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Teacher quality
Principal leadership
Parent involvement
Wonderful high school. Excellent instructors and highly esteemed sports teams. Teachers are very supportive and highly educated.
—Submitted by a parent
worst school in the bay go to los gatos. leigh needs money, so they can make the school better!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
—Submitted by a parent
This is a great high school which great facilities. They have a great football program and a recently upgraded stadium. They also offer a great band program.
—Submitted by a parent
As an involved parent and one who does her best to be supportive of my child's education, I can tell you that this school's administration is crummy! The AP classes are given the poorest teachers. I'm sure the thought is that these students will be fine, and they generally are. They are used to being responsible for their own education. The admin. has its own agenda and it does not involve supporting the education of students or the education goals of the teachers. Most of the admin. and staff do not support extracurricular activities if they are not sports and are often rude to students looking for support. Many of the teachers try to do well by their students but they are overworked and receive very little support from the admin., other than the activities director, who is also incredibly overworked! Parent support is not the challenge here. It's going to take a complete overhaul of the administration and a willingness to dismiss dysfunctional staff to change what is wrong with this school! Sure, my kid will go to a great college, however, she is a strong student. I'd hate to be a student who is not good at managing his or her own education and be at this school!
—Submitted by a parent
Our son is going to be a sophomore in the 2011/12 school year. His freshman year went great. We've been happy with how he's doing academically, and the teachers have been communicative and supportive.
—Submitted by a parent
While the previous reviewer of this school may have great expectations from a public school like this, honestly speaking it is the involvement of teachers and parents is what makes one school standout of others, While it may be true that you may have a lovely neighborhood, but what good is that neighborhood if parents are not involved in the child s education? Writing badly about a public school is like slapping yourself on your face! We all need to make Leigh high school a better place and positive thinking and good parent participation is the key to success in any school. Let me be honest, My Daughter is freshman this year and she loves this school! Teachers are very good my daugher says and I am very happy about that.
—Submitted by a parent
Principal, and staff especially Deans and Guidance Counselors are not in tune with what is going on with students. Even though there is a non tolerance policy in place that is against harassment and bullying, the Deans often turn their heads and pretend not to see it. I have one child graduating from there this year, and another who is a Freshman that I pulled out and put in a completely different district. It is sad because the school is in a great neighborhood. If only the school and it's educators were as great as the neighborhood.
—Submitted by a parent
-Prinicipal, and staff care more about their jobs than students' education. -Too many 'school spirit days' -Homophobia and intolerance is high despite programs targeted aganist it.
—Submitted by a student
Great School. My neighbors child went to Berkeley from this school and mine is on track to do the same. Like any High School, you have to stay in tune and help your kids find their way
—Submitted by a parent
I believe the school is on track and since I am moving from the area I have no real estate reason to say so...I can not speak for a child that doesn;t get it since my son clearly did. He is graduating this year from Leigh High School and I could not be happier. He is at the top of his class and was accepted to a number of very good colleges. With acceptances to Purdue (a private college) and 3 of the UC colleges including Berkley I am confident the education he received at Leigh was a solid base for him to grow from.
—Submitted by a parent
Leigh High School is progressively going downhill. They do not know what the students are up to and the school puts no effort into making a student successful. My experience was so bad I pulled my child out of Leigh.
—Submitted by a parent
I agree that a school is what you make of it. There are those students that are fortunate enough to 'get it' and pretty much do well because they are able to guide themselves through school. Then, there are those students that need a little more guidance and help...well Good Luck! I find that the staff is basically only capable of helping those that can mainly help themselves. The rest plain and simply fall through the cracks. I don't know if it's due to budget cuts, lack of sufficient proper staffing or what. I just know that my child with 'special needs' due to illness has totally fallen through the cracks! As a parent I've done everything possible to make the appropriate plan availbale for my child, but while it's written on paper...the majority of the teachers simply don't or can't find the time or want to follow the program.
—Submitted by a parent
This is an excellnt school. Yes, motivated students succeed here. However, if your child isn't motiviated or isn't succeeding, you, as a parent need to accept some responsibility. This is a public school, after all. School administration can only do so much with the resources they have.
Leigh High School is a great school. The teachers are fantastic and the academics are great. All the teachers do their best for the students. The deans keep the school clean from everything.. Leigh High is a great school
—Submitted by a parent
Honestly,it's school. Kids don't usually like school but we go. If your saying Leigh's a horrible school, then your wrong. I mean everyone has different experiences with school too. but for the most part Leigh High School is a good school.
