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GreatSchools Rating

Andrew P. Hill High School

Public | 9-12

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted August 20, 2014

UNBELIEVABLY THE DISGUSTING EXCUSE FOR COUNSELORS LITERALLY EXPLAINED IN DETAIL TO MY SIXTEEN YR OLD HOW TO DROP OUT WHEN HE APPROCHED THEM DURING CLASS HOURS HOW HE LOST INTEREST IN SCHOOL AND AFTER HAD HIM CALL ME URGENTLY TELLING ME TO COME DOWN IMMEDIATELY TO SIGN A FORM I QUESTIONED THE COUNSELER ISNT IT STATE LAW ALL 6/18 YR OLD HAVE TO GO TO SCHOOL? HE SAID NOBODYS CHECK TO SEE IF HE MOVED OUT THE AREA THATS YOUR BUSINESS??? BULLS$$%T!! NEVER GAVE HIM ALTERNATIVES NEVER TRIED TO FIND OUT WHY?
—Submitted by a parent


Posted September 5, 2013

The teachers I don't have a problem with, but the COUNSELORS make you wonder how they even got the job. They are utterly sh*t. When it comes to students wanting to changes to their schedules, the counselors NEED the parents to tell them how to do their job.


Posted July 29, 2013

I went to this school. I WOULD NOT RECOMMEND IT! The consulars are horrible even the teachets said so. And the math teacher is as bad as the advisors are!


Posted January 30, 2013

I have a Junior, who started as a Freshman, at this school on an interdistrict transfer and I have been completely satisfied. There have been no issues that are unique to this school that I don't hear from other parents at other ESUHSD schools. This year I entered my Freshman and am not regretting it for a moment. People look at me strange that I moved my children out of a supposed "good" school. My children have made wonderful friends and the teaching staff is completely competent. This school has made and is still feeling their way through a major turnaround. Cudos!
—Submitted by a parent


Posted January 23, 2013

My daughter is in her freshman year there and she loves everything about it. Her teachers love her too. She's happy, they're happy, she has straight A's so i'm happy. I think parents are becoming too lazy and relying to heavily on schools to raise their kids. Good habits start at home.
—Submitted by a parent


Posted September 8, 2012

Dis is a gr8 skool i thinnnkk evrry1 should come her cuz i do and its awesoom
—Submitted by a teacher


Posted September 8, 2012

I am thinking about coming to Andrew Hill instead of Oak Grove because I have heard great things about the IB program and their Medical Magnet. However, when I call the office they never pick up, and they don't post anything about their classes online so contacting them is difficult. It makes it seem like the staff aren't very proactive as I have also heard before. I'll just have to find out. :) Very excited though..


Posted August 14, 2012

this school by far the worst school i been to no offense but the staff are not the very helpful my son had to wait 2 period long just for violating the school dress code on the first day of school i understand if you make him wait like a week after school started but on the first day ? that just wrong i never been to a school that doesn't let the student go on the first day. Further more this school should change their school dress code is too strict and worry more about the student who problem not gonna pass high school if you continue to let them do what ever they please, also there is no security at all my son told me there only one police man, that is just not enough at least have more security maybe it would be a better place.
—Submitted by a parent


Posted January 14, 2012

As a current student, I say that the best that Andrew Hill offers are the amazing teachers who want to see all of their students succeed. I have yet to have a teacher who simply doesn't do anything, although I've heard of a few who do. I would say that the problem lies within the administration of the school. This year has brought some changes to the administration, but there is still a lack of promotion to succeed and do more that what is asked of the students. You will rarely ever see the head principle around talking to an audience or even to a performing group at a school event, if they were to show up at all. The only times I have heard her speak in front of an audience were at graduations, or if there were "important" guest speakers visiting. Other than that, the best of Andrew Hill are the teachers who devote incredible amounts of time and effort to the students, which includes the whole lot. Also, there are the handful (compared to the whole school) of students in programs such as IB and Medical Magnet who truly excel and strive for more. Not to say that the rest of the school doesn't at all, but they don't have much motivation, for which I blame the admin.
—Submitted by a student


