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GreatSchools Rating

Miner (George) Elementary School

Public | K-6

 

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Living in San Jose

Situated in an inner city neighborhood. The median home value is $350,000. The average monthly rent for a 2 bedroom apartment is $1,950.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted April 30, 2014

So pleased with this school. Warm responsive teachers, administration, and staff. Wonderful improvements in extra programs and innovative teaching methods. My children are loving school again and scoring higher than ever.
—Submitted by a parent


Posted April 1, 2014

The teachers are awesome at this school. They care and keep you informed. The Principal & office staff show real care and concern for the students needs. The Parent Involvement really needs some work. The Home and School Club does the best they can, but would prosper and be a lot more successful if more parents made the effort of donating their time, talents, and resources. As a parents myself who did not feel she had anything to offer, there are many things that you can do to help. I challenge parents to step out of their comfort zone, and help this school go from a great to a awesome.
—Submitted by a parent


Posted July 5, 2013

Man I can't tell you how good this school is my son is going to be in sixth grade this year and he is doing fantastic! He has gotten straight A's 5 times in a row. Also he participates in the program G.A.T.E he has dissected an eye and a heart!!
—Submitted by a parent


Posted November 13, 2009

my 6 yr old daughter in grade 1 is fantastic doing--basically since she herself by hard work is very advanced in reading math writing --just that her teacher is quite encouraging to her--so she quite likes school.
—Submitted by a parent


Posted February 1, 2008

As a prior substitute teacher at this school, I am both saddened and appalled at the atmosphere and the administrative staff at Miner. The lesson plans were unstimulating and filled with worksheets. The administrative staff was unresponsive to requests for help and the office staff was often rude. The students were bright, but clearly lacked a positive environment which showed in how they treated the staff and each other. My son was supposed to attend this school and I am so glad I headed the advice to get him into another school.


Posted August 31, 2007

I would say overall the school is okay... Not really nothing to write home about. I've seen better schools and a principal who is available to speak with you when need to be. The staff is not that helpful at times, however, I notice the school lacks the ability to take charge when it comes to disciplining the students. They 'push back' to the parents whenever they can't resolve a problem. Children act out... young children like to test the water and up to you to prove to them you are not a push over. The miner staff does not know how to do that. So they like to tell you your child has problems as way for not dealing with whatever problems they are having at school or just overall in the classroom. There is a lot of 'blame' game going on.
—Submitted by a parent


Posted August 15, 2007

The academics taught and teachers are outstanding. I know my child is gaining more than a typical school year. All teachers are very dedicated and approachable. A very high quality public education with a focus of cultural appreciation.
—Submitted by a parent


Posted May 30, 2007

This is our first child's, first year in Kindergarten. I was really worried, but it has been a pleasant experience from the Kindergarten side of the school. Kindergarten teachers are absolutely incredible, I know all 4 of them.
—Submitted by a parent


Posted January 19, 2006

This school is full of ineffective administrators. The principal never returns calls and doesn't enable you to discuss your children's issues. The curriculum is behind other schools in the Bay Area. Children are allowed to pummell other children with no reprecussions for their actions. The teachers take a 'let's all be friends and don't hurt each other's feelings' attitude instead of taking actions against the bullies and protecting the other children. This school feels it does not need to notify parents in the case of a 'Code Blue' alarm in which the school is locked down because of a threat to the children (maniac outside with a gun, car accident, or whatever it happens to be). I feel that the parents should know when our children are at risk, unfortunately Miner School does not think the same way. I have had nothing but problems with this school.
—Submitted by a parent


Posted January 12, 2006

The Staff at Miner has made my childrens first experience away from home, away from me, one I will always be thankful for. There is not one staff member at this great school who hasn't been a positive rollmodel for my family. Both of my children started Kindergarten at Miner, and one has already graduated and is in the 7th grade now. My son still has this year and next, thank goodness! I know that day will be filled with many happy and sad tears. I feel privilaged to have met these wonderful teachers, employees, and other parents and there children at Miner. You have helped me to raise two beautiful children that are starting there life with all of the beautiful qualities a parent could ever dream of. You have planted seeds in the most precious gift of all, Our children. Thank you-L.Bernardo (poud mom)
—Submitted by a parent


Posted December 28, 2005

We had a lot of problems with the lack of sensitivity when it comes to notifying parents about the grades if they are starting to dip. This school is so focused on reading that they have forgotten about the mathematics that also go with our children. There isn't one focused course on math at all. The principal is not at all helpful, but instead condensding to parents when trying to obtain answers. I'd hightly recommend that parents go to other schools before letting your child attend and have declining grades or in playyard battles, which are also a daily thing with poor supervision as well.
—Submitted by a parent


Posted September 21, 2005

I do believe that this school needs alot of attention. I have had nothing but problems with this school since my child had started attending it, that is why we are transfering.
—Submitted by a parent


