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Teacher quality
Principal leadership
Parent involvement
The new principal is very rude. She yelled and did not take bullying on school ground seriously.
—Submitted by a parent
While I like most everything at this school, it is the principal's treatment of some of the students that is the most disappointing. She does not hesitate to walk right past students and act like they are not there while others she openly enjoys. I have seen this on too many occasions. We teach our children to treat everyone nice, yet their principal does not do this to them. She gives them every reason to believe she does not really like them, but rather seems to tolerate them. Very sad to see. Very hurtful to children who look to adults in authority for acceptance.
—Submitted by a parent
One son just graduated from here and we have found it to be an excellent school. I'm appreciative of the support the teachers had for his nut allergy. It has good diversity among students. Kids are generally well-behaved and there are lots of involved parents. Most of the teachers, with exception of one, were quite good, caring and had high expectations.
—Submitted by a parent
Worst school in the Bay Area, they only care about keeping their score high so they can get funding. They DO NOT CARE about the kids learning. If your kid is not fast enough, you have to teach them at home, get a tutor or at the end of the year, the school will "request you to transfer" your kid to another school in order for them to keep their unrealistic high score. Classes are full of "stay at home moms" that like to volunteer as class moms but the worst part is that they enjoy playing "power wars" and they just do what they want or what their kids want without thinking about what is good for the whole group.Avoid this school at all cost and send your kid to a more nurturing and "real" school.
—Submitted by a parent
Any school can have good and bad teachers. Most teachers in the school are caring except one(4th grade teacher). She seems to be busy with her own kids who are always waiting for her after school. This is unprofessional as it's very inconvenient to ask her any question after school. She is not just unprofessional, she doesn't know how to teach some of the new algorithms in everyday math. If your kid is placed in her class next year, you'll know who is this person. Don't just be fooled by the api of school, stay top of the education by teaching your kids at home. Also, JIJI math-program is life saver especially when your math teacher is so bad. If I had to rate the school based on this particular teacher, I'll give zero star.
—Submitted by a parent
My son is finishing KG, so we only have one year experience with the school, but we like this school so far. I can't comment on every KG teacher, however my son has been exposed to four teachers because the school practices flex-groups (grouping kids by level of readiness/knowledge) and he has not complained. I have experience with two teachers - one who assessed my son before KG and talked to me about pros/cons of sending kid to KG early/holding back a year and my son's primary teacher. Both seem very qualified and pleasant. My son's teacher is nice, strict, energetic with appropriate education and good experience. I volunteer in class and I believe she does a great job. She also provided me with good suggestions I used at home. It's a shame that CA curriculum is very disappointing (to me as European). I also dislike the use of Jiji contrary to almost everyone else (no need for 5-y/o to use computer). I wish CA board of education considered curriculum from countries where children actually have to learn something in much shorter school time (most European 1st graders spend 4 hours in school vs. 7 hours in Country Lane). As far as public schools go, this one is great.
—Submitted by a parent
One of the best schools in the area. Children learn concepts and independent thinking. School has integrated Jiji(Mind research math) which visualizes the math concepts. Parents participation is also great. No doubt this school attracts more students than it's originally designed for. I had to remove one star just because of miserable traffic congestion and difficulty in parking in the whole area. The school parking is not designed for some 600+ kids but less than 60 kids. School could make this efficient by designing more drop off/pickup zones and/or making K-2 & 3-5 class start 20-30 minutes apart from each other. Hopefully school administration pay heed to this.
—Submitted by a parent
I have two children at Country Lane and I am very, very happy with the balance of challenging academics and student support. Special education has been terrific, and teachers have been responsive and helpful. A great place!
—Submitted by a parent
Country Lane is a great school. The teachers are willing to challenge their students and the last principal was amazing. I look forward to seeing where the new principal will lead us.
—Submitted by a parent
Great neighborhood school where many parents are very involved and great freindships are made.
—Submitted by a parent
Country Lane has been a great experience for our kindergartner. His teacher has been excellent, keeping us very involved in his growth over the past year. The school is near a marque district (cupertino), and offers comparable education without suffering from that district's hyper-competitiveness. Emphasis on academics: our son has homework most days, along with monthly packets and challenge packets..whew! I do wish the school offered a little more advanced /gifted/accelerated programs, but those that are available are great. Overall, I'm very happy with the education my child is getting.
