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Teacher quality
Principal leadership
Parent involvement
Burnett rocks! Dont judge a school by economic based API scores or just by word of mouth- Go down there and visit yourself! Burnett is an International Baccalaureate school specializing in giving kids a well rounded, global minded education. It has changed dramatically over the years and continues to get better. People who hate on Burnett have to understand it's MIDDLE SCHOOL-the hardest, most hormonally socially awkward years of a child's life. I'd challenge anyone to find more creative, dedicated teachers than the ones at Burnett. They take their challenges and make them successes. If you want a staff who just assigns chapters and asks to answer chapter questions, go to Bret Harte with their high API scores... Burnett teachers won't do that because they are innovative teachers who truly care about their students learning so they create whatever they can to help students learn and feel successful.
The administration at Burnett is top notch. Both Ms. Aguerria and Ms. Luz are very impressive and have high expectations for the students and really care about them. This school keeps getting better. My child has had some fabulous teachers this year, and has enjoyed her time socially.
—Submitted by a parent
this school is awsome. When my friends told me what some people are saying i just could'nt understand why. i mean of course there are some kids that think some teachers are unfair, but what about the teachers that are very kind and think about the kids education. And yes there may be some kids that are mean and judgemental, but really there's kids like that everywhere! like to the school im going to know, it gets me stressed so much that i hope im going back to burnett.
This is a poorly managed school. Students are not happy, teachers are not happy. They say that the Principal "micro-manages" everything they do taking away their creativity in the classroom. Aren't two heads better than one? The gangs and clicks; the bullying is not handled appropriately. Children should not have to be subjected to ridicule in school. My child, who excelled in elementary school is so depressed, she doesn't want to go to school anymore. And what is wrong with the District office that they continue to keep a Principal that is a failure with a capital "F."
—Submitted by a parent
*released to a forced work program. It's sad that budget cuts mean a cut in humanity. Respect is the bare minimum always. Yet these officials are not concerned how their negitive views are affecting the LIVES of these CHILDREN. Do they not understand the process of brain development?? The fronal lobe? These kids think with emotion first! sad story/no wonder low test scores/If I was a student there, I would lean towards gang life to. May as well no support from staff . Even the SJUSD says they have a terrible administration. I teach children to challenge their perceptions, but this school offers no child/parent support. It is not Juvenile Hall its fishing MIDDLE SCHOOL. If your not a part of the soulution you a part of the problem. Stop trying to build a wall between staff & students. Open your ears/eyes/minds & hearts and take advantage of your role in these young lives. * Sad story.
—Submitted by a parent
Burnett has been a wonderful school for my son. He is a good student who needs the academic challenge they give. I have not had problems with teachers or administration. There are many different activities for students to participate in during school and after school. I am definitely happy we sent our son to Burnett and I just hope his high school experience is also great.
—Submitted by a parent
This school is ridiculous. The Admin staff does not assist the parents or the students in conflict resolution nor do they help with the transition from elementary to middle school. My son had several issues here, and the staff refused to assist us. They were more interested in us transferring then resolving any concerns. It is easier for them to complain about an uninvolved parent then to actually assist as a team to helping the child be successful at their school. I guess, no child left behind, does not apply to this school. The staffs there are not trained to deal with children. Especially ones who have any form of emotional health challenges. If you are one of those parents who just don t care, maybe you won t mind them attending a school that just doesn t care either. Good luck
—Submitted by a parent
Most of Peter Burnett's staff are great, however some of the students that attend Peter Burnett are involved in gang related activities and could care less about receiving a good education. They bring their rough lifestyle and ill-mannered behavior to school and transmit it and/or bully other students. Unfortunately, my child attended this school a couple of years ago and I will never my send my next child here.
—Submitted by a parent
Burnett is a wonderful school. The teachers and staff all go above and beyond to make sure that every student succeeds. My daughter went from hating school before Burnett to having a 4.0 and being on the honor roll.
—Submitted by a parent
I just graduated as Valedictorian at PBA, and all i have to say is that this is awesome. There are so many cultures there and youll see so many kids bonding together. This is school has a great atmosphere. Im going to miss it alot. The staff is the best around that youll find. They helped all of us with our problems in and out of the classroom. My principal was the best. She takes care of everything that a student needs. The art and physical educations department. Best of the best. (:
—Submitted by a student
I love working here at Burnett Academy. These students are hard working, focused, and well, just Great to be with on a daily bases. I know these students are good members of this community and will have great jobs when they graduate high school and college.
