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GreatSchools Rating

Carlton Elementary School

Public | K-5

 
 

Living in San Jose

Situated in an urban neighborhood. The median home value is $555,800. The average monthly rent for a 2 bedroom apartment is $1,610.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 7 ratings
2012:
Based on 8 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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36 reviews of this school


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Posted March 14, 2014

I've been quite pleased with the quality of the teachers and overall leadership of the school. I have noticed a disconnected in the principal leadership as others have suggested. But what I see as a bigger problem is some very disconnected parenting. People are busy and have jobs, they need to in order to stay in this area, but only a small percentage of parents actually volunteer and contribute to the school. The vast majority rarely set foot on school grounds, dropping their kids at the curb as they race off, ignoring the right turn only sign on the way out as they turn left. While probably not an isolation, the sheer volume of necessary daily goods stacked on the lost and found cart is a sign that some parents just don't care. That worries me. I've also found that while its wonderful that a lot of parents grew up in this area and are long-time friends, there is certainly an atmosphere of exclusivity that wrongly alienates a lot of good people. This cliquey behavior sets a bad precedent for the children who otherwise have no concept of class and superiority. Overall, the locals could be more welcoming to newcomers in the community and all parents could be more involved.
—Submitted by a parent


Posted November 8, 2013

This is an amazing school. I attended a principal coffee today and it was informative and well organized. The focus was on Common Core standards and there is a clear plan in place in terms of teacher training at the school site. In addition there are great programs and a friendly climate.
—Submitted by a parent


Posted September 2, 2013

I have been a part of this school community for almost 5 years. We value the experience that our children are receiving at Carlton. The teachers, principal and office staff are completely approachable and truly care about our children's well being and academic success.. Carlton also has a wonderful community. Parent volunteers spend hours at the school to help enrich Carlton's programs. I cannot say enough about our experience at Carlton so far. We could not be more pleased.
—Submitted by a parent


Posted May 27, 2013

This is the second school which my son has been in (after a move from Campbell) and I am extremely pleased. I cannot say enough good things, from the outstanding teachers to the great administration. My son has never done better, nor liked school so much as he does now. The administration seems to be very progressive in their methods with high focus on results. I would recommend this school to any who are sincerely interested in their children receiving the best possible education and development.
—Submitted by a parent


Posted May 20, 2013

I have been an involved parent at Carlton for 7 years now. I have also taught elementary school for over 16 years. Yes, our school has a newer principal with a different leadership style. In my 16 years of education I have had 5 principals. Each one of them brought something new to our school. It is sometimes hard for parents and teachers to adjust to the changes and it takes time to be open minded about the new ideas. I believe Carlton still has a tremendous staff that is being led by a good leader. When I have had a concern or an opinion, I have always felt I could express these feeling to the principal. In the end, I am pleased that my children are learning, happy and have had wonderful teachers.
—Submitted by a parent


Posted May 17, 2013

I must totally agree with the previous reviewer regarding the new principal. I'd like to see the district solicit in-depth feedback from parents and teachers, and take necessary action before the wonderful culture and quality of this school is lost.
—Submitted by a parent


Posted May 16, 2013

It's important to remember that Carlton Avenue school has been under new leadership since August 2011. The school has an actively involved parent community. Most teachers are top-notch. So the very good test scores and other positive attributes of the school mostly reflect legacy programs and leadership, and not the current reigning leader. I would like to see the Union School district solicit in-depth feedback from parents and teachers specifically regarding the current leadership at Carlton Avenue School. It has been two years in this top-level role. Word around the community and from our family's personal experience suggests that the current leadership is failing; it seems essential to investigate further and see where there is room for improvement. The general district survey does not allow for comments and does not get specific enough to provide the district with any helpful insight. On a side note, there are bright spots: The ever-smiling and helpful front office administrative assistant and the PE coach are two wonderful and caring individuals.
—Submitted by a parent


Posted May 3, 2013

The community is great and the school works well for most students. I have noticed that students that are below grade level receive extra help and students that are above grade level are pushed. However there are many students that are just average and trying to get extra help for a student that is average or struggling in one subject is impossible. The teachers focus on that they are meeting the academic level, but I believe we should be helping these kids achieve as well. If you have a student that behaves well and gets okay grades the school lets them be mediocre.
—Submitted by a parent


Posted September 17, 2012

Although we enrolled in 4th grade, we were thrilled with the superb educational opportunities from this, our local public, school. The teachers were far more educated about teaching the whole child. My "out of the box" son is appreciated instead of benched every day. The administration is unified and consistent. All staff is great at communication. Our previous private school could not and would not provide advanced curriculum and Carlton had many programs already in place. I wish my daughter had benefitted from this school. In addition to the staff, the parents and school community is welcoming and full of parent involvement. Carlton is a fantastic educational community!
—Submitted by a parent


Posted September 7, 2012

My children attended Carlton from Kinder through 5. They, and I, LOVED their experience there! Carlton, and the Principal, foster a safe, nurturing environment where all students are encouraged to grow to their full potential. My son is well above grade level in all subjects but was offered many advanced and excelerated options so was never bored. The school is a 'Bully Free Zone' and takes that very seriously with Monthly Anti-Bullying classes for each grade level as well as lots of playground supervision. There is tutoring in Math and Reading in all grades as well as before school help for those that are below grade level. I am shocked that anyone would rate Carlton anything less than "Excellent" and can only assume that there was some extreme situation with their child that they didn't like but I never once had any of my questions or concerns disregarded by teachers, staff or the Principal.
—Submitted by a parent


