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GreatSchools Rating

Baldwin (Julia) Elementary School

Public | K-6 | 476 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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Principal leadership

Parent involvement

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17 reviews of this school


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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 Jennifer Vazquez, 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 2012.

This school's
API score

809

Change from
2011 to 2012

+2

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

3 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

809

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+2

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

5 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

56 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
57%

2010

 
 
49%

2009

 
 
54%
Math

The state average for Math was 64% in 2012.

56 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
72%

2010

 
 
59%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

58 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
39%

2010

 
 
29%

2009

 
 
51%
Math

The state average for Math was 69% in 2012.

59 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
59%

2010

 
 
54%

2009

 
 
72%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

52 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
67%

2010

 
 
71%

2009

 
 
58%
Math

The state average for Math was 71% in 2012.

53 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
87%

2010

 
 
54%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

57 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
52%

2010

 
 
56%

2009

 
 
53%
Math

The state average for Math was 65% in 2012.

58 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
43%

2010

 
 
43%

2009

 
 
55%
Science

The state average for Science was 60% in 2012.

58 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
51%

2010

 
 
40%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

62 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
46%

2010

 
 
54%

2009

 
 
49%
Math

The state average for Math was 55% in 2012.

64 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
45%

2010

 
 
45%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students50%
Females50%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged36%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)40%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females65%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged56%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students52%
Females52%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability52%
English learner45%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)69%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students78%
Females79%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability79%
English learner73%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)80%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students79%
Females86%
Males73%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged73%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)82%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students83%
Females87%
Males80%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged80%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)75%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students48%
Females56%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability49%
English learner31%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)58%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students37%
Females41%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability34%
English learner38%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
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

Science

All Students31%
Females38%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability34%
English learner15%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)32%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students68%
Females83%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)82%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students44%
Females50%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)59%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 127%N/A24%
Students eligible for free or reduced-price lunch program 254%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 17N/A11
Average years teaching 19N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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