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GreatSchools Rating

Taylor (Bertha) Elementary School

Public | PK-6 | 702 students

Our school is best known for community involvement and academic achievement.

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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36 reviews of this school


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Posted August 12, 2014

Im a student at taylor school (6th grade) over all the school is great and they have nice teachers. Its jsut that the food there is a bit unappetizing and they can work to make the bathrooms less smelly.


Posted June 22, 2014

The principal appears to only be here to build her resume so that she can move on to to bigger and better things, and godspeed to her. The followthrough and communication coming out of this place is laughable. Problems that start at the district level are magnified here by the school's poor management and the teachers' apathy.
—Submitted by a parent


Posted April 9, 2014

All though the principal is great, I am very dissapointed with teachers. Noone cares to teach children right from wrong. One kid steals lunch from another, and when other children complain to teacher, the answer they get is "I didn't see it, so I won't do anything about it"...REALLY? Teacher doesn't check kid's homework and let's them grade their own work, or gives a few kids in the classroom candy to check other kid's work. How is that possbile? After submitting a semester of daily summaries, where you can clearly see child's impovement in penmanship and content, teacher returns work back with a sticky note, on which it says C- and states that there are dates of mising work. Not one summary is marked. This is the WORST teacher I have dealt with, and I wasn't happy with previous year's teachers. Principal should really find decent teachers. Bullying is rampant, and bullies get away with it all the time. Looking to transfer my child in to another school.
—Submitted by a parent


Posted August 23, 2013

I love teaching at Taylor School. It has a wonderful sense of community and strong parent involvement. I love keeping backpacks outside the classrooms. It helps keep classrooms tidy and safe for students to work and move around. My students' lunches are only stored outside when the weather is mild or cool, otherwise we bring them inside. I love Taylor so much my child attends here also! I am confident he will learn to be a strong, kind, intelligent young man who will love to learn because of his experience at Taylor.
—Submitted by a teacher


Posted August 22, 2013

My son likes Taylor school very much. I like the teaching method and curriculum which is apt for the kids. Academic wise, i'm satisfied. There are couple of things I want to make a note of. Just because Taylor school building is old, it has the dungeon smell once you get into the building. My son got allergies which he didn't have it before. These kids are spending six hours a day in this same environment which can develop their allergies which can lead to asthma. The next one is, the kids are placing their backpacks along with their lunch boxes outside the building. The lunch has been kept outside for 3.5 hours under the sun. This can spoil their food. Poor kids, they have to eat this lunch anyways without even realizing it. I hope, the management should take some action to prevent the kids from getting sick/diseases.
—Submitted by a parent


Posted July 22, 2013

Taylor school is a wonderful place for children to learn and grow. The staff and students continually collaborate with the intention of doing what's best for the students. Filled with gratitude for this community.
—Submitted by a teacher


Posted July 10, 2013

School is undergoing a change in PTA board with continued focus on community and parent involvement. All teachers I have interacted with have been kind and open to discussing my questions. My child can't wait till school is back in session.
—Submitted by a parent


Posted May 31, 2013

This is a great school and would like to stay in this district, because it is one of the better neighborhoods in San Jose. My oldest was here last year and currently my youngest go to this wonderful school. So far the teachers I've met are very nice and also I can tell they are good at what they do. My sister has had a bad experience with the school secretary,but I think the secretary is a bit grumpy at times I admit. That's the least of my worries because everything else is good so far. I really do hope we stay in this area for a while. Also, the principal is wonderful!
—Submitted by a parent


Posted September 19, 2012

Such a great school, tons of parent involvement. My kindergarten loves it. So glad we have Taylor as our home school.
—Submitted by a parent


Posted June 29, 2012

My son was in Kindergarten this past year. When comparing to other elementary schools in this district, this school deserves 4 stars but overall I would give it a 3. The API score is great but there is a lack of parental involvement in the kindergarten and little communication between the parents and teachers. All of the parents who are involved are in the upper grades and they are really just the same parents who do everything. I was hoping for more of a community that we could be a part of but that probably won't happen here. All of the midweek school events were poorly attended which left me disappointed. As for the curriculum, it was okay but my son became bored very quickly.
—Submitted by a parent


Posted March 9, 2010

Taylor is a great school both academically and socially for the children that go there. I went there, my son, and now my daughter. All of her teachers have been very welcoming and she has really learned so much in the last couple of years at Taylor. The extra programs that are offered are great too. The only thing I would like to see is the principal play a bigger role and participate more with the kids. Give them incentives and more rewards.
—Submitted by a parent


Posted October 3, 2009

The kids love to learn. we have fantastic teachers that help our children to shine. we have lots of extra programs that the kids can participate in
—Submitted by a parent


Posted September 20, 2009

What a great accomplishment Taylor school has made. Students, staff, and parents can all take pride in our efforts. We should all be very proud of our school and everyone in it! Let's keep up the great work, and hope for a year that is just as great, if not better!!
—Submitted by a parent


Posted June 11, 2009

I love the school. My children used to go to challenger school. I found Taylor more balanced, academically as well as socially.
—Submitted by a parent


Posted August 14, 2008

I went to Taylor and my childern have gone and is still going and its a wonderful school with great teachers and great parents who make the extra programs provided happen for the childern. I feel the new principal needs to provide more outlets for rewarding all the hard work the students do and needs to be more involved and more encouraging.
—Submitted by a parent


