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GreatSchools Rating

Orchard Elementary School

Public | K-8 | 836 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 6 ratings

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42 reviews of this school


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Posted April 7, 2014

Part I: In all fairness to this school.I think most of the 1 star reviews 3 yrs ago are from the same upset individual who written all of the internet. We started at this school with a mind set of all the bad reviews you have been reading all over the internet. We tried everything to not attend this school by transferring to Milpitas for 1 yr and then came back because Milpitas was full. I was very negative at first about this school until I gotten to know the teachers and gotten more involve with classroom and the school. I think this school has lost of potentials and all administrators have all intensions to change/ improve this school.The core problem falls in the lack of parent involvements. It is often full house during any school events while it is always the same very few parents that shows to any task oriented mtgs or committees including the PTA. So 1 parent volunteer would end up doing what normally would be assigned to 5 people.You also have school teachers and staffs often doing tasks that would normally be fulfilled by the PTA and/or parent volunteers. I also work full time and is a one person with 2 children at night .So I make and/ steel time to help so can you.
—Submitted by a parent


Posted March 6, 2014

School lacks the educational commitment from teachers that really want to teach. Our teacher just stamps an excellent on homework, child doesn't know if they undertand the concept. it would be great to focus on what they are learning rather than their effort.
—Submitted by a parent


Posted January 29, 2014

This school is very well kept. So far happy with the interaction between the kids and parents seem involved. Hope to see the quality of education continue to rise and test scores improve at this school. Hopefully it will be reflected in the new API scores.
—Submitted by a parent


Posted May 28, 2013

OMG, The principal and D.O. office are NEVER available. What happened to Principal Livingstone? He was awesome. Time will tell what happens from here with the new Principal.
—Submitted by a parent


Posted February 6, 2012

Having problems paying for my children lunches. Dropped my children off at 8:00. Cafeteria was closed, went to the District Office and it was closed. The School Office was the only one open to help me. Not a good feeling school starts at 8:15 you would think both of theese should be open to help parents.
—Submitted by a parent


Posted May 11, 2011

I would rate this school as one of the worse schools I've ever encountered, it is required that my daughter attend this school because of the way they zoned the school district. The principal has changed twice with the current principal being extremely incompetent, uninvolved, and unaware of what is going on at the school the majority of the time. The children have no manners, bad language and seem to have no structure or morals that are taught in their home. The teachers however I can honestly say are superb. I will be sending my child to private school next year.
—Submitted by a parent


Posted April 26, 2011

My kid and we love this school. Now looking at the significant progress and increasing API targets, I am proud to say that my son is going to one of the upgoing and competitive schools in Bay area. Great School, Teachers, Staff and Management. They are introducing innovative ways and constantly seeking out & implementing new approaches to boost their API scores every year. Sure to hit 900 API soon! Go Orchard Go!!!!!!
—Submitted by a parent


Posted April 5, 2011

My kid goes to this school and the school's staff has been really innovative in introducing new ways to improve their test scores every year. We see dramatic improvement year by year. All Teachers are very nice and they listen to the parents and kids issues and get them addressed appropriately. Just now I read below in one of the reviews, I too believe that school's API growth rate is going to hit 900 within 2 yrs. Also from my below review this is my suggestion, If we see any issues with any of the other kid's bad behavior and which you might think might impact your kid, do not hesitate to communicate the same with the staff, they are friendly and they will get it addressed ASAP. It might be the kid's issue and not the school, teachers or admin staff and all the staff are very friendly to get any minor issue addressed quickly.
—Submitted by a parent


Posted March 28, 2011

This school is not a very good school lots of kids with no manners.Students justsay bad words and affect the little 1st and 2nd graders.I've heard a 1st grader saying inappropriate words which the 8th graders say. Not a very good school but there are very nice teachers.
—Submitted by a parent


Posted March 22, 2011

This school is growing great. I am proud to see the amazing growth in Test Scores & Stats growing every year. I am living in this school district from 5 yrs and every year its growth rate is amazing. I am sure this school's API growth rate is going to hit 900 within 2 yrs. Good luck to the school and the management. With all the management's and teacher's hardwork, hitting this above mentioned API rate should be easy to happen.