—Submitted by a student
Back to school night was a joke; it was a way for teachers to pretend to reach out to the parents. I agree that this school provides the academics required for our kids to get into college, but only if they are self reliant. It is a lot like college...so they are getting a taste of what is to come. OBW our son is a freshman and has good friends there as well.
—Submitted by a parent
My son is also a freshman. We've have experienced the same situation. My husband wrote an email to the counselor and never got an answer. Surprisingly however we are impressed with the school and the teachers. Most importantly my son is happy, had made new friends and always has a fair amount of homework.
—Submitted by a parent
I have a freshmen daughter in this high school and she likes it very much. The school is very diverse with all types of kids and they all seem to make an effort to make each other feel included. The only problem with this school is that your child is pretty much on their own. The teachers and counselors are impossible to get a hold of despite them all having email on the school welsite. Also the office is not useful for anything, they have never ever been able to answer a single question I had. So the school itself is fantastic, if your child can do for his/herself.
—Submitted by a parent
My children hated going to school every day! They didn't like their teachers and the students on campus were rude.I feel that the academic programs needed work.
—Submitted by a parent
There is a great deal of parent involvement in this school. The Class of 2006, graduated the most Valedictorians in Santa Clara County and other surrounding counties as well (as per the Mercury News, check it out yourself). That speaks for itself! They have a great band and good athletics, but I feel they need to give more to girls athletics. Overall, this is a great school. Note there is a new principal this year.
—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 Algebra I was 25% in 2012.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
301 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
279 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
404 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
404 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
397 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
405 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
176 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
405 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
11 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 | 27% |
| Females | 28% |
| Males | 26% |
| African American | n/a |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | 23% |
| All Students | 87% |
| Females | 88% |
| Males | 87% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 81% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 76% |
| All Students | 43% |
| Females | 38% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 45% |
| Students with disability | 4% |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 70% |
| Females | 74% |
| Males | 66% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | 12% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 61% |
| All Students | 8% |
| Females | n/a |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | 9% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| 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 | 51% |
| Females | 52% |
| Males | 49% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| 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) | 44% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 45% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 |
| Pacific Islander | 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
| All Students | 4% |
| Females | 7% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 4% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 35% |
| Males | 32% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 50% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 38% |
| Students with disability | 23% |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 52% |
| Females | 46% |
| Males | 57% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | 70% |
| Females | 78% |
| Males | 62% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 70% |
| Students with disability | 14% |
| Students with no reported disability | 74% |
| English learner | 0% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 40% |
| All Students | 13% |
| Females | 9% |
| Males | 17% |
| African American | n/a |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | 7% |
| All Students | 96% |
| Females | 96% |
| Males | 97% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 76% |
| Males | 70% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 74% |
| Students with disability | 25% |
| Students with no reported disability | 77% |
| English learner | 9% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 54% |
| All Students | 69% |
| Females | 68% |
| Males | 70% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 70% |
| Students with disability | 21% |
| Students with no reported disability | 73% |
| English learner | 8% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 39% |
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 | 0% |
| Females | n/a |
| Males | 0% |
| 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 | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 7% |
| Females | 4% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| 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 | 90% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 39% |
| Males | 43% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| 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) | 43% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 60% |
| 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 | 63% |
| Females | 68% |
| Males | 58% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 66% |
| English learner | 9% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 25% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 62% |
| Females | 51% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 32% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 51% |
| Males | 53% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 59% |
| Males | 65% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | 21% |
| Students with no reported disability | 65% |
| English learner | 9% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 33% |
| All Students | 20% |
| 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 - 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
The state average for English Language Arts was 83% in 2012.
398 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
395 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 94% |
| Females | 97% |
| Males | 92% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 96% |
| Students with disability | 61% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 94% |
| Females | 98% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 92% |
| Students with disability | 60% |
| Tested with modifications | n/a |
| English learner | 64% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Multiple or No Response | 17% | 3% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 9% | 8% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 0% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 40% | 1% | ||
| Korean | 20% | 1% | ||
| Spanish | 20% | 85% | ||
| Tongan | 20% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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5210 Leigh Avenue
San Jose,
CA 95124
Website: Click here
Phone: (408) 626-3405
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