Posted August 16, 2011

This school is known for unsatisfied with school system, is so terrible. Or maybe it the staff, always blaming on the system. The stuff always seem to be very unclear and unaware about student record, they give you the run around. This is an disappointment to see our children has to go through this! Andrew staff lacks of understanding how to work the system, they have no knowledge of communication with parents and other staff at other school. Andrew staff has poor knowledge of how to plan, how to prepare student for back to school. I strongly believe it not the system. They kept blaming it the system. They've been using this line for over 20 yrs. It works cause parent has no choice. This school is a concern for me... if this is the behavior of the staff member, so lack of polish and gentleness, limited to lacking in social and indifference to the needs of others. Can't even think of what kinda of education the children is getting. I would hate to see them teaching our kids to be, lazy, carefree, un-prepared, just find something to blame on.. this would stuck!!!
—Submitted by a parent


Posted July 30, 2011

I love this school here. The only thing bad is the staff but other than that, this school has great programs and opportunities for student to choose from. This school has the reputation of being bad and the students being mean and such, but really, the students here are great. They're very nice. Don't listen to the schools reputation until you experience it yourself.
—Submitted by a student


Posted November 14, 2010

Many people have said this school was super horrible and people are mean and such. In my opinion people are very warming here. The only reason that I am unsatisfied with this school is that the school system is terrible. They are super slow at everything, for almost all events it takes them forever to finish. Even school picture day is being held back for almost a whole semester. But the teachers are great here.
—Submitted by a student


Posted November 11, 2009

By far, one of the best schools in the area. The staff is comprised of educators who truly care deeply about every student who attends this school. The students who attend Andrew P. Hill are generally kindhearted people who are independent and very educated. Although there are some people there who do not care much about education, they generally avoid the rest of the school population and do not bother anybody. Every year, Andrew P. Hill produces students that are accepted to some of the most prestigious universities in the world. These include Columbia, Stanford, Harvard, UC Berkley, UCLA, Yale, and others. These students also tend to receive multiple scholarships. If any parent wishes the best for their child, he/she would enroll their student in Andrew P. Hill and allow their child to blossom through this school's multiple programs, that include IB, AP, Bio Tech, Nursing, Green Academy, and Hill Academy.
—Submitted by a student


Posted October 7, 2009

This school is awful. The staffs are lazy and cold. Some teachers are good but there are some awful teacher there too. They are rude and heartless and it doesn't seem like they even like kids and some teacher cannot teach at all. My daughter thought she has to worry about the students but no she has to worry about the staffs.
—Submitted by a parent


Posted June 17, 2009

On one hand, you have some of the lowest performing students, making it a program improvement school. Despite the fair share of underachievers, I feel the school has been doing everything to help the students. For those that are struggling and DO care, the library is opened after school tutoring. There are also many teachers that truly care and stay until at least 5 or 6 everyday for students that ask for the extra help. On the other hand, you have the highest achieving students that transfer over from their home schools and travel here every morning (some even come from Milpitas) to be a part of the International Baccalaureate (IB) program. Aside from IB, the school offers plenty of AP classes and a nursing/biotech academy. People just need to give Andrew Hill a chance. I have teachers that were skeptical about working here at first, but love it now.
—Submitted by a student


Posted June 17, 2009

I loved my experience at AH, and, given another chance, I would go there again. Although my home school is Independence High, I caught wind of the International Baccalaureate (IB) program, and decided to take the VTA home every day until I got my license. If you (or your student) is dedicated to getting an excellent education (and, of course, an excellent chance of getting into some of the best universities around), then use the IB program. I've also heard wonderful things about the Nursing Academy and the Biotech program, and if those fields interest you, then I encourage anyone to give those programs a try. Although there is a brand-spankin' new building, I know that from the outside looking in, AH doesn't look all that stellar. It's really, really the teachers and driven students that make the difference. The administration...not so much.
—Submitted by a student


Posted April 25, 2009

Here's my honest opinion, if your child has no will to succeed, he/she will fail. Andrew Hill does not promote success as greatly as other schools. The only thing that keeps this school going is the International Baccalaureate. The drive these students have is astounding. It is a school within a school. Get your kid in IB, make him or her thrive.
—Submitted by a student


