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Teacher quality
Principal leadership
Parent involvement
If you get more difficult classes you will find some really fantastic teachers, like all schools there are those teachers that are just bad but I feel like the majority care about learning and are quite good at teaching. underfunded school though
—Submitted by a student
i absolutely love Leland! the teachers are hard but that's whats good. they push you in a good way. it is just so much fun! there are cliques but very little.
—Submitted by a student
Both my daughter and son graduated from this school. Though they weren't hrilled with all of their teachers, there are some very good ones. You can send your childeren to this school just for their speech and debate program (#1 in the country). It moulded them into fine young adults building self-confidence and prepared them for their adult lives. Just as any other high achieving school it is pretty competitive but is well balanced compared to other comparable Bay area schools.
—Submitted by a parent
I wouldn't trade my high school experience at Leland for anything. They have the number one speech and debate team in the nation, and a thriving, diverse student body who is equipped for success. The drive that I've found here in the students have inspired me so much; there have been at least six people in the Class of '11 admitted into Ivy League schools, if that's any way to measure motivation. The teachers might not be great and the administration isn't the most helpful bunch of people, but I'd say that's life; high school is where teens learn to stop being coddled and grow up - to figure out their own direction in life and pursue it.
—Submitted by a student
If you have a very smart child and you want him to feel like a failure, then put your child in this school. The teachers are just there to make student's life miserable. If your child is a big kissup, then he/ she will be very successful here. The bottom line is that the teachers are incompatible, mean and unfair. Please don't waste your money on a million dollar house here. Its just not worth it. I pulled my child out in the middle because my extremely intelligent child felt like stupid here. He is a straight A student in another high school.
—Submitted by a parent
The teachers at this school don't care about giving the kids an education, math teachers copy examples directly from the book and then get them wrong. English and history teachers give out busy work that is simplistic in nature but very tedious. The administration is an even bigger joke and instead of buying badly needed books they choose to spend their budget on landscaping for the school that didnt make it look any better. Not to mention the purple "thing" they have in the quad. They are always trying to give parents and students the run around, telling them to go from one to the other, and to top it all off they are constantly messing up students transcripts including some students who will not be graduating on time as a result.
—Submitted by a student
Awful school. It is overrun by Asians and Indians who constantly get A's. They complain when they get their A-'s and the teachers have to use higher standards than other schools like Pioneer just because of how many geniuses there are at Leland. The sad part is that if you are an average student, Leland will be hell for you. The students there are rude and racist. The smartest students refuse to help other students and Leland is not for the average student who wants to have a good high school career. it is a school for bookworms and kids with no lives but studying.
—Submitted by a student
I hate this school (except for Media Arts [video production], art, and Leland Plus [not actually the same school, but still on campus and is associated with Leland, of course). The teachers have been told to not stop and help kids who need extra help, and only help the kids who are already academically gifted... NOT FAIR! I have had a few WONDERFUL teachers (Ms. O'Shea, Mr. Schwab, Mrs. Gillingham, Ms. Kat, Mr. Barros) there who have not used that method, but they are mostly busy dealing with kids who are upset over getting a 98% (no lie). Most students at Leland are racist, homophobic, and anti-social. Leland may look good because of its API ranking, which is high, but keep in mind that it mostly consists of Asian/East Indian/foreign exchanged, academically advanced students. The average student has a very hard time and very little help.
—Submitted by a student
The teachers at leland high are great.The help that i recieve is REALLY HELPFULL.! The teachers there may be tough,but for really good reasons. TO GET YOUR EDUCATION THE RIGHT WAY!! all you parents need to step back and think before you speak.!! LELAND HIGH IS A GREAT SCHOOL :]
—Submitted by a student
The staff at Leland just don't care about the kids that are 'struggling' ! No child left behind is a joke!
—Submitted by a parent
For all you gripers about Leland, no, it's not a Utopian high school, with the perfect teachers, students & staff. But I would argue the same for many schools. Leland will well prepare students for college and the current work place, especially in the SF Bay area, where diversity in the work place rule. My daughter is a bi-racial sophomore at the school and will take advantage of it's academic rigors, while enjoying sports and social activities. She complains like a lot of teenage girls about her homework load, but I refuse to blame the school for her circumstances. Furthermore, about cliques, when your student finds a school without them, let me know.
—Submitted by a parent
The teachers here at Leland don't help. They give you the work and you need to learn it yourself. I am a senior and I can't wait to leave Leland. I learned a lot but not all the teacher helped me.
—Submitted by a student
If you have a child who is struggling with a class you will not get any support from the staff at Leland
—Submitted by a parent
I've been to 13 different schools in my lifetime. I had the displeasure of being a student here my freshman and sophomore years and I can say, without hesitation, Leland is the worst school I've ever studied in. The AP kids are way too focused on academics - all they do at lunch is moan about how their 92% test score isn't good enough. And while this mindset is good for getting into college, it's not healthy for the real world where street smarts and social skills rule. The teachers are incompetent - they all impressive academic credentials but don't know how to TEACH. None of the staff here enjoy their time; pick up the phone, call the school and you'll easily notice the foul mood. I'm not a whining - I'm just objectively comparing the school to the others I've attended.