Posted January 19, 2011

I so do not agree with anything that was said below. The staff there has always been helpful and great to work with. Not sure what this person is talking about Oakland moving into the area. I find this very offensive, my children atened Orchard School from Kinder to 8th grade, with no problems. Orchard school is not a racial school it is very diverse. As a parent you can not leave it all up to the school, you need to know what is going on with your child at every moment. Be involed with them in their schol work and know what they are doing after school. My children never feared going to school, they never wanted to miss school. They kepted in touch with some staff members who made a lasting impression on them. I think the peson who wrote this has some other issues going on and should look into the mirror and fix those problems first before attacking Orchard School. As a parent take some responsibility for your child's education. Orchard is a great school and this is a great community. Please I encourage you if you live in Orchard District bring your children here you will not regret your decision.


Posted September 13, 2010

My daughter attended Kindergarten at Orchard and just started 1st grade this year. Her Kindergarten teacher was WONDERFUL! Very patient and caring. The kids learned sight words and had weekly spelling tests during the second half of the school year. I was very pleased with my daughter's progress. She loves going to school! Her first grade teacher seems nice. We will hear more about her teaching plans this week during their open house.
—Submitted by a parent


Posted August 29, 2010

Orchard School is not a school that I wanted my children to attend. Since it is the only school in our district and they will not let you transfer we are stuck for a bit. The office staff are not friendly, to busy in a person's business, and are not educated as to what is going on. The school itself does not have a school nurse and calls you to determine if your child is sick. The teachers that I have encountered barely speak english and the school is floating under the radar. The Board of Education should shut this school down!
—Submitted by a parent


Posted May 21, 2010

This school is the worst school I've ever been to.My daughter tried to buy her cap and gown from the office. She asked them whether or not she could buy the tassel separately and they said "yes" it would be $5.And when my daughter came back with the money they said that they wouldn't let her buy the tassel separately. My daughter tried to explain that the staff told her it was ok but they denies ever saying anything about it. I am utterly outraged! The office staff should all be fired.
—Submitted by a parent


Posted January 6, 2010

Orchard School has gone in a new direction with the new leadership of the Principle Mr. Livingstone. He seems like a very nice man and working on bringing up the schools test scores. His office staff is very freindly and helpfull. The teachers have very positive attitudes towards the students and parents. Orchard School is looking very good. Love the solar pannels that should really help out with the school budget. God Bless the new school board.
—Submitted by a parent


Posted June 10, 2009

I am very dissapointed at how much disorder there is with the office staff. I have called on several to find out about the functions going on at the school just to find out they 'dont know when it's going to be' on several occassions. Mr Yee seems like a nice man but when push comes to shove and you really need him to participate his mind seems to be elsewhere even though he's sitting right in front of me as a parent. Three times in a row. Worst of all the rule about parents reporting to the office before entering the school makes a wonderful sign on many windows. I have yet to see this be enforced. At any given moment there are plenty of adults & I assume other parents walking around my childrens school! This strips away any security I feel about the safety of kids at school.
—Submitted by a parent


Posted July 25, 2008

I think the school has the potential to be great! The Principal & staff don't seem to be consistant with the consiquiences & this definitly has an effect on the students. I believe the staff are underpaid & do not have the proper supplies to teach to the best of their ability. Though I must agree with 1 of the parents, Mr. Yee, the principal does meet & greet every morning, though he is not esily accesible. He always seems, 'too busy.'. However a wonderful man, as well as Mr.Peoples, a great man! My hats off to him for wearing so many hats. He not only has an a big open heart, he has open eyes to watch our childrens every move, an open mind to deal with conflicts & remeber every students name & open arms to comfort them until we the parent can get there. He makes Orchard!
—Submitted by a parent


Posted June 11, 2007

We have been at Orchard for 4 years now hoping that the promise of 'getting better' happens. I am very disappointed. I am moving my children across town for next fall. There are no set rules that the staff goes by. I do like the pricipal and Mr. Peoples, they really care about the kids.
—Submitted by a parent


Posted May 29, 2007

Orchard school has been real good to my two Children, They seem to love their school a great deal, we wish there could be more extracurricular activity oppertunity sent home to know what is actully offered. The level of parent involvement will improve a great deal if there was more time in advance given to those parents who work. I would love to involve myself as well if I was given the oppertunity as a working Mother. And My heart goes out to Mr. Peebles, He is one great Teacher and is an inspiration to me and my Children. He truely cares about the students.
—Submitted by a parent


Posted April 10, 2006

The nice thing about this school is that the principle greets the children and parents every morning at the school entrance. This shows that the principle cares about the school and the children. The teacher quality is ok. The school is on the track of getting better.
—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

796

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

1 / 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

796

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

+2

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)

4 / 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)

1 / 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.

