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GreatSchools Rating

Sakamoto Elementary School

Public | K-6 | 597 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted June 16, 2014

my grandson has been at this school k to 4th grade. It is a challenging academic school one of the most sought after if you are fortunate to live in this district. recently my grandson was enrolled in a low income low test ratio school due to parents who would rather see their kid pass math with out learning the fundamentals . Now it's time to teach parents that they are only hurting their child by telling him he can't graduate on Sakamotos high standards ! It's sad to see that parents would take this route just to get their kid to the next grade with out learning what will be needed for his future! is this what education is about now? less parenting time to spend on homework rather than push a kid to their highest capabilities if given the opty. It's a shame to waste a school voted 9 out of 10 that makes sure the kids are educated not just taking up a seat to a school voted #3 with no test results to show ! every teacher knows every student in Sakamoto the front desk lady is wonderful knows each student by name and the parents. yes Sakamoto is tuff it's why parents strive to be in this district.


Posted June 3, 2014

My son is finishing his 5th grade year. We've been a Sakamoto family since 2010. (2nd grade). The most solid thing about this school is it's administrative staff. The "front desk" woman mentioned in the previous review is neither rude nor inattentive. She has a great sense of humor. She is what makes this school tick like a fine Swiss watch while she continuously adapts to te principa'ls revolving door! Moving on: The PTO is productively connected and the newly appointed board is promising in both the brains and community brawn! The teaching staff is a cohesive team. I've witness camaraderie in the classroom and out. The voted upon parent funded programs (by way of PTO), have had a hiccup this year and communicative efforts have fallen short, but the job is getting done and I have a lot of faith in the new board. Kids are happy! School is safe. Parent drivers can be poopy! But that happens at all schools!
—Submitted by a parent


Posted January 7, 2014

My child is currently enrolled in the kindergarten and we are very happy with his teacher and the curriculum they teach. The homework is challenging and he is learning a lot. It's been a joy to see him learn to read too. The only gripe I have is with the elderly front desk woman. She has been unnecessarily rude and I don't appreciate her giving people attitude, including me. She makes asking simple questions difficult and is not very approachable. I wish someone would talk to her. few interaction I had with the elderly front desk woman, who always seems to have an attitude and is rude. It's almost impossible to ask questions with her without some sort of unnecessary tone and annoyance. Other than that, so far so good!
—Submitted by a parent


Posted September 27, 2013

This is an amazing school. Everyone from the office staff to the teachers are just great. Due to bad experience at her previous school, my daughter was very apprehensive about starting a new school, she enjoys going to school again :)
—Submitted by a parent


Posted August 16, 2013

All I got to say is great school, great teachers, and principal. My boys love going to Sakamoto.
—Submitted by a parent


Posted August 8, 2011

Sakamoto has one of the best Parent Teacher (PTO) Organizations around. They are very proactive and have a great working relationship with the teachers and principal. As a result the school has an amazing amount of extra support. My kids have been on the receiving end of this support with a new computer lab, Science Program, PE Program, Art Program. It is diverse and offers the children a very well rounded experience both academically and socially. As a professional with a Master's Degree, who is VERY connected to my children's long term academic success I am very pleased with the foundation my children receive here.
—Submitted by a parent


Posted May 14, 2010

Sakamoto is a great school because so many of the parents participate in helping make the school a great place for the kids to learn.
—Submitted by a parent


Posted December 22, 2009

My daughter started kindergarten this year and has had such a positive experience. She has a wonderful teacher, good friends, and the parents I have met have all been friendly and helpful. I have had an even better experience than expected sending her to this school!
—Submitted by a parent


Posted September 20, 2008

My child has been at his school since K and she is now in 5th grade. She has had a great experience so far. Every teacher has been able to give her extra challenging work to meet her needs. The school also has a great art program for the lower grades 1st to 3rd ran by parent volunteers and a visual performing arts program ran by professionals for the upper grades 4rd to 6th. For extra curricular activities they offer Spanish (extra cost), Music Matters (extra cost), and for the upper grades they offer chorus, no cost ( 4rd to 8th grades), and for 6th grade they offer Band, no cost. We also have a good Gate program ( thanks to parent involvement) The teachers are caring and interested to see the students succeed. This year we have a P.E. teacher, that is exciting!
—Submitted by a parent


Posted September 18, 2008

There seems to be a revolving door as far as principals are concerned. There have been four in the past six years. The climate of the school is totally dependant on the principal, so it changes each time there is a new principal.
—Submitted by a parent


Posted September 26, 2007

My son joined the school in the 3rd grade and now is in the 5th grade. The teachers are able to give individual attention and give incremental classwork to students who are capable of doing more than the class average. This type of distinction helped my kid to keep moving up in his reading/writing/math skills instead of just getting stuck in what the whole class is doing. Currently my son is a 5th/6th combo class and he is all excited to be with higher grade kids and is confident that he is going to be learning more this year with his teachers and fellow 6th grade students. I am very happy with our school choice. The Gate program is satisfactory but is currently limited due to funds availability and parent volunteer efforts ( I am culprit too, I could not volunteer, yet). Great school, overall.
—Submitted by a parent


