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GreatSchools Rating

Santa Teresa High School

Public | 9-12 | 2426 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 3 ratings

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41 reviews of this school


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Posted January 26, 2006

It's an overall great school, I'm enjoying it very much, nice commuity, nice kids, but like in every other school its all up to the student when it comes to making wise decisions.
—Submitted by a parent


Posted January 5, 2006

The students seem to become somewhat apathetic because of the lack of challenging programs. Students who were successful in Middle School are no longer high achievers because they are not challenged.
—Submitted by a former student


Posted December 29, 2005

The Math dept. definently needs more dedicated/motivated teachers, and they need to learn how to be respectful to the students. The English and Science dept is good. They definently need to get rid of the 'bad teachers' who will prepare our children for their futures. Foreign language is okay. St need nore motivated teachers, who actually love to teach.
—Submitted by a parent


Posted August 15, 2005

Good School For Sprecial Ed if Your willing to help your studend all four years. I was a proactive parent and called and saw the teachers. But I was a rare parent. Often the only parent at back to school night in the special ed classes. My son graduated with honors because we cared enough to be there for him. He did the work himself and encouraged him to see his teachers often. you can too!
—Submitted by Donna, a parent


Posted August 10, 2005

This is a great school, my student has exceeded my expectations.
—Submitted by a parent


Posted July 10, 2005

There are excellent academic and sports opportunities at this school. I would rate this as one of my favorite schools in San Jose, California.
—Submitted by a former student


Posted July 7, 2005

Santa Teresa has an awesome Multi-media arts magnet program. The woman who runs the program at S.T. is on top of it. Great classroom, state of the art equipment.
—Submitted by a parent


Posted June 6, 2005

Good academic programs but with limited AP selections. Great school environment.
—Submitted by a parent


Posted March 26, 2005

Santa Teresa is a really great school one of the better ones in the ESUHSD. Their science department is really impressive with the amount of labs that they do, when other schools won't take the time to set up a lab for 30 hours when it takes an hour to actually do the lab. The performing arts is really impressive especially the Marching Band. i use to attend EVHS and didn't like the 4 small school plan. I really enjoy going to Santa Teresa and am extremely saddened by the amount of pink slips given out to my teachers.
—Submitted by Carmen Buantello, a student


Posted February 7, 2005

Counselors unavailable to meet with students for career planning.
—Submitted by a former student


Posted August 19, 2004

Santa Teresa High School is considered one of the better schools in the South San Jose area. While it offers a great array of extracurricular activities, clubs, and art-related activities, teacher quality varies greatly between departments. Some teachers (the AP calculus teacher in particular, as of 2004) are extremely dedicated and are willing to work every day with students on any issues they may be having. Others are extremely negligent and do not actually teach or lecture; they instead set the students up for failure. However, the principals at this school are working very diligently on providing Santa Teresa with more AP classes and are always willing to listen to the concerns of parents. Discipline at Santa Teresa is handled--not on a remarkable level, dress code violations are all that are caught. However, all in all, Santa Teresa does a reasonably good job in teaching our youth.
—Submitted by a parent


Posted May 27, 2004

Students are not assigned guidance counselors until their senior year, even if they require guidance in selecting appropriate classes or have experienced academic difficulties. The teaching staff and counseling staff were unavailable to help us help our son to succeed. Even with parental involvement, this school is not concerned with developing children.
—Submitted by a parent


Posted March 4, 2004

Two kids (one already graduated) in school. Prior admin awful. New Co-princ are great (so far). Math dept is awful. Not inpressed with much more - and would definelty go somewhere else if we had the choice.
—Submitted by a parent


Posted February 23, 2004

I had one child graduate from S.T. a couple of years ago and now another one will be graduating this year and there is one more to go for the yr 2005, and I have seen many different things with teachers for each of them. I think the teachers are as good as the students are. I do think their math department is the worst and needs help, their science department is excellent, and their english classes are boring and need to be brought up to date. There are very dedicated teachers there, but I think there are more uncommitted ones. The students do not get the respect they need and in turn they do not show respect to the teachers. I personally think S.T. was a better school five years ago then it is now, but maybe the new principal can change that. There seems to be no spirit there anymore.
—Submitted by Laura Mazzella, a parent