Posted February 28, 2009

My daughter was a studen there, I found that being the only caucasion that I could see, we felt that we were discriminated against at every turn. The school is older & fresh paint would help it a lot. All together I would say send your kid to another high school but definitely not Andrew hill.
—Submitted by a parent


Posted December 14, 2008

Current administration is simply incompetent.
—Submitted by a student


Posted September 20, 2008

I am a sophomore at Andrew Hill,and I can honestly say I really didt want to entere there,but then,when i started freshmen year,it was great!They have multiple groups,activities and oppurunities! IB programs,BioTech,MultiMedia Academy,etc. I like it alot!I really dont like how its too crowded this year!
—Submitted by a student


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

713

Change from
2012 to 2013

0

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

3 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

713

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

0

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 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)

3 / 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)

3 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

298 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
14%

2011

 
 
9%

2010

 
 
21%
Algebra II

The state average for Algebra II was 65% in 2013.

59 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
77%

2011

 
 
67%

2010

 
 
75%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

213 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
68%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

515 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
49%

2011

 
 
45%

2010

 
 
49%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

12 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
0%

2010

 
 
5%
Geometry

The state average for Geometry was 45% in 2013.

136 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
33%

2011

 
 
48%

2010

 
 
35%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

251 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
13%

2011

 
 
33%

2010

 
 
32%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

173 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
7%

2011

 
 
6%

2010

 
 
3%
Algebra II

The state average for Algebra II was 39% in 2013.

100 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
34%

2011

 
 
36%

2010

 
 
36%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

304 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
49%

2011

 
 
39%

2010

 
 
36%
Chemistry

The state average for Chemistry was 46% in 2013.

115 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
74%

2011

 
 
9%

2010

 
 
47%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

544 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
36%

2010

 
 
35%
Geometry

The state average for Geometry was 15% in 2013.

184 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
4%

2011

 
 
12%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

71 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
72%

2011

 
 
76%

2010

 
 
73%
Science

The state average for Science was 54% in 2013.

524 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
40%

2010

 
 
34%
World History

The state average for World History was 46% in 2013.

544 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
38%

2011

 
 
25%

2010

 
 
27%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

68 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
4%

2011

 
 
3%

2010

 
 
5%
Algebra II

The state average for Algebra II was 15% in 2013.

134 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
11%

2011

 
 
12%

2010

 
 
8%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

173 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
34%

2011

 
 
38%

2010

 
 
31%
Chemistry

The state average for Chemistry was 32% in 2013.

183 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
40%

2011

 
 
27%

2010

 
 
23%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

494 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
35%

2011

 
 
32%

2010

 
 
32%
Geometry

The state average for Geometry was 8% in 2013.

115 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
1%

2011

 
 
3%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

141 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
44%

2011

 
 
49%

2010

 
 
46%
Physics

The state average for Physics was 58% in 2013.

18 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
20%

2011

 
 
70%

2010

 
 
60%
U.S. History

The state average for U.S. History was 50% in 2013.

490 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
37%

2011

 
 
34%

2010

 
 
37%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
14%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students11%
Females14%
Males9%
African Americann/a
Asian25%
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantaged11%
Students with disability5%
Students with no reported disability12%
English learner7%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)7%
Parent education - college graduate17%
Parent education - graduate school/post graduate14%
Parent education - declined to state17%

