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GreatSchools Rating

R. I. Meyerholz Elementary School

Public | K-5

 
 

Living in San Jose

Situated in an inner city neighborhood. The median home value is $794,500. The average monthly rent for a 2 bedroom apartment is $1,650.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted June 13, 2013

Don't let the high API make you think that it has anything to do with the school or the teachers. Most of the kids that come to these schools have educated parents. They may also have a parent at home keeping them in line with school. Many of these students are from families that value better academic standards than the regular public schools. Most are either Indian, Chinese, Japanese, Koreans , and very small percentage of southeast Asian such as Vietnamese Burmeses and Filipinos for all of the Cupertion Union School District. If your kid is not interested in learning or is above average than he/she will not get any better cuz the child along with their parents put in the most effort. The teachers are about 20% responsible. Just letting you people know and not to think that there is anything to do with the staffs. It is very expensive homes per square footage and also the rent is going crazy right now. My kids love school and are doing very well and that is the reason we stay.
—Submitted by a parent


Posted January 10, 2012

This is a wonderful medium sized school with great academics and highly motivated teachers. The school has two different programs, neighborhood and Chinese Immersion. The neighborhood teachers are very caring, student oriented and easily accessible. The new principal is very good at motivating the teachers. I have already seen a difference. A new playground has just been installed for the students. Thanks Mrs. Hickey. The Chinese Immersion program however is using too much resources of this school. As a result, some programs for the whole student body such as chess has to be taken away. The Chinese program takes students from the Cupertino district. Teachers are mostly from Taiwan and the atmosphere is also Chinese. Parents involvement high. Teachers work hard, however, need to be more Americanized in teaching. Not for every student who wants to learn Chinese.
—Submitted by a parent


Posted September 2, 2011

Very good school. Teachers are very orgnized and caring. Admin is friendly. Parents and Students are great. My daughter is very happy there everyday.
—Submitted by a parent


Posted February 2, 2011

Overall Great!!! great parent participation, administratively very organized, caring staff and involved parents. My daugher loves it! and the YMCA that is on campus is rated the best in the system. Peace of mind.....
—Submitted by a parent


Posted October 15, 2010

This school had two great principals the past years. But this year (2010-2011), there is a new principal. The Principal is completely unenthusiastic about adding more extra curricular programs. She has no vision of where she wants the school to progress. She is completely uninterested in betterment of the kids and the school. I would really think twice in enrolling in a school with such an indifferent principal.
—Submitted by a parent


Posted May 13, 2010

Great immersion program, parents and teachers all working together
—Submitted by a parent


Posted May 10, 2010

The community cares about its students and are willing to do what it takes to produce outstanding students. Parents, teachers, administrators collaborate to create the most conducive environment for learning.
—Submitted by a parent


Posted May 6, 2010

My daughter is getting a good education there. Staff are caring and school is well organized.
—Submitted by a parent


Posted May 5, 2010

Great immersion program and parents are involved in school activities.
—Submitted by a parent


Posted April 28, 2010

Teacher don't do much in Meyerholz, they have high score is because the parents send the kids to after school tutoring all the time. We parents spend a lot of the money for our kids to have tutor, actually all the schools teacher in california are same standard, it depends on the parents in the area. If they family have money and time to spend on the kids, of course they will get high score. The new principle is so so also, not so nice and she thinks she is running the company.
—Submitted by a parent


Posted February 8, 2010

I definitely agree with one of the past reviews about 'Chinese-style' learning with two kids in CLIP. This program is great for kids who enjoy and thrive in this style. For others who have a slightly different style or need a little more attention than others, this may not be the right place for them. Teachers always seem overly busy and don't have enough time to put in more than the norm effort. Heavy homework load and classroom curriculum seem like weed out strategies to only retain those students who have the aptitude to keep up and school/program scores up. 30:1 ratio for 1-3 next year won't help the situation and will only make it harder for the kids. On the other hand, great afterschool programs to promote cultural learning.
—Submitted by a parent


Posted February 2, 2010

Both my daughters are part of the Chinese Language Immersion Program (CLIP) at Meyerholz. We have a new principal this year whose strong administrative skills are a benefit to the school. Parent involvement is high. PTA funds PE, art and music teachers (because CA does not). CLIP also funds Chinese art and culture classes. Extracurricular opportunities include chorus, musical and others. Teachers are great. Homework can be heavy -- in CLIP kids need to master Mandarin and English so it's to be expected.
—Submitted by a parent