Posted January 4, 2007

My son is in 5th grade and joined Sakamoto in the 2nd grade from private school. Good solid school- excellent teachers, good community involvement and a safe, nourishing and positive environment with good parental involvement.
—Submitted by a parent


Posted January 13, 2006

We are in our second year (1st grade) at Sakamoto and have been very please with the school and the teachers. We would recommend the school highly. Physical education is a weak point, that is true, but the academics are more important to us and their scores remain quite high for a public school.
—Submitted by a parent


Posted October 28, 2005

Sakamoto is a great learning enviroment. The teachers really care about the students success. GATE activities are great - the parents and home & school club have worked together to provide a wonderful creative learning enviroment.
—Submitted by a parent


Posted August 15, 2005

My son is a 3rd grade student at Sakomoto. We've been happy with the school so far. There could be improvements, but, overall, I think Sakomoto is a bit above average in most areas.
—Submitted by a parent


Posted June 9, 2005

My son went to Sakamoto for Kindergarden. It was a good experience in general. I like the program designed by the teacher, although at K level, the goals were not all that clear. One of the things I found missing is a focus on excellence. At K level, this is probably not as important as helping the children develop social skills to fit in. My son wanted more structured activities. He was a little confused about what he was suppoed to do to be 'best'. I think other kids seem to enjoy the less structured setting. I guess it depends on the personality of the child.
—Submitted by a parent


Posted January 25, 2005

Quality of academics is above average, level of parent involvement is above average. Extracurricular activities needs improvement.
—Submitted by a parent


Posted August 3, 2004

My child has been at Sakamoto since First grade and is now going into Third. He has loved it there and has had a very positive experience so far. We have been very pleased with his teachers as well as the academic curriculum at this school. I would highly reccomend this school to anyone I know.
—Submitted by a parent


Posted June 20, 2004

This is a very nice school, my son was in kindergarten and I was very pleased with what he learned. I had some concerned and they were handled in a very good manner. The teacher was excellent. There was a lot of parents involvement.
—Submitted by a parent


Posted February 9, 2004

I am not a parent but I am a student. I go to this school. I have seen alot of things at this school, about 80% or 70% of them are nice. There is not alot of p.e in my class if we ever have it we only have it at least 3 to 4 times a month. I think we should have more p.e and nicer teachers.
—Submitted by a former student


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

883

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

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 met all student subgroup API targets for 2013

This school's
API score

883

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

-4

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)

8 / 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)

3 / 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.

89 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
84%

2011

 
 
81%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
81%

2010

 
 
80%
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.

82 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
72%

2010

 
 
53%
Math

The state average for Math was 66% in 2013.

83 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%

2011

 
 
83%

2010

 
 
71%
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.

76 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
73%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

77 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
84%

2011

 
 
59%

2010

 
 
69%
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.

81 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
75%

2011

 
 
70%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
59%

2011

 
 
67%

2010

 
 
64%
Science

The state average for Science was 57% in 2013.

81 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
66%

2011

 
 
61%

2010

 
 
62%
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.

60 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
72%

2010

 
 
70%
Math

The state average for Math was 55% in 2013.

60 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
61%

2010

 
 
63%
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 Students68%
Females79%
Males57%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged33%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learner53%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate87%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students78%
Females88%
Males67%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged47%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learner65%
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 graduate83%
Parent education - some college (includes AA degree)63%
Parent education - college graduate87%
Parent education - graduate school/post graduate82%
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 Students66%
Females62%
Males70%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged46%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learner25%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)55%
Parent education - college graduate70%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males83%
African Americann/a
Asian100%
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)88%
Economically disadvantaged77%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learner83%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)71%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
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 Students85%
Females90%
Males76%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged56%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)70%
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students79%
Females79%
Males79%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged69%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduate93%
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 Students89%
Females88%
Males91%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged75%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)82%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students88%
Females85%
Males91%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged81%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)76%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students70%
Females65%
Males79%
African Americann/a
Asian84%
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)83%
Economically disadvantaged31%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)53%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
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 Students80%
Females73%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged69%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)69%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females72%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged69%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
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 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
White 37%
Hispanic 27%
Asian 20%
Two or more races 6%
Black 5%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 17%N/AN/A
English language learners 15%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Jenay Kiddoo
Fax number
  • (408) 224-8784

Resources

School facilities
  • Computer lab
School leaders can update this information here.

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6280 Shadelands Drive
San Jose, CA 95123
Website: Click here
Phone: (408) 227-3411

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