86 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
73%

2011

 
 
49%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
81%

2011

 
 
78%

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 46% in 2013.

101 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
37%

2011

 
 
38%

2010

 
 
28%
Math

The state average for Math was 66% in 2013.

101 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
74%

2011

 
 
63%

2010

 
 
49%
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.

97 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
56%

2011

 
 
45%

2010

 
 
60%
Math

The state average for Math was 72% in 2013.

101 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
63%

2011

 
 
59%

2010

 
 
68%
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.

94 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
46%

2011

 
 
45%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
50%

2011

 
 
52%

2010

 
 
40%
Science

The state average for Science was 57% in 2013.

95 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
41%

2011

 
 
43%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

86 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
55%

2011

 
 
57%

2010

 
 
41%
Math

The state average for Math was 55% in 2013.

86 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
40%

2011

 
 
42%

2010

 
 
41%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

99 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
65%

2011

 
 
69%

2010

 
 
61%
Math

The state average for Math was 52% in 2013.

99 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
54%

2011

 
 
63%

2010

 
 
47%
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

Algebra I

The state average for Algebra I was 50% in 2013.

81 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
53%

2011

 
 
27%

2010

 
 
18%
English Language Arts

The state average for English Language Arts was 57% in 2013.

86 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
62%

2011

 
 
68%

2010

 
 
60%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

91 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
46%

2011

 
 
45%

2010

 
 
62%
Science

The state average for Science was 67% in 2013.

82 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
65%

2011

 
 
58%

2010

 
 
67%
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 Students55%
Females61%
Males50%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino37%
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 disadvantaged68%
Students with disabilityn/a
Students with no reported disability55%
English learner48%
Fluent-English proficient and English only58%
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)58%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

Math

All Students73%
Females78%
Males71%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability73%
English learner75%
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 graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
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 Students46%
Females55%
Males39%
African Americann/a
Asian61%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability46%
English learner28%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)39%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males74%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability76%
English learner66%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)65%
Parent education - college graduate83%
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 Students54%
Females52%
Males56%
African Americann/a
Asian63%
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)n/a
Economically disadvantaged44%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability53%
English learner27%
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 graduate50%
Parent education - some college (includes AA degree)45%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females67%
Males66%
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)n/a
Economically disadvantaged56%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability68%
English learner46%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)57%
Parent education - college graduate74%
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%
Females48%
Males45%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability51%
English learner18%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)38%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students54%
Females52%
Males56%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability60%
English learner32%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)38%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students49%
Females40%
Males55%
African Americann/a
Asian71%
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 disadvantaged35%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability53%
English learner14%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)43%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students50%
Females50%
Males50%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability50%
English learner24%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)45%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Math

All Students43%
Females45%
Males40%
African Americann/a
Asian66%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability43%
English learner36%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)55%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students68%
Females76%
Males61%
African Americann/a
Asian73%
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)n/a
Economically disadvantaged68%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learner39%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)74%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%

Math

All Students65%
Females68%
Males63%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability65%
English learner43%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)78%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
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

Algebra I

All Students23%
Females24%
Males23%
African Americann/a
Asian38%
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability24%
English learner11%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)22%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

English Language Arts

All Students69%
Females68%
Males70%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learner22%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students46%
Females44%
Males48%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability51%
English learner10%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Science

All Students65%
Females58%
Males70%
African Americann/a
Asian83%
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)n/a
Economically disadvantaged60%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability64%
English learner33%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)56%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%
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
Two or more races 82% 3%
Hispanic 16% 51%
Asian 2% 11%
American Indian/Alaska Native 0% 1%
Black 0% 7%
Hawaiian Native/Pacific Islander 0% 1%
White 0% 27%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 48%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Todd Livingstone
Fax number
  • (408) 944-0394

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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921 Fox Lane
San Jose, CA 95131
Website: Click here
Phone: (408) 944-0397

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