—Submitted by a teacher
I am very satisfied with my daughters education at Burnett Academy. The test scores are not what the school is about. The teachers are fantastic and push kids to high levels. I am very happy she is in the college club and gets the opportunity to visit local colleges. I really like the Burnett staff.
—Submitted by a parent
this school is amazing it has good quality it has good activities and the best teacher and is safe
—Submitted by a parent
Before moving to Connecticut in 2007 I taught at Burnett Academy. The teachers, staff, and administrators are some of the most hard working and dedicated professionals I have ever met. The after school program is exceptional in both its number of enroled students and its creative and innovative programs. Teachers at Burnett are constanly seeking professional development that is offered by the district off and local colleges and universities. It is apparent that Burnett teachers truly care about their students and their academic success. I miss the Bear family greatly and wish them all the best in the years to come. Go Bears!
—Submitted by a teacher
My daughter just graduated from this school. She went here for 6, 7, & 8th grades. I thank this school for all their work with her and the help that was given to her. At her last school she was not getting passing grades in several classes, after she started at Peter Burnett her grades rose, her confidence level rose and her self esteem shot up. THANK YOU PETER BURNETT!
—Submitted by a parent
Burnett has made radical changes in the last 5 years. The administration, teachers and students have respect for their campus, community and each other. There is a strong focus on academics and student success. There is also a great after-school program and sports league that is FREE to students. ....Take a tour of the school and see what Burnett is all about!! -Former Staff Member
This school is a great school for everyone. We like this school because the teachers and staff are really nice and they love teach us and help us succed in the goals we all have. It is a great school because there are alot of extra curricular activities snd there are many great classes you can take. For me it is a great school better then elementary school! ~brittni and breana vargas~ go bears! almost 7th grader @ burnett an almost 8th grader @ burnett
—Submitted by BRITTNI VARGAS, a student
This school has been fighting a bad reputation for years. However in the past few years, it has been physically cleaned up as well as academically cleaned up. The staff is extremely dedicated to seeing their students succeed. Although the parents of these students may not have resources to help their children, the staff makes up for it. There is so much staff collaboration, training, and additional resources given to this school. If you question this school, go on a tour~you'll be amazed. Everyone is helpful, kind, and dedicated to being the best despite socioeconomic disadvantages.
—Submitted by anonymous, a teacher
I feel that this particular school needs a lot of help, not from the staff and teachers but from the parents of the children who attended there, they need to become more involved and aware of what their children are doing and learning, so they can help them become more involved and responsible in school matters, the children at burnett needs lots of help with all subjects. And behavior too, the enviroment there is very disrespectful and violent. Children need to feel safe when going to school.
—Submitted by a parent
My daughter attended last year and we actually moved her to a new school in order to put her into a better environment. I hope that parents in this community lobby for better care of this school
—Submitted by krystal nhuber, 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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
263 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
275 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
262 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 37% |
| Females | 46% |
| Males | 31% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 8% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 32% |
| Females | 40% |
| Males | 26% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 9% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 95% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 45% |
| Males | 47% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 15% |
| Students with no reported disability | 48% |
| English learner | 12% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 29% |
| Females | 24% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 7% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 37% |
| Females | 36% |
| Males | 38% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 39% |
| Students with disability | 33% |
| Students with no reported disability | 37% |
| English learner | 25% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 43% |
| All Students | 45% |
| Females | 49% |
| Males | 41% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 58% |
| Students with disability | 15% |
| Students with no reported disability | 46% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 48% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 53% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 36% |
| Students with no reported disability | 42% |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | 46% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 32% |
| Males | 36% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 59% |
| Students with disability | 7% |
| Students with no reported disability | 36% |
| English learner | 5% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 37% |
| All Students | 54% |
| Females | 52% |
| Males | 56% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 69% |
| Students with disability | 25% |
| Students with no reported disability | 55% |
| English learner | 29% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 58% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 82% | 49% | ||
| White | 7% | 28% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 38% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 85% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 87% | N/A | 96% |
| Emergency credential or waiver | 9% | N/A | 2% |
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850 North Second Street
San Jose,
CA 95112
Website: Click here
Phone: (408) 535-6267
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