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GreatSchools Rating

Manuel De Vargas Elementary School

Public | K-5 | 428 students

 

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Last modified
Community Rating

4 stars

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

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Parent involvement

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13 reviews of this school


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Posted August 22, 2013

The Best school. Teachers give an warm and homely environment to the kids. My son was in ELD Program , I was very worried how he would learn the language. But the way Ms. Ligocki helped him patiently is awesome. Although he is been moved to his neighborhood school, he still misses De vargas. I also have to give a lot of credit to Ms.chow and Ms. Johnson for their efforts to help my daughter too. Thanks to De vargas and all of them Associated with the school :)
—Submitted by a parent


Posted May 21, 2013

A great, healty enviroment for the kids, especially coming from private preschools. Teachers are very good, and ther is a new wonderful Principal. Go De Vargas!
—Submitted by a parent


Posted May 21, 2013

De Vargas is a great school. The teachers, principal, and support staff are extremely dedicated. It's a fantastic learning environment for children.


Posted June 2, 2012

De Vargas rocks. My son is in fifth grade here. It can t get any better than this with Mr. Shane Tatman teaching them. He is the best. During CUSD middle school open houses, when I say those teachers that my son is at De Vargas at Mr. Tatman s class, they give rave reviews about him. This shows the respect he commands. Mr Tatman makes teaching simple yet effective and his style is unique. His depth of knowledge is amazing. He gets the kids to present on an interesting topic once monthly, gets them to do an auto-biography and positively critiques every bit of output. He is a great motivator and gives kids performance based weekly I Can Manage Myself ICMM certificate. Beyond teaching, Mr. Tatman genuinely cares. He talks to them about ill effects of smoking, promotes discipline, offers school-life balance, takes great personal pain to conduct a 3 day offsite science camp, executes No TV week, conducts walkathon and the list is endless. He is a bundle of energy and always smiling. The positive influence of Mr.Tatman will remain with my son through his career. The best words in dictionary aren t enough to say how great a teacher he is. Thanks. Mani & Geetha.
—Submitted by a parent


Posted June 2, 2012

Our daughter is in First grade here. A school is only as good as its teachers. Be it Harker or Challenger, if the teacher isn t good enough, the brand doesn t matter. De Vargas has great teachers. My kid is with Miss O Rourke Lauren, who is exceptional. She goes above the call of duty and works minimum 12 hours a day. She is very friendly, humane, passionate, exceptionally skilled and truly cares about each kid. She calls the group Team Super Kids and communicates frequently with parents on emails. Ms O Rourke ensures each kid has customized teaching plan based on their skills and monitors performance. She does not settle for anything less and really challenges the kids to go the extra mile. Most kids in her class have already covered second grade Maths/English for which Ms O Rourke takes lot of personal effort. She also ensures kids are disciplined, participate in group events and understand / respect people from all cultures. It s a blessing for my daughter to have a school like De Vargas and teacher like Ms O Rourke. Thanks. Mani & Geetha.
—Submitted by a parent


Posted December 22, 2009

We have two kids who currently attend. One of them used to be advanced when entering school but started getting bored in school and came down to grade level. Some teachers are highly committed but most are stuck in their ways. Course teaching is always behind schedule defined by the California guidelines. Principal is the biggest disappointment - no wonder the teachers aren't motivated. Parent involvement is non-existent, partly because the most committed parents want to hog the limelight all the time.
—Submitted by a parent


Posted March 27, 2007

I currently have two children who attend De Vargas, they both love their teachers and are always excited to attend school. The teachers at De Vargas really go the extra mile for your children. As a parent it is very comforting to me to know that my children feel safe and comfortable at school. I find that whenever I have a question or concern the teachers and/or office staff are always available. On an academic level I see a great improvement in their reading, rhyming, and math skills. There are always parents that help in the classroom, and not only for a special occasion.
—Submitted by a parent


Posted May 15, 2006

The academics at De Vargas is at a very slow pace. My child was a fast paced student with good grasping abilities. He felt that the entire class is going slower speed. Not too many extra curricular activites were available.
—Submitted by a parent


Posted December 17, 2005

Wow! My son and daughters were there for a month as ESL learners, and my son would always mention how fun it was, but my daughter gave the thumbs down. I bet they learned a little, but both my cildren had different views. The arts there are fabulous, although there is'nt really art. Parents are not involved too often though. According to my son, they taught him a lot there and it's very good, especially for ESL learners, but my daughter hated it for some reason; perhaps because she didn't know anybosy and didn't understand anything, or perhaps the reason is because she had a bad teacher.
—Submitted by a parent


