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GreatSchools Rating

Sherman Oaks Elementary School

Charter | K-7 | 496 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

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17 reviews of this school


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Posted May 3, 2013

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


Posted April 20, 2013

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


Posted August 22, 2012

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


Posted December 6, 2011

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


Posted December 5, 2011

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


Posted December 4, 2011

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


Posted June 23, 2010

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


Posted March 27, 2008

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


Posted November 29, 2007

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


Posted August 9, 2007

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


Posted January 26, 2006

The dual immersion program has proven to be a viable program which my daughter is thriving, intellectually and academically.
—Submitted by a parent


Posted January 22, 2006

What a great opportunity to create a tolerant bilingual future for our students. Great teachers, excellent staff and loving students. A+++
—Submitted by a parent


Posted September 9, 2005

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 a parent


Posted August 19, 2005

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


Posted June 18, 2005

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 a parent


Posted May 26, 2005

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


Posted May 2, 2005

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.

About these ratings

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

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

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

This school's
API score

827

Change from
2012 to 2013

0

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

827

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

0

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

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

6 / 10

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

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

67 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
59%

2011

 
 
46%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%

2011

 
 
59%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

72 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
38%

2011

 
 
54%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

72 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
69%

2011

 
 
81%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

54 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
68%

2011

 
 
63%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

55 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
79%

2011

 
 
72%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

56 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
57%

2011

 
 
69%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
79%

2011

 
 
89%

2010

 
 
90%
Science

The state average for Science was 57% in 2013.

56 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
61%

2011

 
 
77%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

49 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
75%

2011

 
 
70%

2010

 
 
53%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
82%

2011

 
 
70%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students61%
Females71%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learner60%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Math

All Students70%
Females77%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner70%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students46%
Females56%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability48%
English learner3%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate71%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students78%
Females85%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability80%
English learner56%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students58%
Females72%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability58%
English learner26%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females76%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability77%
English learner50%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students71%
Females84%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability71%
English learner38%
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students93%
Females90%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability93%
English learner88%
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students69%
Females71%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability70%
English learner42%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students60%
Females70%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learner7%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females62%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learner6%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 85% 51%
White 7% 27%
Two or more races 4% 3%
Asian 2% 11%
Black 2% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 72%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Donna Tonry
Fax number
  • (408) 341-7180

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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1800 Fruitdale Avenue
San Jose, CA 95128
Website: Click here
Phone: (408) 795-1140

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