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Teacher quality
Principal leadership
Parent involvement
This school doesn't have the staff or budget to teach children. Each year I donate $500 or more in supplies. I don't mind the buying of supplies but my daughter falls more and more behind each year. Classes are chaos with almost 30 students per class and no aids. The principle's solution to this is uniforms because normal clothes distract children. I hate switching my daughter's school but it has to be done. "Julia Baldwin students are bound for college." But only if they don't need any extra help with learning.
—Submitted by a parent
My child's kindergarten teacher is awesome! Not only does the teacher make sure children are ready academically, but also helps them make good decisions. I was told that the teachers do Positive Behavior Intervention Support. She was reading at level one before November. My child's teacher is patient with the different children's stage of development and abilities. I have observed other teachers and they are consistent with their expectations. I watched an assembly today and saw the principal encourage respect, responsibility and safety in between students groups' transitions. I am glad my child is here. They even have a preschool starting at age 3. Some afterschool activities include Young Rembrandts for grades 1-6, the Academy for children who need support with literacy, and ballet folklorico for the Cinco de Mayo festival. I was told the school has a basketball team in the spring. We are proud to be a Panther family! After school activity buses are available if the child is regularly bussed into school. The school staff, including the school secretary, health clerk and yard duty is amazing! There is a home and school club, site council, Latino and Koffee Klatch for parents.
—Submitted by a parent
Baldwin is a very good school with caring and supportive staff. My son has been attending this school since kindergarten and is now in third grade. He simply loves it !
—Submitted by a parent
Read the review below and feel compelled to respond. First, it's a South San Jose School, not Los Gatos or Campbell were money flows freely, but where ethnic minorities can barely make their mortgages and do not, often, contribute to their child's education . Ever heard the phrase "Focus Student"? If you feel the school needs more money, make a financial contribution to your child's classroom and make a difference. If you feel the school needs supplies, donate supplies to your child's classroom and make a difference. How about donating your time in the class and on the playground. Now we're talking. Takes very little effort to complain. Takes more effort to become involved/engaged and this is what really matters. A parent who is actively involved at school is demonstrating to their child the importance of education; they're leading by example. Do ALL parents know the standards for their child progressing to the next grade level and are they actively involved in their child reaching this level? If you are not aware of these standards and are not actively working with your child's teacher on them at every grade level, you are on a long/difficult trip w/ an unknown destination!
—Submitted by a parent
I was excited for my son to go to Baldwin. Unfortunately that excitement turned to disappointment after he started. We liked his teacher but she has 28 students and no teachers aid. We felt like we were going back wards from what we had in his preschool. He was bored. The majority of his class mates did not know the alphabet, numbers or how to write their names. I blame the parents for that but in a class of almost 30 students he was not getting the attention we wanted him to get. It seems like this school is stuck in a rut. They need new ideas to bring in funds, supplies, and get some teachers aids for goodness sakes. The teacher student ratio is just sad IMHO. I think they need to look at the "Charter School" models for ideas on how to better run this school more efficiently. We felt compelled to remove him from this school and place him some where that was going to give him the attention and stimulation he craved and that is exactly what we did. I know of 3 other parents from his class who felt the same and believe me this is a toned down review. Sorry Baldwin there is much room for improvement.
—Submitted by a parent
My son is attending Kindergarten here. I love their lesson plans, my son started level 20 books in just 4 months. Teachers are very helpful and the principal is always cheerfl.
—Submitted by a parent
My daughter is in her second year of attendance at the special education pre-school program. I can not express to you the patience, inteligence and love that these teachers give every day. When my daughter first came to baldwin(3yrs old) she was saying very few words and could not follow simple directions or even tell me if she was a girl or a boy! Within 6 months of being in the program, she was clearly communicating more and I was finally able to get to know the little girl that was just waiting to come out. She still has some work to do, but I can not imagine where we would be without this school. The spirit of this school, from the secretary all the way up to the principal, is pure love. Thank you Baldwin!
