Advertisement

GreatSchools Rating

Independence High School

Public | 9-12 | 3644 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

58 reviews of this school


Sort by:
Show reviews by:
Posted August 13, 2012

I am a parent of 2 kids in IHS. My kids are doing well in school. one is in Sophomore and one is in Junior. I was nervous when sending my kids to this school due to negative reputation but now 3rd years with this school my kid are doing well and happy wtih friends and the teachers.
—Submitted by a parent


Posted December 4, 2011

Independence is a great school. My son graduated in 2010 and is an UCSD sophomore. Most of his friends got in UC. Actually, no matter which school you attend, if you study hard dream will come true.
—Submitted by a parent


Posted May 6, 2011

I graduated from IHS. Now I'm going to San Jose State University for Engineering (B.S.). This high school has a large campus and the second biggest campus of high school in USA. Teachers are really friendly and good security with police on campus.
—Submitted by a student


Posted April 30, 2010

I am a graduating this year from Indepedence and am going to UCSD this fall. I have to disagree many of the reviews. Independence does not have lower academic standards and if the student feels that the classes are not challenging enough, there are classes called 'AP' classes. As for the rumors about the school being violent and agressive, every school has bad students; I have seen two fights this year, and both were broken up almost immediately by security. independence simply has a higher population, and with this all of our activities are done on a much larger scale than other schools. However, the budget cuts have hit the school extremely hard this year and many teachers and advisors are being cut. The next few years will be hard for many students and teachers in the East Side Union High School District.
—Submitted by a student


Posted March 2, 2010

My 1rst child who had graduated from Piedmont HS (2006) continued to do well in UC Santa Cruz ( now senior ). My 2nd child graduated from Independence HS ( 2008) and continued to do well too at UCBerkely(now sophomore). I had been reluctant to send my 2nd child to Independence HS because of all the negative rumors but my child has turned out to be fine . He had witnessed fights twice during his 4 years at Independence HS and learnt how to avoid it. At Berkeley, He had been approached by a homeless twice and managed to get out of the situation safely. He had witnessed violence at the Bart on the way home from Berkely and still remaint fine. He's managed to adjust himself to the large and diverse campus at UCB partly because he 'd been used to the large size and diverse ethnic groups at Independence HS.
—Submitted by a parent


Posted February 28, 2010

This school's low academic standards fool students into thinking they're doing well eventhough they're not. Drugs, gangs, violence are a regular part of this school, but the admin. likes to keep that undisclosed. If a student is failing, they send him off to one of the alternative schools, or to an adult school, so that he, or she, won't show up in their statistics as a failure. Don't trust the student evaluations--they go by how much 'fun' they can have, not by how much they actually learn. As an employer, I've found I can't rely on the grades students get at Independence; they are meaningless.
—Submitted by Maria


Posted February 27, 2010

I belive that this school is a violent and agressive school. With all the fights and everything.Its a very i would never reccomend this school ever. Thatswhy i am transfering my daughter to piedmont high school
—Submitted by a parent


Posted October 18, 2009

IHS is not the typical high school that you would see on TV. Everyone is able to get along without having upperclassmen pick on lowerclassmen. In fact, our Link Crew Program encourages the opposite. The upperclassmen help the freshmen transition to high school in a nice environment and friendly atmosphere. We are also very diverse and offer a large variety of clubs. It's hard not to find a club you like!
—Submitted by a student


Posted October 4, 2009

i love independence cause we have hecka clubs and we have a club day! theres also this thing called link crew in out school and they help the fresmen out 1-2 time a month!they go out of ther classes just to help lead the freshmen around!hecka nice! plus, we put a lot of effort in our school to make sure that the student sre having fun at school about learning and having a good time!!!
—Submitted by a parent


Posted September 24, 2009

IHS has served me well these past 2 years! The staff are great and the students are chill!
—Submitted by a student


Posted September 24, 2009

Extensive programs, good teachers, lotsa students. This school is HUGE and that's what we love about it!
—Submitted by a student


Posted September 23, 2009

Independence High School is one of the biggest and most diverse schools that you will ever go to. The students and teachers are both very nice and there is a lot for everyone to do!
—Submitted by a student


Posted September 22, 2009

The school is very big, the facility is AWESOME. Most of the people are very friendly, great teachers, and the sports team are very fun to be apart of and we have a great gym. There is a lot of diversity at our school. :)
—Submitted by a parent


Posted September 22, 2009

Indy is one of the best schools ever. Nice campus, good teachers, and very diverse. I love this school.
—Submitted by a parent


Posted September 22, 2009

Independence is the best! It offers many classes and is althogether not as bad as everyone else thinks.
—Submitted by a student


Posted September 22, 2009

As a former Sixer I can tell you that this school has some of the best teachers and a lovely campus. The students are nice and the staff helpful. Go Indy!