Posted September 27, 2009

Excellent teachers and office staff. Many afterschool activities and teams for kids to join. I am very happy with the school.
—Submitted by a parent


Posted November 6, 2008

The instruction is fairly good, and the Chinese Immersion program does a great job of integrating Chinese in the curriculum. However, the homework situation is way out of hand. A couple hours per night in the lower grades is the norm. (In spite of a school policy that says otherwise.) And to make it worse, it is usually filled with repetitive 'busy-work' tasks. It is clearly geared towards families that like Chinese-style rote learning who want lots of homework to occupy their kids at Kumon.
—Submitted by a parent


Posted January 19, 2007

My daughter is in kindergarted in the Chinese Language Immersion Program at Meyerholz. I have found the school to be a wonderful place for children to learn. The teachers are great - warm and dedicated. The parent community has been much stronger than I had expected in a public school, and I have really enjoyed getting to know the other parents even with my busy work schedule. The principal is very good. She does a fantastic job of pulling together the two communities at Meyerholz (the neighborhood and chinese immersion programs). Public education is desperately underfunded in California, and I think Meyerholz does a great job of educating our daughter despite the challenging budgetary situation.
—Submitted by a parent


Posted August 16, 2005

This school is great in academics as well as the environment. The teachers are excellent in making learning fun. There is Chinese Immersion program in this school and it is great to learn second language.
—Submitted by a parent


Posted August 15, 2005

Principal is a strong and caring leader, she creates a good environment for teachers and parents and students to do their jobs. We've had wonderful experieinces with teachers, lots of focus on individual needs and the ability to manage a whole class. Especially good kindergarten teaching team. Mrs. Imada in first grade is master teacher, I felt like I was in public school heaven with her teaching my daughter. Ms Gradia is a perfect second grade teacher, firm and caring and fun all at the same time. The list goes on, great teachers, creative, authentic people who have your child's education as their highest priority. Great parents too. A musical put on every year is a great chance for kids to shine.
—Submitted by a parent


Posted May 27, 2005

My daughter enjoys the school. I think most of the teachers are great and it is well run. The academic program is good. I wish there was a better PE situation. I think my daughter gets PE once a week and it is taught by the teacher.
—Submitted by a parent


Posted May 26, 2005

For the first time, after attending several pre-schools and kindergartens in several states, my child is happy with his school environment.
—Submitted by a parent


Posted March 16, 2005

My son went to this school and spent 4 years there. He attended individualized education classes in teh first 2 years. We were very happy with the academic achievement there. The last two years he spent in regular classes - the transition was not very smooth. We thought that the school should have provided a little more oversight during this difficult transition process. Overall the academic programs are pretty good, they also have great science camps. The after school activities are rather limited: I believe the school should have provided more choices to the kids.
—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

982

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 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

982

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 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)

10 / 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)

8 / 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.

121 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
89%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

121 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
91%

2010

 
 
92%
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.

127 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
88%

2011

 
 
86%

2010

 
 
82%
Math

The state average for Math was 66% in 2013.

128 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
96%

2010

 
 
91%
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.

131 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
99%

2011

 
 
94%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

131 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
93%

2010

 
 
94%
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.

124 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
97%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

126 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
95%

2011

 
 
98%

2010

 
 
95%
Science

The state average for Science was 57% in 2013.

125 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
97%

2010

 
 
90%
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 Students94%
Females93%
Males95%
African Americann/a
Asian95%
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)82%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students98%
Females95%
Males100%
African Americann/a
Asian99%
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)82%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 Students93%
Females96%
Males90%
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 disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males97%
African Americann/a
Asian99%
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)73%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only98%
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 graduate95%
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 Students96%
Females99%
Males92%
African Americann/a
Asian96%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students98%
Females100%
Males95%
African Americann/a
Asian98%
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 disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate100%
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 Students98%
Females99%
Males96%
African Americann/a
Asian97%
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 disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate96%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Math

All Students99%
Females99%
Males100%
African Americann/a
Asian100%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only99%
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 graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students94%
Females97%
Males91%
African Americann/a
Asian95%
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 disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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 graduate96%
Parent education - graduate school/post graduate96%
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 85%
White 8%
Two or more races 4%
Hispanic 2%
Black 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 16%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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6990 Melvin Drive
San Jose, CA 95129
Phone: (408) 252-7450

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