—Submitted by a parent
I have four children ranging in age from 6-20. I have never been more impressed with a school! The principal is wonderful, helpful, firm, but super friendly. It's evident in how many student love to come up to her and give her a hug. The teachers really do care and the parents are getting more and more involved.
—Submitted by Jennifer Vazquez, a parent
My son is in the Pre-K at Baldwin. It has been amazing the changes I've seen in him. His speech has improved as well as his social skills and behavoir. It's amazing and I would definately recommend this school to other parents.
—Submitted by a parent
This school has excellent programs for its students. I have seen Baldwin change over the years. I have had 3 children attend Baldwin from K-6. I currently have 2 children attending Baldwin this year. I am glad that they attend this school, however I do not agree with how the new principal Mrs. Wright runs the school. I think she is taking out the fun my children had at this school. A lot of old Baldwin traditions were stopped due to what Mrs. Wright believed. All in all, I am really proud to have my students attend Baldwin. I just hope we can get those test scores up.
—Submitted by a parent
I have two children that go to Baldwin one is in Kindergarten and one in 1st grade.Baldwin is a school where the children come first. The children are encouraged to do their personal best without being labeled as the smart or dumb kids. The entire staff works hard to bring out the best in each child. The principal, my kids teachers, front office secretary are wonderful with my children, its a blessing to have you all here with our children. She is a great example of a leader. Thank you for all the great support the staff has given my family.
—Submitted by a parent
My son started Kindergarten this year at Baldwin. I am happy to report that all of the K teacher's here are great! Eventhough he just turned, 5 he is already reading. I look forward to his continued success.
—Submitted by a parent
Julia Baldwin is a large school where children are kept safe. The principal is warm and friendly. The student population is quite diverse. The connection with students' families is not as strong as it could be. Overall, there is strong community involvement.
—Submitted by a parent
I am disappointed to hear that Baldwin's API score has declined from last year's, especially since 90% of all schools improved.
—Submitted by a parent
I currently have a child at Baldwin and another who attended k through 6th. For the most part I have been extremely happy with the school programs (like music and science fairs) and delighted with the teachers. Ms. Ross, the current principal, was an excellent addition to the school. Ms. Ross is firm but kind with the students and responsive, helpful, and friendly with parents. One thing that I'd like to see change is the 'common dress' concept. The children are forced to wear over priced and often undurable dress. The rules keep adding more color options which makes the common dress much less distinctive than uniforms. What is the point if they don't look common any longer? Also, as another parent mentioned, I am unhappy with the limited playground use, as my daughter is in the upper grades now. She tells me that upper graders can no longer use the playground equipment, which we find terribly unfair. I'm also unhappy with the lunch staff as I feel they rush children too quickly as they're eating.
—Submitted by a parent
I have been very happy with Baldwin. My children have always had wonderful, dedicated and caring teachers. The one thing I dislike about the school is having the primary grade and upper grade students alternate use of the one playground structure. Children should have a playground to play on everyday, not just every other day!
—Submitted by a parent
Regarding leadership development, the Principal and teachers do an excellent job. The fun activities promote self confidence, mind development, and human potential.
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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
56 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
59 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
53 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
58 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 59% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
64 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 | 50% |
| Females | 50% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 65% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 52% |
| Females | 52% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 45% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 79% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 73% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 79% |
| Females | 86% |
| Males | 73% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 87% |
| Males | 80% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 48% |
| Females | 56% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 31% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 41% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 38% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 38% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 15% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 68% |
| Females | 83% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 50% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| 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
Grade 6
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 46% | 49% | ||
| White | 17% | 28% | ||
| African American | 14% | 7% | ||
| Asian | 13% | 8% | ||
| Filipino | 5% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 19 | 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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280 Martinvale Lane
San Jose,
CA 95119
Phone: (408) 226-3370
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San Jose, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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