—Submitted by a parent
My son is in Grade 1. We are very satisfied with the teaching tacniques. Other than studies ,kids are also engaged in many other activities like doing plays often.
—Submitted by a parent
I've been a parent at CL for 4 years and I am very satisfied with the education my child receives. What is more important my child is even more satisfied than I am. She gets very upset if she has to miss school and I see how happy she is after the full day at school. All teachers we had were absolutely fantastic and loved their job. I can see a lot of dedicated parents involved in the school's life. We have Cornerstone, Art Vista, Math Olympiad and other parent volunteer opportunities. In addition, the AR (Accelerated Reader) program is a great addition to the school library and a great help for children to enhance their reading skills. Overall, it is a great school.
—Submitted by a parent
I've been country lane parent for two years.And I love the school.overall I'm very satisfied in every way.
—Submitted by a parent
I Love Country Lane School. I've been a Country Lane parent for 12 years, with all 4 of my children going there from Kindergarten through 5th grade. The teachers are caring and manage to maintain a fun yet challenging environment for learning. I always was encouraged to help in the classroom, drive on field trips, serve in the Home and School Club and even contribute my own professional skills. Truely a wonderful place to raise your kids. Culturally diverse, yet not dominated by any certain nationality. The principals have been great too.
—Submitted by a parent
My son attended Country Lane School for 1st thru 3rd grade. The school had 3 principals in 3 years. Finally in 3rd grade I removed him and enrolled him in Ponderosa Elementary in Sunnyvale. Moreland School District seems to only care that you live in a great neighborhood, the teachers for 2nd and 3rd and the principal were not people I would care to subject my child to again.
—Submitted by a parent
Sadly this is our last year with students at CL. This school provides an excellent education along with a nuturing school climate. The school's involvement with Project Cornerstone creates a safe caring environment for the students. The parent involvement is fantastic as well. I just love the balance of diverse cultures that make this school so unique.
—Submitted by a parent
my kids used to go here they loved it i wouldn't bring them anywhere else they made many friends there all kind and the other parents and staff are amazing they put so much effort it to make the school absolutly ( sorry for the misspelling) wonderful.
—Submitted by a parent
Good School. Professionals are dedicated and trying to do their best irrespective of issues involved with closing of many schools in the district. I just wish they had better math curriculum. Many extra-curricular activities have been canceled(Budget cut ?).
—Submitted by a parent
Almost worth having more children, just so we can never leave. The families are fantastic and our kids have made lasting friendships.
—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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
120 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.
110 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 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 | 81% |
| Females | 90% |
| Males | 73% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 87% |
| Students with disability | 30% |
| Students with no reported disability | 91% |
| English learner | 76% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 95% |
| Males | 87% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 94% |
| Students with disability | 50% |
| Students with no reported disability | 98% |
| English learner | 84% |
| 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 | 75% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 80% |
| Females | 83% |
| Males | 77% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 44% |
| 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) | 47% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 92% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 89% |
| Fluent-English proficient and English only | 91% |
| 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) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 95% |
| Females | 100% |
| Males | 92% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 81% |
| Fluent-English proficient and English only | 99% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 96% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | 100% |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 97% |
| 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 | 91% |
| Females | 95% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 95% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 88% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 87% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| 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
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 disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| Asian | 36% | 8% | ||
| White | 33% | 28% | ||
| Multiple or No Response | 18% | 3% | ||
| Hispanic or Latino | 7% | 49% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 9% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 22% | 1% | ||
| Korean | 17% | 1% | ||
| Spanish | 17% | 85% | ||
| Japanese | 8% | 0% | ||
| All other non-English languages | 6% | 1% | ||
| Russian | 6% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Farsi (Persian) | 4% | 0% | ||
| Hindi | 3% | 0% | ||
| French | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Indonesian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Taiwanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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5140 Country Lane
San Jose,
CA 95129
Website: Click here
Phone: (408) 874-3400
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