Posted January 2, 2005

This fine elementary school reflects the diverse community of California's children. All children do well and are supported in all of their efforts. Students are happy at Miner and everyone is commited to providing each child with the best education possible. The principal, a highly skilled teaching practioner, is able to maintain positive relationships with the parent community, know each child by name, and provide the instructional leadership to her staff to be certain that teachers are providing the best classroom instructional program possible. The school's writing program, 'Every Child a Reader and Writer' is one example of the school's excellence and responsiveness to current reserach. Any child is fortuante to attend Miner School.
—Submitted by a parent


Posted November 13, 2004

An excellent school with a great principal(Mispagel) and very good teachers like Imada and Mozzer.
—Submitted by a former student


Posted May 28, 2004

This school has such spectacular people who help the school and who has volunteered for educational events that take place here. I wouldn't be surprised if every student became successful people that will give their time to volunteer for the community. The students have good grades and we have such grateful teachers that give up their free time to help the kids get smarter. Everyone, I am sure of it, donates at least one item to the school (ex: Money, drinks, food, clothing). This school is also proud to have a clean playground and blacktop because of our happy-go-lucky janitor and an understanding principle. The staff are extremely nice and funny so it's only obvious that middle school and high school students visit us almost everyday. That's why this school is so special and unique in its own way! I am a proud Miner student and I love Miner!
—Submitted by a student


Posted May 11, 2004

With regards to the negative responses involving George Minor Elementary, I also agree that there does seem to be a very high tolerance for bullying at this school, and that it does seem that certain things, in our opinion, do not get dealt with appropriately. Our major concern regarding Minor Elementary is the promptness at which we are informed of our child s decline in grades or learning habits. In any case we also agree that there needs to be some major changes done at this school before we could even begin to recommend, this school as being a good one, to other parents.
—Submitted by a parent


Posted January 11, 2004

I am very upset with how things operate at George Minor Elementary, and even more upset with the administrative staff there(I.E the principal). I have experienced my share of issues with regards to the well being of my children who attend classes there, as well as to the education that they are receiving. How is it that a child can be passed to the 5th grade with very poor reading, writing, and math skills and not once ever have any mention of it, or even why there is such a high tolerance to violence on school grounds? Despite all my efforts in having something done about this I have yet to see any constructive changes on the schools part. I advise other parents to really do some research on the school and staff before enrolling your child there. Talk to other parents their, including there children, and I am sure you will find that there are others that are just as disappointed as I am.
—Submitted by a parent


Posted June 19, 2003

Our daughter has attended Minor since Kindergarden. We have experienced the dedication of the teaching and administrative staff first hand. All of our experiences with her teachers have been wonderful. They truley care about your childs succcess and want to aid them in their goals. We love the Reading, Writing and Math programs that have helped our daughter enormously. She left second grade at a mid third grade reading level. The teachers have always tried to not only attend to the class as a whole but also to studends who might be a bit more advanced by having them 'tutor' fellow students and challenging them with their homework. The school always has something going on, BBQ's, spagetti nights, a great family atmosphere. The principal is very approachable and you can find her in any aspect of the school helping out.


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

753

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

3 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 2013

This school's
API score

753

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

-14

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 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
(2012)

3 / 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.

66 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
61%

2011

 
 
52%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

65 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
70%

2011

 
 
70%

2010

 
 
56%
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.

64 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
34%

2011

 
 
33%

2010

 
 
33%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
65%

2011

 
 
45%

2010

 
 
48%
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.

68 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
42%

2011

 
 
70%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

68 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
38%

2011

 
 
64%

2010

 
 
60%
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.

65 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
58%

2011

 
 
37%

2010

 
 
30%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
47%

2011

 
 
26%

2010

 
 
30%
Science

The state average for Science was 57% in 2013.

66 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
47%

2011

 
 
33%

2010

 
 
24%
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.

68 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
52%

2011

 
 
36%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

68 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
30%

2011

 
 
31%

2010

 
 
35%
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 Students44%
Females46%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner42%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students52%
Females54%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner48%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)59%
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 Students27%
Females19%
Males33%
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 disadvantaged23%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability28%
English learner3%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females42%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability51%
English learner30%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)60%
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 Students60%
Females59%
Males62%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability62%
English learner39%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females64%
Males62%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability64%
English learner57%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)75%
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 Students42%
Females59%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability45%
English learner17%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate33%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)44%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students41%
Females46%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
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 disadvantaged64%
Students with disabilityn/a
Students with no reported disability43%
English learner26%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate33%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students24%
Females15%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduate8%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)38%
Parent education - college graduate45%
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 Students47%
Females51%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability47%
English learner11%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate27%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females54%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability48%
English learner16%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate33%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)56%
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

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 State average
Hispanic 70% 52%
Asian or Asian/Pacific Islander 12% 11%
White 8% 26%
Black 5% 6%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Lisa Barlesi
Fax number
  • (408) 224-5891

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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5629 Lean Avenue
San Jose, CA 95123
Phone: (408) 225-2144

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