Posted February 23, 2004

I have two kids in school. The math dept. is terrible, and the liasons for the kids don't know a thing about talking or handling teen-agers. They are rude, and just want to get rid of kids in trouble or with problems fast, without considering what's best for the childs interest.
—Submitted by a parent


Posted February 20, 2004

I just graduated from ST and thought it was a pretty good school. The departments definitely vary, but for the most part the teachers and staff are good. I found that the math department is absolutly horrible and the science department is wonderful. The school spirit among students, staff, and administration has dropped tremendously, which really does make a difference. Link Crew(program for incoming freshmen)has ended due to lack of effort, so it seems like the school is slowly going downhill. I think with a little more school spirit and effort among administration, and a change in the math department, ST would be great.
—Submitted by a former student


Posted August 25, 2003

I have had one child graduate from S.T. She had a great education except in the math dept. I now have another child in S.T. We have found for both children the science department is outstanding! The math department is atrocious! We have been through 6 teachers in the math department and the teachers don't seem to want to teach. One child has gotten very negative comments consistently, and most of their friends seem to be flunking the math. The district needs to get back to teaching basic math and not this integrated math is one way I can see that it could improve. We have had great English teachers for both children, and they have an outstanding elective department. The new principal this year will probably do much better, than the previous one too! S.T. has a great dress code, except I don't agree with the sleeveless shirts and sundresses, though I do agree with the no spaghetti straps, no bare middrifts, etc. Sleeveless is too extreme though, and I feel controlling. english teachers
—Submitted by a parent


Posted August 11, 2003

I have two students that graduated recently from ST and I feel that they were given an excellent opportunity to learn and succeed. Most of the teachers are great, some are exemplary, and some mediocre. As with most any school, you must seek out the level of education you desire personally and work to attain it. There are plenty of caring teachers and staff to help you, if you are interested. This school offered a safe, clean learning environment and many extracurricular activities. Great parent involvement, and a nice commmunity-minded neighborhood. Very few rentals. I got a definite sense of pride in their school and in themsleves from the majority of the kids I met there. Toward the end of my child's time there, there was an incident which started off to be a senior prank. This incident took a bad turn and ended up being used by some teachers, administrators, parents and students to turn it into a racial issue. This sense of distrust did change the atmosphere at the school for a couple of years following, but seems to have faded into the past with the current change of administration.
—Submitted by a parent


Posted August 10, 2003

I attent ST and I am having a great time! I have a 4.0 and I'm involved in ASB and sports. ST is a great school. Some of the teachers are a little lazy, but there are also the fabulous hard-working teachers. Coming from a school that had a lot less to offer, ST is my dream come true.


Posted August 5, 2003

I have a 4.0 Student who is attending this high school and he is not being challenged enough to be prepared for college. The teachers are so lazy on some days that they decide to watch a student-brought in movie all class period then to work on the class project the next day, half of the class will fail the project because of lack of in-class work. The homework does not help either because it is 5 hours worth of work that the student will not get help on till after he loses points on it for not doing it.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

778

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

5 / 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

778

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

-3

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)

7 / 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)

5 / 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.

258 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
26%

2010

 
 
19%

2009

 
 
19%
Algebra II

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

51 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
89%

2010

 
 
88%

2009

 
 
81%
Biology/Life Sciences

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

303 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
77%

2010

 
 
74%

2009

 
 
79%
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.

583 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
68%

2010

 
 
66%

2009

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

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

19 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
7%

2010

 
 
4%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

242 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
43%

2010

 
 
23%

2009

 
 
35%
Integrated/Coordinated Science 1

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

248 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
10%

2010

 
 
14%

2009

 
 
8%
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.

111 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
15%

2010

 
 
13%

2009

 
 
19%
Algebra II

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

170 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
31%

2010

 
 
36%

2009

 
 
28%
Biology/Life Sciences

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

264 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
39%

2010

 
 
32%

2009

 
 
44%
Chemistry

The state average for Chemistry was 51% in 2012.