Posted August 21, 2005

I was very impressed with the teachers at this school. They were all very attentive, and gave my child quality time-something that I rarely see anymore here in the California school systems. Students were also able to participate in over 8 field trips due to a small $45 donation from parents (a small price to pay). My only complaint is that the playground monitors are horrible! They do not try to help the students during recess, and because of this, many students were bullied. Academically, though, my child did extremely well!
—Submitted by a parent


Posted May 17, 2005

Though the API ratings are low compared to other schools in this district, De Vargas has a good curriculum in place and the teachers are experienced. The arts section of this school could use a lot of improvement.
—Submitted by a parent


Posted March 16, 2005

The most I like this school provides longer hour Kindergarten that is from 8am to 2:05pm. My kids are ESL (English as second language) learners. They have been learning a lots from school. I like every teachers I met and worked with as a volunteer. They are so organized and enthusiastic to teach, and also they respect us like ESL kids and parents. I guess most of the kids are bilingual or about it. Wish little bit more parents volunteers involved might help this school more significant.
—Submitted by a parent


Posted July 27, 2004

My son went to kindergarden in this school couple of years ago. It was a good daycare with strong emphasis on reading. My son was one of the best students in his class, however, for the following year he was assigned to k/1 (instead of the 2nd) grade, which was not academically challenging for him. I feel that the school failed to meet the needs of my son. I told the principal that my son needs to be challenged in order to preserve interest in studying. I was told that the class assignments cannot be changed. The approach to my child was very 'unified' and dissatisfactory. As a result my son was bored at school and developed behavioral problems. I also felt that my son did not acquire sufficent math skills to be prepared for the 2nd grade. I would not recommend this school.
—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

894

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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 met all student subgroup API targets for 2013

This school's
API score

894

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

+4

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 2012 and Spring 2013. 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)

9 / 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)

9 / 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.

104 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%

2011

 
 
64%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
82%

2011

 
 
91%

2010

 
 
83%
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.

71 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
45%

2011

 
 
54%

2010

 
 
44%
Math

The state average for Math was 66% in 2013.

71 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
73%

2011

 
 
78%

2010

 
 
75%
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.

75 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
84%

2011

 
 
65%

2010

 
 
76%
Math

The state average for Math was 72% in 2013.

75 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
94%

2011

 
 
78%

2010

 
 
84%
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.

79 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
76%

2011

 
 
70%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

79 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%

2011

 
 
81%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

80 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
70%

2011

 
 
66%

2010

 
 
48%
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 Students60%
Females61%
Males58%
African Americann/a
Asian56%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged46%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability62%
English learner29%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)50%
Parent education - college graduate64%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students79%
Females74%
Males84%
African Americann/a
Asian82%
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)80%
Economically disadvantaged79%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability82%
English learner58%
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)73%
Parent education - college graduate88%
Parent education - graduate school/post graduate78%
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 Students62%
Females64%
Males61%
African Americann/a
Asian67%
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 disadvantaged27%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability62%
English learner29%
Fluent-English proficient and English only79%
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 graduate67%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students87%
Females85%
Males89%
African Americann/a
Asian94%
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 disadvantaged45%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability87%
English learner79%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
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 Students65%
Females66%
Males64%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner30%
Fluent-English proficient and English only89%
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 graduate59%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students82%
Females80%
Males85%
African Americann/a
Asian88%
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 disadvantaged73%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learner77%
Fluent-English proficient and English only86%
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 graduate82%
Parent education - graduate school/post graduate92%
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%
Females79%
Males63%
African Americann/a
Asian70%
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)88%
Economically disadvantaged60%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability71%
English learner28%
Fluent-English proficient and English only84%
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)60%
Parent education - college graduate77%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students79%
Females85%
Males75%
African Americann/a
Asian89%
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)88%
Economically disadvantaged60%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learner61%
Fluent-English proficient and English only85%
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)73%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students69%
Females68%
Males70%
African Americann/a
Asian70%
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)88%
Economically disadvantaged56%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability70%
English learner28%
Fluent-English proficient and English only81%
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)56%
Parent education - college graduate73%
Parent education - graduate school/post graduate85%
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
Asian 59%
Hispanic 21%
White 15%
Black 2%
Two or more races 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 22%N/AN/A
English language learners 49%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Jennifer Tyson
Fax number
  • (408) 253-4962

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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5050 Moorpark Avenue
San Jose, CA 95129
Phone: (408) 252-0303

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