanish speakers her accent is impeccable. I'm happy with the school and what it has to offer my child educationally as well as socially. The school strives to open the eyes of all the children to what the world has to offer. The teachers are caring and involved. The principal is way ahead of her time as far as education goes. Being bilingual is a gift I can give my child that will benifit her the rest of her life.
—Submitted by a parent
if you are considering enrolling your child at this school you need to visit the school to truly experience the great atmosphere and unity of the school.I am really glad that I decided to enroll my daughter at this school to get a great education and learn spanish at the same time.The teachers and staff are all great and loved by both the kids and the parents.
—Submitted by Stephanie Guzman, a parent
The concept of Sherman Oaks is a fabulous one, but it fails in its application. Teacher enthusiasm or sincerity does not compensate for lack of practical teaching skills.
—Submitted by a parent
Test scores don't tell everything! This is a fantastic school dedicated to academics and bilingualism.. My child is learning a second language that will prepare her for the 21 century. Principal and teachers believe in creating thinkers rather than test takers. I'm thrilled to have found it!
—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.
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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
77 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.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
65 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
62 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
62 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 59% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
43 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 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 | 59% |
| Females | 68% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 50% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 78% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 70% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 38% |
| Females | 42% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 19% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 72% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 56% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 87% |
| 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 | 68% |
| Females | 81% |
| Males | 57% |
| 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 | 60% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 54% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 61% |
| 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 | 79% |
| Females | 81% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 68% |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 74% |
| 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 | 57% |
| Females | 64% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 21% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 47% |
| 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 | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 62% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 88% |
| 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 | 61% |
| Females | 71% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 31% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 53% |
| 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 | 75% |
| Females | 88% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 31% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| 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 | 82% |
| Females | 88% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 46% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| 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 |
| 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 no reported disability | 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 |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 82% | 49% | ||
| White | 7% | 28% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 4% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 62% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 66% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Tigrinya | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1800 Fruitdale Avenue
San Jose,
CA 95128
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Phone: (408) 795-1140
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