239 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
46%

2010

 
 
40%

2009

 
 
36%
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.

534 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
53%

2010

 
 
57%

2009

 
 
57%
Geometry

The state average for Geometry was 17% in 2012.

177 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
21%

2010

 
 
7%

2009

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

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

78 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
86%

2010

 
 
75%

2009

 
 
72%
Science

The state average for Science was 53% in 2012.

534 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
62%

2010

 
 
61%

2009

 
 
62%
World History

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

540 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
34%

2010

 
 
33%

2009

 
 
41%
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.

39 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
12%

2010

 
 
17%

2009

 
 
0%
Algebra II

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

123 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
19%

2010

 
 
14%

2009

 
 
13%
Biology/Life Sciences

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

176 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
64%

2010

 
 
56%

2009

 
 
55%
Chemistry

The state average for Chemistry was 34% in 2012.

143 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
30%

2010

 
 
29%

2009

 
 
21%
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.

478 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
56%

2010

 
 
54%

2009

 
 
52%
Geometry

The state average for Geometry was 9% in 2012.

144 students were tested at this school in 2012.

2012

 
 
2%

2011

 
 
10%

2010

 
 
3%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

168 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
67%

2010

 
 
56%

2009

 
 
56%
Physics

The state average for Physics was 56% in 2012.

108 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
61%

2010

 
 
46%

2009

 
 
50%
U.S. History

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

477 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
54%

2010

 
 
51%

2009

 
 
49%
World History

The state average for World History was 18% 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

All Students15%
Females17%
Males14%
African American12%
Asian27%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged11%
Non-economically disadvantaged17%
Students with disability18%
Students with no reported disability15%
English learner11%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented36%
Parent education - not a high school graduate10%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)19%
Parent education - college graduate27%
Parent education - graduate school/post graduate13%
Parent education - declined to state9%

Algebra II

All Students82%
Females83%
Males81%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate91%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Biology/Life Sciences

All Students72%
Females69%
Males75%
African American27%
Asian80%
Filipino83%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged74%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)69%
Parent education - college graduate73%
Parent education - graduate school/post graduate75%
Parent education - declined to state82%

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 Students66%
Females69%
Males63%
African American36%
Asian81%
Filipino80%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged44%
Non-economically disadvantaged71%
Students with disability41%
Students with no reported disability68%
English learner18%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate33%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)69%
Parent education - college graduate75%
Parent education - graduate school/post graduate80%
Parent education - declined to state68%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only9%
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 Students40%
Females38%
Males44%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged29%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)28%
Parent education - college graduate49%
Parent education - graduate school/post graduate49%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students8%
Females4%
Males12%
African American13%
Asian0%
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)12%
Economically disadvantaged6%
Non-economically disadvantaged9%
Students with disability25%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented14%
Parent education - not a high school graduate0%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)10%
Parent education - college graduate2%
Parent education - graduate school/post graduate13%
Parent education - declined to state9%

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%
Females9%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged9%
Non-economically disadvantaged6%
Students with disability0%
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)5%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students36%
Females37%
Males33%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)35%
Economically disadvantaged48%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)45%
Parent education - college graduate36%
Parent education - graduate school/post graduate21%
Parent education - declined to staten/a

Biology/Life Sciences

All Students33%
Females28%
Males38%
African American36%
Asian68%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged21%
Non-economically disadvantaged38%
Students with disability28%
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)32%
Parent education - college graduate51%
Parent education - graduate school/post graduate42%
Parent education - declined to state9%

Chemistry

All Students47%
Females45%
Males49%
African Americann/a
Asian68%
Filipino67%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged41%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)43%
Parent education - college graduate52%
Parent education - graduate school/post graduate53%
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 Students63%
Females66%
Males60%
African American71%
Asian90%
Filipino79%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged45%
Non-economically disadvantaged69%
Students with disability24%
Students with no reported disability66%
English learner5%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)59%
Parent education - college graduate79%
Parent education - graduate school/post graduate88%
Parent education - declined to state55%