Posted September 22, 2009

I think Independence has become a very decent school in the past years and only show signs of improving. Good Job.
—Submitted by a parent


Posted September 20, 2009

This school is the best ! It's name really suites the spirit and student body ! We are independent but can stand alone. It's a huge school, but we are all united (=
—Submitted by a parent


Posted September 20, 2009

Some clubs offers opportunities such as scholerships and can help you find your true passion. There are lots of electives to choose from. There is a large variety in athletic groups.
—Submitted by a parent


Posted September 20, 2009

I LOVE INDEPENDENCE, it's so unique. Im a freshmen, and i always thought when i would go to high school, higher class grades would be very scary. But nah, i look up to them. Inde is a very friendly school.
—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

766

Change from
2011 to 2012

+4

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

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 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

766

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

+4

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)

6 / 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)

3 / 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.

423 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
20%

2010

 
 
20%

2009

 
 
29%
Algebra II

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

78 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
76%

2010

 
 
79%

2009

 
 
82%
Biology/Life Sciences

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

183 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
47%

2010

 
 
n/a

2009

 
 
n/a
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.

771 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
54%

2010

 
 
60%

2009

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

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

29 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
9%

2010

 
 
3%

2009

 
 
3%
Geometry

The state average for Geometry was 48% in 2012.

236 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
42%

2010

 
 
33%

2009

 
 
45%
Integrated/Coordinated Science 1

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

383 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
17%

2010

 
 
24%

2009

 
 
19%
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.

227 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
13%

2010

 
 
10%

2009

 
 
12%
Algebra II

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

208 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
32%

2010

 
 
42%

2009

 
 
37%
Biology/Life Sciences

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

666 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
61%

2010

 
 
53%

2009

 
 
42%
Chemistry

The state average for Chemistry was 51% in 2012.

13 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
n/a

2010

 
 
27%

2009

 
 
53%
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.

795 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
50%

2010

 
 
49%

2009

 
 
46%
Geometry

The state average for Geometry was 17% in 2012.

250 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
17%

2010

 
 
10%

2009

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

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

90 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
81%

2010

 
 
82%

2009

 
 
85%
Science

The state average for Science was 53% in 2012.

778 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
55%

2010

 
 
51%

2009

 
 
48%
World History

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

770 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
49%

2010

 
 
41%

2009

 
 
42%
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.

78 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
8%

2010

 
 
5%

2009

 
 
4%
Algebra II

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

217 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
12%

2010

 
 
13%

2009

 
 
12%
Biology/Life Sciences

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

165 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
26%

2010

 
 
30%

2009

 
 
29%
Chemistry

The state average for Chemistry was 34% in 2012.

442 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
57%

2010

 
 
54%

2009

 
 
47%
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.

779 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
44%

2010

 
 
44%

2009

 
 
46%
Geometry

The state average for Geometry was 9% in 2012.

179 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
3%

2010

 
 
4%

2009

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

284 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
51%

2010

 
 
52%

2009

 
 
54%
Physics

The state average for Physics was 56% in 2012.

24 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
63%

2010

 
 
53%

2009

 
 
75%
U.S. History

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

761 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
48%

2010

 
 
48%

2009

 
 
49%
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
0%
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 Students24%
Females22%
Males25%
African American9%
Asian39%
Filipino28%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged23%
Non-economically disadvantaged25%
Students with disability21%
Students with no reported disability24%
English learner18%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)23%
Parent education - college graduate43%
Parent education - graduate school/post graduate41%
Parent education - declined to state19%

Algebra II

All Students73%
Females71%
Males75%
African Americann/a
Asian84%
Filipino45%
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)74%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females62%
Males63%
African Americann/a
Asian81%
Filipino61%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged59%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability63%
English learner33%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate55%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)81%
Parent education - college graduate71%
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
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 Students56%
Females59%
Males52%
African American28%
Asian70%
Filipino59%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged48%
Non-economically disadvantaged64%
Students with disability10%
Students with no reported disability58%
English learner15%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate44%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)66%
Parent education - college graduate72%
Parent education - graduate school/post graduate65%
Parent education - declined to state48%

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 learner0%
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

Geometry

All Students43%
Females43%
Males41%
African Americann/a
Asian54%
Filipino32%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability43%
English learner28%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate45%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)37%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Integrated/Coordinated Science 1

All Students17%
Females16%
Males19%
African American13%
Asian31%
Filipino16%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)16%
Economically disadvantaged12%
Non-economically disadvantaged25%
Students with disability0%
Students with no reported disability20%
English learner4%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)23%
Parent education - college graduate30%
Parent education - graduate school/post graduate35%
Parent education - declined to state5%

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 Students8%
Females8%
Males9%
African American0%
Asian31%
Filipino9%
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged9%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability10%
English learner8%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)8%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Algebra II

All Students29%
Females26%
Males32%
African Americann/a
Asian36%
Filipino25%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability29%
English learner35%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)40%
Parent education - college graduate22%
Parent education - graduate school/post graduate27%
Parent education - declined to state41%