—Submitted by a student
Since the beginning of the 2008-2009 school year, both the administration and the students are finding ways to improve school spirit. Most of the teachers are not fantastic, and some make you wonder if they even know anything about the subject they are teaching. However, there are teachers who demand excellence and creative thinking and do a great job of expanding our knowledge without making it tedious. The speech and debate team is one of the best in the country not because there are so many members, but because we have wonderful coaches who constantly give us constructive criticism and encouragement. The music department is headed by a music director that has taken his choirs, orchestra, and band to CMEA's and competitions in Anaheim, and brought back many awards. Leland has definitely improved since last year.
—Submitted by a student
Very disorganized, they will only tell you information if you ask for it. Otherwise, you know nothing.
—Submitted by a parent
administrators have little respect and teachers provide negative comments for students.
—Submitted by a parent
Okay, so this is my sophmore year at this place. Let me just be straight forward, and not beat around the bush... it sucks. This is the worst school ever. We have no school spirit, all the 'smart' kids are only smart cause they want to get the answers, but they truely don't know what it means. Kids here are not taught to learn, or have fun learning, but get the right answer. That's all that matters in this school. Teachers only care about how many answers the kids get right, not how much they learn, or even understand for that matter. It has rich, white kids, who are cliquish and discriminate against the asians, who discriminate against the rich, white kids. I'm not 'rich,' but I am white, and I have experienced first hand, the discrimination of being white. Anyway, I only get 150 words, so take this to heart.
—Submitted by a student
I'm a recent alum who sees Leland more positively having left it. In the advanced classes especially, the pressure to be the best was evident and often indirectly due to the parents - but truthfully, the levels of competition were extremely similar in other highly-ranked South Bay schools. For a public school, Leland has top-tier academics for those who can handle it. I felt that AP/honors teachers were much more involved in students' success. There was a discrepancy between the motivated and unmotivated, and the corresponding courses and instructors reflected that. Sports, music, arts, and government are existent but not prominent; the pride and joy is the speech and debate team. School spirit is horrible, partly because the admin is very strict and uninterested, concerned more with test scores and reputation.
—Submitted by a student
I am a student at the school in my sophmore year. I came to this school after going to 2 different schools for my freshman year so I have something to compare to. The school is great if your student is above average and very motivated to learn. But if your student struggles and gets destracted easily they will be left behind. The teachers are only good if they are new to teaching and are waiting for thier tenure. The administration only pays attention to the rich kids who have parents that contribute to the school. Lastly the students are the most cliquey I have ever seen in my life. Usually Ive been able to make friends at my new schools easily but here at Leland it took forever! Noone is friendly to outsiders, usually because theyve had thier friends all thier lives. I would never send my future kids here!
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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 Algebra I was 25% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
289 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 13% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
456 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
456 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
461 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 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
418 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
265 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
420 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 49% |
| Females | 53% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| 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) | 51% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 54% |
| Students with disability | 27% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 95% |
| Males | 95% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 74% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 78% |
| Students with disability | 29% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 88% |
| Females | 91% |
| Males | 85% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 90% |
| Students with disability | 60% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 64% |
| All Students | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 84% |
| Females | 83% |
| Males | 84% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 |
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 | 8% |
| Females | 17% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| 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 | 64% |
| Females | 64% |
| Males | 66% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| 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 | 64% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 52% |
| Males | 60% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 45% |
| All Students | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 80% |
| Females | 81% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 82% |
| Students with disability | 27% |
| Students with no reported disability | 81% |
| English learner | 8% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 65% |
| All Students | 38% |
| Females | 41% |
| Males | 37% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 91% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 82% |
| Students with disability | 45% |
| Students with no reported disability | 81% |
| English learner | 8% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 61% |
| All Students | 76% |
| Females | 73% |
| Males | 78% |
| African American | n/a |
| Asian | 90% |
| 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) | 73% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 78% |
| Students with disability | 20% |
| Students with no reported disability | 78% |
| English learner | 23% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 55% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 17% |
| Females | 16% |
| Males | 20% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 22% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 80% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 48% |
| Males | 51% |
| African American | n/a |
| Asian | 71% |
| 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) | 37% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| 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 | 48% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 84% |
| Females | 88% |
| Males | 82% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| 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 | 44% |
| Non-economically disadvantaged | 88% |
| Students with disability | 46% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 77% |
| All Students | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 | 87% |
| Females | 86% |
| Males | 86% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 83% |
| All Students | 89% |
| Females | 83% |
| Males | 92% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 74% |
| Males | 82% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 81% |
| Students with disability | 53% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 64% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| 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 - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
468 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
458 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 98% |
| Males | 93% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 96% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 90% |
| Students with disability | 52% |
| Tested with modifications | n/a |
| English learner | 47% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 97% |
| Females | 98% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 100% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 84% |
| Students with disability | 63% |
| Tested with modifications | n/a |
| English learner | 80% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
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 9
Grade 10
Grade 11
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 | ||
|---|---|---|---|---|
| White | 43% | 28% | ||
| Asian | 41% | 8% | ||
| Hispanic or Latino | 13% | 49% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 11% | N/A | 2% |
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6677 Camden Avenue
San Jose,
CA 95120
Website: Click here
Phone: (408) 535-6290
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