Geometry

All Students14%
Females11%
Males18%
African Americann/a
Asian38%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged7%
Non-economically disadvantaged17%
Students with disability9%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)20%
Parent education - college graduate26%
Parent education - graduate school/post graduate8%
Parent education - declined to staten/a

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

All Students86%
Females88%
Males84%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)75%
Economically disadvantaged75%
Non-economically disadvantaged88%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)57%
Parent education - college graduate94%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students65%
Females60%
Males69%
African American71%
Asian86%
Filipino74%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged43%
Non-economically disadvantaged72%
Students with disability34%
Students with no reported disability67%
English learner10%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state57%

World History

All Students37%
Females31%
Males43%
African American27%
Asian59%
Filipino47%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged26%
Non-economically disadvantaged40%
Students with disability17%
Students with no reported disability38%
English learner5%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)36%
Parent education - college graduate49%
Parent education - graduate school/post graduate58%
Parent education - declined to state8%
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 Students5%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
White (not Hispanic)7%
Economically disadvantaged7%
Non-economically disadvantaged4%
Students with disability0%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only6%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students15%
Females15%
Males16%
African Americann/a
Asian33%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged25%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)23%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Biology/Life Sciences

All Students41%
Females53%
Males31%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged24%
Non-economically disadvantaged47%
Students with disability11%
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)55%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Chemistry

All Students33%
Females30%
Males36%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged33%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate16%
Parent education - some college (includes AA degree)44%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

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 Students53%
Females59%
Males48%
African American56%
Asian74%
Filipino56%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged38%
Non-economically disadvantaged57%
Students with disability14%
Students with no reported disability58%
English learner5%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate61%
Parent education - declined to state41%

Geometry

All Students2%
Females3%
Males1%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)2%
Economically disadvantaged0%
Non-economically disadvantaged3%
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
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 graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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

All Students55%
Females52%
Males58%
African American55%
Asian67%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged50%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)57%
Parent education - college graduate59%
Parent education - graduate school/post graduate73%
Parent education - declined to state64%

Physics

All Students52%
Females42%
Males60%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
White (not Hispanic)57%
Economically disadvantaged57%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)57%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

U.S. History

All Students46%
Females44%
Males49%
African American50%
Asian64%
Filipino56%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Non-economically disadvantaged51%
Students with disability12%
Students with no reported disability51%
English learner5%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)59%
Parent education - college graduate58%
Parent education - graduate school/post graduate57%
Parent education - declined to state35%

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.

535 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
86%

2010

 
 
92%

2009

 
 
91%
Math

The state average for Math was 84% in 2012.

527 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
88%

2010

 
 
90%

2009

 
 
90%
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 Students93%
Females96%
Males89%
African American90%
Asian98%
Filipino95%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state100%
Economically disadvantaged83%
Non-economically disadvantaged96%
Economic Status Unknown89%
Students with disability73%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females90%
Males91%
African American95%
Asian99%
Filipino90%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state91%
Economically disadvantaged83%
Non-economically disadvantaged93%
Economic Status Unknown94%
Students with disability67%
Tested with modifications0%
English learner40%
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
White 41% 28%
Hispanic or Latino 34% 49%
Asian 16% 8%
African American 5% 7%
Filipino 2% 3%
Multiple or No Response 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 15%N/A24%
Students eligible for free or reduced-price lunch program 210%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 68% 85%
Vietnamese 12% 2%
Korean 6% 1%
Filipino (Pilipino or Tagalog) 3% 1%
All other non-English languages 2% 1%
Assyrian 2% 0%
Punjabi 2% 1%
Arabic 1% 1%
Farsi (Persian) 1% 0%
Hindi 1% 0%
Khmer (Cambodian) 1% 0%
Mandarin (Putonghua) 1% 1%
Portuguese 1% 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 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

6150 Snell Road
San Jose, CA 95123
Website: Click here
Phone: (408) 347-6200

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