Biology/Life Sciences

All Students61%
Females57%
Males63%
African American59%
Asian72%
Filipino63%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged52%
Non-economically disadvantaged70%
Students with disability19%
Students with no reported disability62%
English learner17%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)66%
Parent education - college graduate74%
Parent education - graduate school/post graduate84%
Parent education - declined to state50%

Chemistry

All Students46%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/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 disability46%
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

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 Students50%
Females55%
Males45%
African American32%
Asian67%
Filipino56%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged41%
Non-economically disadvantaged62%
Students with disability7%
Students with no reported disability53%
English learner6%
Fluent-English proficient and English only59%
Migrant education55%
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to state45%

Geometry

All Students8%
Females3%
Males13%
African Americann/a
Asian10%
Filipino11%
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learner11%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)6%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

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

All Students77%
Females73%
Males81%
African Americann/a
Asian82%
Filipino50%
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged84%
Non-economically disadvantaged72%
Students with no reported disability77%
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)79%
Parent education - college graduate76%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Science

All Students56%
Females56%
Males56%
African American48%
Asian72%
Filipino61%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged48%
Non-economically disadvantaged67%
Students with disability13%
Students with no reported disability58%
English learner12%
Fluent-English proficient and English only65%
Migrant education36%
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)63%
Parent education - college graduate75%
Parent education - graduate school/post graduate78%
Parent education - declined to state51%

World History

All Students46%
Females43%
Males49%
African American33%
Asian64%
Filipino51%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged39%
Non-economically disadvantaged54%
Students with disability9%
Students with no reported disability48%
English learner11%
Fluent-English proficient and English only53%
Migrant education27%
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
Parent education - graduate school/post graduate78%
Parent education - declined to state44%
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 Students20%
Females27%
Males17%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino13%
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged7%
Students with disability0%
Students with no reported disability32%
English learner29%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate19%
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 state6%

Algebra II

All Students14%
Females14%
Males14%
African Americann/a
Asian21%
Filipino6%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged17%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability14%
English learner30%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)11%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Biology/Life Sciences

All Students32%
Females34%
Males32%
African American40%
Asian28%
Filipino52%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged45%
Students with disability12%
Students with no reported disability35%
English learner14%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)21%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Chemistry

All Students59%
Females55%
Males63%
African Americann/a
Asian69%
Filipino45%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged59%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability59%
English learner30%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)59%
Parent education - college graduate49%
Parent education - graduate school/post graduate73%
Parent education - declined to state66%

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 Students50%
Females54%
Males47%
African American32%
Asian58%
Filipino56%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged40%
Non-economically disadvantaged65%
Students with disability8%
Students with no reported disability53%
English learner4%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate70%
Parent education - graduate school/post graduate67%
Parent education - declined to state49%

Geometry

All Students4%
Females3%
Males6%
African American0%
Asian12%
Filipino3%
Hispanic or Latino2%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged2%
Students with disability0%
Students with no reported disability5%
English learner9%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

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

All Students50%
Females48%
Males52%
African Americann/a
Asian58%
Filipino34%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability50%
English learner58%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)48%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Physics

All Students54%
Femalesn/a
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only63%
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 Students50%
Females52%
Males50%
African American43%
Asian58%
Filipino49%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged46%
Non-economically disadvantaged58%
Students with disability14%
Students with no reported disability53%
English learner12%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate64%
Parent education - graduate school/post graduate86%
Parent education - declined to state50%

World History

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 - 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.

821 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
81%

2010

 
 
83%

2009

 
 
79%
Math

The state average for Math was 84% in 2012.

813 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
86%

2010

 
 
86%

2009

 
 
85%
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 Students82%
Females85%
Males79%
African American63%
Asian90%
Filipino86%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged88%
Economic Status Unknown93%
Students with disability25%
Tested with modificationsn/a
English learner43%
Language Fluency Unknownn/a
Migrant education82%

Math

All Students86%
Females87%
Males85%
African American62%
Asian97%
Filipino93%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantaged88%
Economic Status Unknown92%
Students with disability34%
Tested with modificationsn/a
English learner60%
Language Fluency Unknownn/a
Migrant education64%
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
Asian 37% 8%
Hispanic or Latino 35% 49%
Filipino 20% 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 120%N/A24%
Students eligible for free or reduced-price lunch program 232%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 49% 85%
Vietnamese 22% 2%
Filipino (Pilipino or Tagalog) 10% 1%
Khmer (Cambodian) 4% 0%
Cantonese 3% 2%
All other non-English languages 2% 1%
Ilocano 2% 0%
Mandarin (Putonghua) 2% 1%
Punjabi 2% 1%
Gujarati 1% 0%
Hindi 1% 0%
Thai 1% 0%
Arabic 0% 1%
Assyrian 0% 0%
Chaozhou (Chiuchow) 0% 0%
Farsi (Persian) 0% 0%
Hmong 0% 1%
Korean 0% 1%
Lao 0% 0%
Portuguese 0% 0%
Rumanian 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 94%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1776 Educational Park Drive
San Jose, CA 95133
Website: Click here
Phone: (408) 928-9500

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT