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Teacher quality
Principal leadership
Parent involvement
I really like the mix of kids and how nice the kids are. Mrs. D and Mrs.G. Miss Iwamoto is especially nice. And all the other teachers, too! My kid just joined in Miss Iwamoto's class and she dreads the weekend!
I have recently transferred my children from a very good private school. I have to say that I was very nervous about the transition. I now believe that I could not have made a better decision. I love Baker and more importantly my children love Baker. The staff has always been so friendly, and the principal is very approachable and always seen around the campus interacting with the kids and smiling. Go Bobcats!!
—Submitted by a parent
Great Job! Bobcats! You got whole school score @ 929 in the state API report , with the subgroups asian, white and hispanic 994/944/843 respectively. It had been stayed around 905 for years, we finally made big progress this years. We have great teachers, great students and especially great principal! We always have great activities, events and programs in school! We also need to be top in academic score! We made it! Thanks for the whole school's effort last year! It works! So excited! Thanks for all subgroup's efforts too. Your great work makes the whole school move!
—Submitted by a parent
Baker has maintained high API scores and standards in education despite the tremendous influx of students over the last several years. Any "concerned" mom will be impressed by the teachers and staff treating each student with kindness & encouragement. Many teachers volunteer their own time after school to bring various opportunities to the school & its student (i.e. chorus, science fair, young authors faire, talent show to name a few). Even if your child doesn't fit into any of these typical niches, Baker teachers seek out what motivates & inspires their student to excel. I volunteer at the middle school and have noticed that Baker alums are prominent in the advanced classes, student council & extracurricular activities - they leave Baker confident & prepared.
—Submitted by a parent
It was surprised that Baker was good before by read the old reviews. And the API score was 903 in 2005. That was very high during that time. Why now it is still around the same level, but most other schools in santa clara county had great improvement in recent years? --a concern Mom
—Submitted by a parent
We love Baker school. It has caring teachers, involved parents, and smart kids. each year the entire school community gets motivated to do better.
—Submitted by a parent
Baker Elementary has an involved parent base and excellent teachers. It has a long history of providing quality education and is competitive with other local school districts who have substantially more resources to draw upon.
—Submitted by a parent
Great teachers, great staff, great students, great parents, great neighborhood!
—Submitted by a parent
Baker has wonderful parent support, excellent staff, and is a community where everyone works together toward reaching the same goals.
—Submitted by a teacher
One of the many things I love about Baker is the community feel of the school. The neighborhood families are close as well as the staff members. It is very friendly!
—Submitted by a parent
The students, staff and parents are really amazing. We have been very happy at Baker.
—Submitted by a parent
It's all about the people...the dedicated teachers, hard-working administrators, and the passionate parents who keep our school running strong.
—Submitted by a teacher
it is a great school that is very community focused. great teachers and friendly parents.
—Submitted by a parent
Baker is a wonderful school with great teachers, students, and parents.
—Submitted by a parent
Amazing teachers, involved parents, and a strong relationship with the local community
—Submitted by a parent
The teachers at this school are amazingly good. We have a nice slice of the general population, so nobody should feel out of place. The administration, teachers, and parents all work together to make Baker a fun, safe place to cultivate friendships and a love of learning. We are so fortunate that this is our home school.
—Submitted by a parent
Baker is a wonderful community! The kids are here to learn and the teachers are eager to guide them each and every day!
—Submitted by a teacher
This is such a wonderful school, with great students, families, and teachers.
—Submitted by a parent
Great students, great teachers, great parents - need I say more.
—Submitted by a parent
I love Gussie M. Baker Elementary School because it is not a &parent participation' school, however they have the most wonderful parents that donate so much time. This neighborhood school is loved by it's local families! The teachers are extraordinary and enjoy their jobs. My daughters teacher this year is amazing! She hugs each and every child in her class before sending them home at the end of the day. I've never seen such a happy place to be. Go Baker!
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 48% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 67% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 63% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 85% |
| Females | 86% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 85% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 91% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 82% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
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
| All Students | 76% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 45% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 97% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 79% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
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
| All Students | 84% |
| Females | 90% |
| Males | 78% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 50% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 93% |
| Males | 86% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 73% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
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
| All Students | 89% |
| Females | 94% |
| Males | 81% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 87% |
| Males | 76% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
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
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 »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 36% | 28% | ||
| Asian | 24% | 8% | ||
| Multiple or No Response | 21% | 3% | ||
| Hispanic or Latino | 15% | 49% | ||
| African American | 3% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 47% | 85% | ||
| Korean | 8% | 1% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Japanese | 5% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 5% | 0% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Somali | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| French | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4845 Bucknall Road
San Jose,
CA 95130
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Phone: (408) 874-3200
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