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GreatSchools Rating

Andrew P. Hill High School

Public | 9-12 | 2373 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings
2010:
Based on 1 rating

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22 reviews of this school


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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


Posted March 26, 2008

I was very hesitant to send my daughter to this school, but because of their IB program decided to give it a try. She is thriving and blossoming there. Somwhat shy, she has joined clubs and made some wonderful new friends. Academically,her courses are challenging, but the teachers are always available should a student need help. Most important, my daughter feels very comfortable and at home there.
—Submitted by a parent


Posted February 12, 2007

I am currently attending this school, as a freshman. It is a fun and great school. The IB program is a spectacular idea. The school is a bit dirty, but the staff and students there are wonderful. I suggest this school for those who would like to join the army because this school has a great ROTC program. They also have a Health/Nursing academy and a Biotechnology academy.
—Submitted by Andora Nguyen, a student


Posted July 15, 2005

Small school not that many clubs and activities. Great advance class programs.
—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 2012.

This school's
API score

714

Change from
2011 to 2012

+26

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

1 / 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 its schoolwide API target for 2012.
  • 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 2012

This school's
API score

714

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
2011 to 2012

+26

Change from 2011 to 2012
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
(2011)

3 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
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 2012.

338 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
9%

2010

 
 
21%

2009

 
 
15%
Algebra II

The state average for Algebra II was 69% in 2012.

61 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
67%

2010

 
 
75%

2009

 
 
75%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

184 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
61%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

540 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
45%

2010

 
 
49%

2009

 
 
42%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

16 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
5%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

109 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
48%

2010

 
 
35%

2009

 
 
28%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

316 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
33%

2010

 
 
32%

2009

 
 
21%
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

149 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
6%

2010

 
 
3%

2009

 
 
4%
Algebra II

The state average for Algebra II was 42% in 2012.

108 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
36%

2010

 
 
36%

2009

 
 
31%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

380 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
39%

2010

 
 
36%

2009

 
 
35%
Chemistry

The state average for Chemistry was 51% in 2012.

35 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
9%

2010

 
 
47%

2009

 
 
62%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

547 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
36%

2010

 
 
35%

2009

 
 
37%
Geometry

The state average for Geometry was 17% in 2012.

206 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
12%

2010

 
 
5%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

65 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
76%

2010

 
 
73%

2009

 
 
59%
Science

The state average for Science was 53% in 2012.

546 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
40%

2010

 
 
34%

2009

 
 
36%
World History

The state average for World History was 46% in 2012.

544 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
25%

2010

 
 
27%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

49 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
3%

2010

 
 
5%

2009

 
 
7%
Algebra II

The state average for Algebra II was 15% in 2012.

134 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
12%

2010

 
 
8%

2009

 
 
6%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

168 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
38%

2010

 
 
31%

2009

 
 
38%
Chemistry

The state average for Chemistry was 34% in 2012.

163 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
27%

2010

 
 
23%

2009

 
 
32%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

488 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
32%

2010

 
 
32%

2009

 
 
34%
Geometry

The state average for Geometry was 9% in 2012.

159 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
3%

2010

 
 
2%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

107 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
49%

2010

 
 
46%

2009

 
 
39%
Physics

The state average for Physics was 56% in 2012.

15 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
70%

2010

 
 
60%

2009

 
 
45%
U.S. History

The state average for U.S. History was 48% in 2012.

486 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
34%

2010

 
 
37%

2009

 
 
38%
World History

The state average for World History was 18% in 2012.

14 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students14%
Females13%
Males16%
African American9%
Asian24%
Filipino15%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged14%
Students with disability0%
Students with no reported disability16%
English learner5%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talented48%
Parent education - not a high school graduate14%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)12%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students77%
Females77%
Males77%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino54%
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate83%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)73%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students68%
Females66%
Males70%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability69%
English learner11%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate54%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)72%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females52%
Males46%
African American29%
Asian72%
Filipino55%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged43%
Non-economically disadvantaged60%
Students with disability2%
Students with no reported disability54%
English learner5%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate35%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)59%
Parent education - college graduate71%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
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 Students33%
Females31%
Males35%
African Americann/a
Asian41%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability33%
English learner33%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented49%
Parent education - not a high school graduate27%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)35%
Parent education - college graduate31%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students13%
Females11%
Males16%
African American0%
Asian19%
Filipino36%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged16%
Students with disability3%
Students with no reported disability14%
English learner3%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate10%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)20%
Parent education - college graduate16%
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
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students7%
Females6%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged8%
Students with disability3%
Students with no reported disability9%
English learner2%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students34%
Females36%
Males32%
African Americann/a
Asian49%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)24%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students49%
Females48%
Males49%
African Americann/a
Asian68%
Filipino64%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability49%
English learner9%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)57%
Parent education - college graduate74%
Parent education - graduate school/post graduate50%
Parent education - declined to state71%

Chemistry

All Students74%
Females72%
Males76%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
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

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students43%
Females46%
Males40%
African American14%
Asian66%
Filipino77%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged40%
Non-economically disadvantaged52%
Students with disability4%
Students with no reported disability47%
English learner5%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)46%
Parent education - college graduate75%
Parent education - graduate school/post graduate56%
Parent education - declined to state57%

Geometry

All Students4%
Females1%
Males8%
African Americann/a
Asian8%
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability5%
English learner5%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)5%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students72%
Females66%
Males79%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino36%
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged78%
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)56%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students45%
Females45%
Males44%
African American21%
Asian65%
Filipino77%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged42%
Non-economically disadvantaged53%
Students with disability7%
Students with no reported disability48%
English learner5%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)55%
Parent education - college graduate65%
Parent education - graduate school/post graduate56%
Parent education - declined to state57%

World History

All Students38%
Females34%
Males42%
African American15%
Asian59%
Filipino62%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged36%
Non-economically disadvantaged46%
Students with disability6%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)43%
Parent education - college graduate68%
Parent education - graduate school/post graduate61%
Parent education - declined to state52%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students4%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability7%
English learner7%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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

Algebra II

All Students11%
Females10%
Males12%
African Americann/a
Asian17%
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability12%
English learner16%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)11%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Biology/Life Sciences

All Students34%
Females34%
Males32%
African Americann/a
Asian54%
Filipino45%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability35%
English learner8%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)41%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Chemistry

All Students40%
Females41%
Males39%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability40%
English learner13%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)46%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Earth Science

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

English Language Arts

All Students35%
Females39%
Males30%
African Americann/a
Asian51%
Filipino50%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged34%
Non-economically disadvantaged39%
Students with disability5%
Students with no reported disability38%
English learner3%
Fluent-English proficient and English only45%
Migrant education14%
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)43%
Parent education - college graduate53%
Parent education - graduate school/post graduate38%
Parent education - declined to state19%

Geometry

All Students1%
Females1%
Males1%
African Americann/a
Asian10%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability1%
English learner4%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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

All Students44%
Females35%
Males57%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)35%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asian18%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
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 Students37%
Females37%
Males39%
African Americann/a
Asian54%
Filipino45%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged38%
Non-economically disadvantaged38%
Students with disability7%
Students with no reported disability40%
English learner8%
Fluent-English proficient and English only47%
Migrant education21%
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)40%
Parent education - college graduate56%
Parent education - graduate school/post graduate50%
Parent education - declined to state26%

World History

All Students14%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only17%
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

553 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
75%

2010

 
 
75%

2009

 
 
72%
Math

The state average for Math was 84% in 2012.

538 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
83%

2010

 
 
72%

2009

 
 
76%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students76%
Females82%
Males72%
African Americann/a
Asian88%
Filipino86%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to state83%
Economically disadvantaged73%
Non-economically disadvantaged85%
Economic Status Unknownn/a
Students with disability23%
Tested with modificationsn/a
English learner27%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students79%
Females82%
Males76%
African Americann/a
Asian99%
Filipino93%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to state75%
Economically disadvantaged76%
Non-economically disadvantaged85%
Economic Status Unknownn/a
Students with disability30%
Tested with modifications0%
English learner53%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 58% 49%
Asian 30% 8%
Filipino 5% 3%
White 4% 28%
African American 3% 7%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 125%N/A24%
Students eligible for free or reduced-price lunch program 240%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 73% 85%
Vietnamese 19% 2%
Punjabi 3% 1%
Filipino (Pilipino or Tagalog) 2% 1%
All other non-English languages 1% 1%
Khmer (Cambodian) 1% 0%
Cantonese 0% 2%
Cebuano (Visayan) 0% 0%
Korean 0% 1%
Lao 0% 0%
Mixteco 0% 0%
Tigrinya 0% 0%
Urdu 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 87%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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