Posted September 6, 2012

Carlton is a great school with a caring community. The teachers are dedicated and very involved with their students. The new principal is hands on and has maintained excellent programs and implemented many new ones.
—Submitted by a teacher


Posted August 12, 2012

I used to work here. The teachers were excellent, the leadership was perfect, the parents helpful, secretary couldn't have been better, students were fantastic...great people all around. Wonderful community.
—Submitted by a teacher


Posted June 21, 2012

I agree with the other reviewer that "bright students are being pushed to conform" and would apply that especially to active young boys. I saw bright, intelligent, creative, imaginative boys being put on behavior improvement plans (w/entire days spent in the principal's office); one day those boys will shine in ways that aren't yet appreciated.
—Submitted by a parent


Posted June 14, 2012

Excellent community support,dedicated teachers, and an accessible principal. We are very happy with the level of support and great programs this school provides. The new principal takes the time to create solutions and strategies to help struggling students and the office staff is friendly. Great school.
—Submitted by a parent


Posted June 9, 2012

The new principal has a strict "don't bother me" policy. The teachers and students are being bullied behind the scenes and the principal has little to no respect for either. Students with learning differences are being pushed to change schools and bright students are being pushed to conform. Minorities now receive even less respect than they did before and, what was a fairly decent school for those who followed the straight and narrow, "normal" path is now becoming a progressively difficult place to function as a human being who occasionally makes mistakes.
—Submitted by a parent


Posted January 16, 2012

The success of this school is attributed to both the teachers, parents and staff who have developed a system that focuses on tapping into a child's motivation to achieve. The one major fund-raising event organized by the Home and School Club is such that is able to provide for other school programs (i.e. Music, Reading, Physical Education) that have been cut due to budgetary constraints. The tight-knit community at this school fosters and encourages involvement without the social pressure. There is a good mix of ethnic diversity at this school and the children learn anti-bullying skills that prepare them for middle school. Also, the STAR Testing scores are in the mid 900s!
—Submitted by a parent


Posted October 5, 2011

The teachers are very dedicated and talented. They strive to bring out the best in each student. This opinion is based on 4 years experience as a parent of a Carlton student. Being a former high school teacher, I know that it can be a challenge to motivate students since each student has their own interests, talents and learning modalities, for example. Carlton has a new principal this year (2011) and I have not had enough interaction with her to rate her leadership at this time.
—Submitted by a parent


Posted October 11, 2010

My oldest is only in first grade, but I have been favorably impressed with our experience at Carlton so far. There is a portion of the parents who are actively involved, and plenty of opportunity for others to become involved. The atmosphere on campus is safe, supportive, and encouraging. The teachers and staff do a great job of instilling a love of learning and encouraging students to participate thoroughly in their educational opportunities. We have considered private schools as well as moving to neighboring districts and have concluded that we can't do appreciably better.
—Submitted by a parent


Posted March 18, 2010

I have 2 kids attending Carlton and have been very pleased with the teachers as well as the academics. The teachers have really partnered with me if I have things I need to work on with my kids in very postive ways. I have sensed a general commodore amongst the staff as well as the teachers genuinely enjoying the kids and what they do. In addition I have been very impressed with parental involvement as well as it being a very welcoming place and easy to get connected.
—Submitted by a parent


Posted March 5, 2010

While I can't disagree with many of the comments below - I can say that the experience for my family has been different. It is difficult to say but I believe it is because we are not caucasian . The community as a whole is quite homogenous and not as open as you would expect - in the bay area. Attitudes of the parents range from indifference to un-inclusive towards the kids. The books in the classroom where race is the theme - have the tone of condescending superiority. Topics like civil rights are taught - from a very specific perspective. These things have the effect of alienating the children (those from a visible minority) and putting more of a divide where there shouldn't be. The teachers and the principal were uncomfortable to discuss this and did not want to take any steps to improve the situation.
—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

934

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

934

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

+3

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)

10 / 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)

5 / 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.

116 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
88%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

116 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
80%

2011

 
 
97%

2010

 
 
86%
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

 
 
71%

2012

 
 
78%

2011

 
 
82%

2010

 
 
78%
Math

The state average for Math was 66% in 2013.

100 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
93%

2010

 
 
93%
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

 
 
89%

2012

 
 
87%

2011

 
 
89%

2010

 
 
93%
Math

The state average for Math was 72% in 2013.

99 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%

2011

 
 
88%

2010

 
 
93%
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.

95 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
89%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
79%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

94 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%

2011

 
 
91%

2010

 
 
82%
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 Students81%
Females80%
Males82%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged38%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability81%
English learner77%
Fluent-English proficient and English only82%
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)61%
Parent education - college graduate77%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students84%
Females88%
Males80%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged46%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learner91%
Fluent-English proficient and English only82%
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)56%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students71%
Females85%
Males61%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only76%
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 graduate71%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students90%
Females90%
Males90%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
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)82%
Parent education - college graduate91%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students89%
Females93%
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students89%
Females89%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students86%
Females89%
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
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)69%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students91%
Females91%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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)92%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Science

All Students91%
Females88%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
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)92%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

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
White 59% 26%
Hispanic 17% 52%
Asian or Asian/Pacific Islander 15% 11%
Two or more races 8% 3%
Black 1% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 10%N/A55%
Source: NCES, 2011-2012

Teacher experience

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

This school has not yet provided program information.


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2421 Carlton Avenue
San Jose, CA 95124
Website: Click here
Phone: (408) 356-1141

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