Posted October 24, 2007

The new principal who took over last year does not recognize the student's individual achievements in the school newsletter like the previous principal. I feel the children all miss seeing this in print. Academic achievements are not publicly acknowledged by this principal. The 2007-2008 school year hasn't started out any better, with some unusual math level placement.
—Submitted by a parent


Posted June 6, 2007

I have a kindergartner currently attending Taylor and had seriously considered a local private school for my son. We deiced to give public school a try and found Taylor Elementary to be an excellent choice thus far. I am very involved in the volunteer programs within the school so I have been able to get a close look at the quality of instruction, child safety issues and technology offered at the school. Although some of the extracurricular activities and technology advancements are fairly new to Taylor (including an art program slated to start next fall) I am very impressed with the quality of teachers, administration, and programs that Taylor offers. I would highly recommend Taylor to any inquiring parents considering public school.
—Submitted by a parent


Posted May 30, 2007

Taylor School has seen some improvement in discipline over the last year, thanks to new principal. However, school needs improvement in other areas. Some opportunities for afterschool programs but cost money and are very limited in scope (art and dance programs). Some strong experienced teachers in grades K-4. Parent involvement is pretty good but PTA is controlled by small group of parents with their own agenda.
—Submitted by a parent


Posted May 29, 2007

My husband and I are very pleased with Taylor. My daughter, who could not read when starting Kindergarten, was added to the accelerated reading program 1/2 through the school year. Between recess, and the various extra activities [such as] back to school night, open house, science/technology night, book fairs, the walk-a-thon, ice cream social, the Olympics, and the various spirit days, not to mention the field trips and charity fundraisers, I think my daughter receives a well rounded elementary school experience. I look forward to the next 6 years with Taylor, and we can not wait to enroll our son.
—Submitted by a parent


Posted March 27, 2007

Quality is good, but no heart. Extra curricular activites, what are those? They existt as long as your pocket book does. Parent involvement is good, but anything can stand for improvement.
—Submitted by a parent


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

902

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

902

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 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.

96 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
82%

2011

 
 
79%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

96 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
86%

2010

 
 
83%
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.

90 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
70%

2011

 
 
65%

2010

 
 
65%
Math

The state average for Math was 66% in 2013.

90 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
79%

2011

 
 
81%

2010

 
 
72%
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.

85 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
88%

2011

 
 
85%

2010

 
 
83%
Math

The state average for Math was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
80%

2011

 
 
80%

2010

 
 
77%
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.

90 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
72%

2011

 
 
77%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
72%

2011

 
 
77%

2010

 
 
77%
Science

The state average for Science was 57% in 2013.

89 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
64%

2011

 
 
64%

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 60% in 2013.

89 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%

2011

 
 
75%

2010

 
 
68%
Math

The state average for Math was 55% in 2013.

89 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
69%

2011

 
 
73%

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

All Students73%
Females76%
Males70%
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)77%
Economically disadvantaged38%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability74%
English learner60%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate81%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males87%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged75%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learner100%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
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 Students71%
Females71%
Males71%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged33%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learner17%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)53%
Parent education - college graduate85%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students79%
Females77%
Males81%
African Americann/a
Asian90%
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)79%
Economically disadvantaged50%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learner42%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate90%
Parent education - graduate school/post graduate92%
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 Students77%
Females82%
Males71%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged56%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)59%
Parent education - college graduate92%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students77%
Females80%
Males73%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged50%
Not economically disadvantaged84%
Students with disability45%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)56%
Parent education - college graduate92%
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 Students84%
Females90%
Males79%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged82%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)88%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students81%
Females78%
Males83%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged64%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students70%
Females71%
Males69%
African Americann/a
Asian85%
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)56%
Economically disadvantaged45%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate76%
Parent education - graduate school/post graduate84%
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%
Females83%
Males77%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged63%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only85%
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)82%
Parent education - college graduate76%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males72%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged44%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate68%
Parent education - graduate school/post graduate100%
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 33%
Asian 29%
Hispanic 24%
Two or more races 7%
Black 3%
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 18%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

Teacher resources

Special staff resources available to students Computer specialist(s)
ELL/ESL Coordinator
Gifted specialist(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Math specialist(s)
Reading specialist(s)
School psychologist
Special education coordinator
Speech and language therapist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • CA Business Excellence for Education (2012)
Community service awards received in the past 3 years
  • Ca Distinguished School (2010)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Specialized programs for specific types of special education students
  • Orthopedic impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
School facilities
  • Computer lab
Clubs
  • Technology club

Arts & music

School facilities
  • Art room

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • School psychologist
School facilities
  • Access to sports fields
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
Staff resources available to students
  • Gifted specialist(s)
School leaders can update this information here.

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School basics

School start time
  • 8:45 am
School end time
  • 3:00 pm
Before school or after school care / program onsite
  • Before school: starts at 7:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Betsy Fitch
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 3 years old
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (408) 224-3279

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Direct instruction
  • Gifted / high performing
  • Individually guided instruction
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Specialized programs for specific types of special education students
  • Orthopedic impairments
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Computer specialist(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Reading specialist(s)
  • School psychologist
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Acceleration
  • Differentiated learning programs
  • Mentoring
  • Remediation
Transportation options
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Playground
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Flag football
Girls sports
  • Basketball
  • Flag football

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Student council/government
  • Technology club
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Bernal Intermediate School
Notice an inaccuracy? Let us know!

410 Sautner Dr.
San Jose, CA 95123
Website: Click here
Phone: (408) 226-0462

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