Algebra II

All Students83%
Females75%
Males93%
African Americann/a
Asian82%
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 disadvantaged76%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)100%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students64%
Females62%
Males68%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner6%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)80%
Parent education - college graduate78%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students53%
Females57%
Males49%
African American36%
Asian79%
Filipino50%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged49%
Not economically disadvantaged61%
Students with disability13%
Students with no reported disability57%
English learner6%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)71%
Parent education - college graduate70%
Parent education - graduate school/post graduate63%
Parent education - declined to state41%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students37%
Females31%
Males46%
African Americann/a
Asian48%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)31%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Students14%
Females11%
Males18%
African Americann/a
Asian25%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Not economically disadvantaged15%
Students with disability0%
Students with no reported disability17%
English learner1%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)10%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students9%
Females10%
Males7%
African Americann/a
Asian19%
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Not economically disadvantaged10%
Students with disability0%
Students with no reported disability9%
English learner7%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students36%
Females34%
Males39%
African Americann/a
Asian44%
Filipinon/a
Hispanic or Latino8%
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 disadvantaged27%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)37%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Females32%
Males38%
African Americann/a
Asian52%
Filipino45%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged41%
Students with disability0%
Students with no reported disability37%
English learner8%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)53%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students53%
Females46%
Males61%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)55%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students44%
Females47%
Males40%
African American33%
Asian65%
Filipino58%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged37%
Not economically disadvantaged54%
Students with disability0%
Students with no reported disability47%
English learner2%
Fluent-English proficient and English only56%
Migrant education18%
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)61%
Parent education - college graduate72%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

Geometry

All Students3%
Females2%
Males3%
African Americann/a
Asian7%
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Not economically disadvantaged1%
Students with disabilityn/a
Students with no reported disability3%
English learner5%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students73%
Females76%
Males70%
African Americann/a
Asian77%
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 disadvantaged67%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students46%
Females42%
Males50%
African American33%
Asian63%
Filipino47%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged39%
Not economically disadvantaged55%
Students with disability5%
Students with no reported disability49%
English learner6%
Fluent-English proficient and English only56%
Migrant education18%
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)62%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

World History

All Students35%
Females27%
Males45%
African American23%
Asian55%
Filipino26%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged32%
Not economically disadvantaged42%
Students with disability7%
Students with no reported disability38%
English learner6%
Fluent-English proficient and English only45%
Migrant education9%
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)53%
Parent education - college graduate46%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students8%
Females12%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Not economically disadvantaged7%
Students with disability0%
Students with no reported disability13%
English learner17%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students8%
Females4%
Males13%
African Americann/a
Asian11%
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability8%
English learner7%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)5%
Parent education - college graduate16%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students39%
Females45%
Males32%
African Americann/a
Asian66%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Not economically disadvantaged44%
Students with disability0%
Students with no reported disability43%
English learner5%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)37%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students39%
Females29%
Males48%
African Americann/a
Asian51%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability40%
English learner7%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)36%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students39%
Females46%
Males33%
African Americann/a
Asian59%
Filipino67%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged36%
Not economically disadvantaged44%
Students with disability0%
Students with no reported disability43%
English learner1%
Fluent-English proficient and English only48%
Migrant education25%
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)46%
Parent education - college graduate66%
Parent education - graduate school/post graduate42%
Parent education - declined to state45%

Geometry

All Students3%
Females0%
Males5%
African Americann/a
Asian0%
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged1%
Not economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students52%
Females42%
Males63%
African Americann/a
Asian51%
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)n/a
Economically disadvantaged51%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)52%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students39%
Femalesn/a
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students45%
Females38%
Males51%
African American30%
Asian58%
Filipino75%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged43%
Not economically disadvantaged48%
Students with disability7%
Students with no reported disability49%
English learner4%
Fluent-English proficient and English only55%
Migrant education42%
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)53%
Parent education - college graduate63%
Parent education - graduate school/post graduate71%
Parent education - declined to state55%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

539 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
76%

2011

 
 
75%

2010

 
 
75%
Math

The state average for Math was 84% in 2013.

540 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
83%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females75%
Males68%
Gender Unknownn/a
African American71%
Asian84%
Filipino84%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged64%
Not economically disadvantaged84%
Economic Status Unknownn/a
Students with disability23%
Tested with modificationsn/a
English learner20%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students82%
Females83%
Males80%
Gender Unknownn/a
African American85%
Asian94%
Filipino95%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged79%
Not economically disadvantaged87%
Economic Status Unknownn/a
Students with disability58%
Tested with modifications0%
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
Hispanic 60%
Asian 29%
Black 3%
White 3%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 65%N/AN/A
English language learners 21%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Bettina Lopez
Fax number
  • (408) 347-4115

Resources

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

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3200 Senter Road
San Jose, CA 95111
Phone: (408) 347-4100

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