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GreatSchools Rating

Baldwin (Julia) Elementary School

Public | K-6

 
 

Living in San Jose

Situated in an urban neighborhood. The median home value is $430,000. The average monthly rent for a 2 bedroom apartment is $1,630.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted June 5, 2013

I moved my son from a private school to Baldwin last Fall. He's in 2nd grade. He has had the best teacher so far here at Baldwin. Very helpful, guides the students well towards high academic goals, very creative and hard-working. She has spent so much time with my son after school to make sure he turns in his work. My son isn't the easiest kid to work with. He doesn't like doing worksheets. Over time, with his teacher's help and diligence, my son turned around and improved academically. My son has focus issues so he's not the easiest kid to work with. His teacher really went above and beyond in communicating our son's progress to us. We're very lucky to have found such a caring teacher, his principal and the community overall. The school really appreciates parent's involvement. The home school club is also a very helpful set of parents working together to continue improving the school. I have never gotten this from the private schools. I hope more and more parents get involved with their kids.
—Submitted by a parent


Posted May 14, 2013

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


Posted February 28, 2013

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


Posted December 16, 2012

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


Posted September 15, 2011

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


Posted September 13, 2011

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


Posted March 5, 2010

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


Posted May 12, 2009

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


Posted October 10, 2008

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 a parent


Posted May 27, 2008

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


Posted July 27, 2007

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


Posted February 2, 2007

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


Posted January 11, 2005

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


Posted July 13, 2004

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


Posted December 1, 2003

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


Posted September 21, 2003

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


Posted September 11, 2003

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


Posted April 17, 2003

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.

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 2013.

This school's
API score

810

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

2 / 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 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 met all student subgroup API targets for 2013

This school's
API score

810

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
2012 to 2013

+1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

5 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
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.
English Language Arts

The state average for English Language Arts was 56% in 2013.

56 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
50%

2011

 
 
57%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
72%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

54 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
52%

2011

 
 
39%

2010

 
 
29%
Math

The state average for Math was 66% in 2013.

52 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
78%

2011

 
 
59%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
79%

2011

 
 
67%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

55 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
83%

2011

 
 
87%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

49 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
48%

2011

 
 
52%

2010

 
 
56%
Math

The state average for Math was 65% in 2013.

50 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
37%

2011

 
 
43%

2010

 
 
43%
Science

The state average for Science was 57% in 2013.

49 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
31%

2011

 
 
51%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

59 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
68%

2011

 
 
46%

2010

 
 
54%
Math

The state average for Math was 55% in 2013.

58 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
44%

2011

 
 
45%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students50%
Females38%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability54%
English learner18%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females54%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner59%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students43%
Females43%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged17%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only45%
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)20%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females65%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged57%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)64%
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 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females83%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learner64%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)79%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females76%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)67%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females80%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged71%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students54%
Females57%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged50%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)36%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students47%
Females50%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged33%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students49%
Females51%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)50%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students34%
Females37%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)32%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 48%
White 14%
Asian 12%
Black 11%
Two or more races 7%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/AN/A
English language learners 24%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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280 Martinvale Lane
San Jose, CA 95119
Phone: (408) 226-3370

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