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GreatSchools Rating

Don Callejon School

Public | K-8 | 832 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 4 ratings
2012:
Based on 13 ratings
2011:
Based on 2 ratings
2010:
Based on 70 ratings

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352 reviews of this school


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Posted April 2, 2013

Thinking that many of these negative comments were submitted by parents who were bumped out of the boundaries. We have had a great experience in both elementary and middle schools. Teachers are excellent.
—Submitted by a parent


Posted March 5, 2013

Okay school. The facilities are good, but bullying is a problem here and needs to be prevented.


Posted January 30, 2013

After thirty years of teaching experience, I'm glad that I landed at Don Callejon! This K-12 school is a real community with teachers and staff at all levels working together to ensure the best possible education for a diverse group of students. Many of the upper and lower grades form partnerships work together four or five times a year. Administration strives to create positive atmosphere where both safety and success are emphasized. Teachers make themselves available to help students during lunches and after school. We provide enrichment with leadership, yearbook, orchestra, drama club, Odyssey of the Mind, Spanish, karate, Chess Club, and Reading Circles. Children at Callejon also benefit from having a very active parent and community support group that pays for such things as arts education, field trips, software licensing, video licensing, technology for the classrooms, and extra staff to monitor recess play. I am very proud to wear my Callejon Cubs staff t-shirt!
—Submitted by a teacher


Posted January 29, 2013

Don Callejon is far from Perfect. The Elementary classes are pretty good, on par with other Santa Clara elementary schools. (Which are all pretty good) However, the big downside to this school are the middle school grades. Students are disrespectful, and many of the teachers don't seem to care. Issues of bullying are ignored by the administrative staff which seems to lack the courage to do what needs to be done. If you have a choice in Middle Schools, I suggest you look to Buchser. (Cabrillo and Peterson are also better alternatives.) Please note, I have experience working at each of these schools.
—Submitted by a teacher


Posted November 14, 2012

Wow! The only thing my parents deprived me of by taking me out of this horrible middle school is bullying, humiliation and not learning anything. Going to the new charter is the best thing they have ever done for me. I have fun and look forward to going to school now. I also am actually being taught something now. Callejon teachers are fine but they waste half of the day dealing with students who do not care about learning or behaving. I fit in at Magnolia and do not have to worry about bullying, drugs and inappropriate behavior. I guess I am deprived not learning about those things instead of what I should be learning at school. This is part of the problem at callejon a few kids are treated better than the rest because of who their parents are. Even us kids know it. So I apologize for my parents not making you happy and thinking about my education and safety instead of you and your child. Because this is what we are suppose to do at Callejon, make things more comfortable for Rivermark children at every other students expense.


Posted November 14, 2012

I agree with much of what has been said about the negatives about the school. For those parents who have stayed in middle school, I can only ask that you really look at it objectively instead of saying it subjectively that the middle school will get better and the truth is that it won't. Standards have dropped shockingly from their elementary levels, look at the API scores and star test scores for those level and you can see it there. It is unfortunate but the comments about favoritism is shockingly ttrue where administration and teachers do not take actions against certain parents and certain parents are chummy with parents because that puts any teacher in a tough position when they have to chastise or punish those parents' kids.
—Submitted by a parent


Posted November 2, 2012

This school started off on a great note with parent & community enthusiasm to build a great K-8. However, somehow over the last year or so its lost the vision to arrogance, cliques and head-in-the-sand mentality. The teachers threw up their hands with additional kids in the classes due to budget cuts and make this an excuse for doing the bare minimum. The Principal & staff have a "take-it-or-leave-it" stance to feedback growing out of the boundary war which led them to believe they were the only good school in Santa Clara. Now that most of the involved parents & high performing kids are leaving for Magnolia Charter, they hopefully will wake up & smell the coffee. A lot of bullying by kids and also by a small coterie of "insider parents" make this school a hotbed of politics and the very antithesis of a community building school that traditional public schools have been.
—Submitted by a parent


Posted October 27, 2012

It's a great school.Our experience with this school has been very fulfilling.The teachers are great and take a lot of pain and effort for the intellectual development of the kids .My child looks forward to going to school everyday and is full of praises about interesting things they do in school everyday.
—Submitted by a parent


Posted October 26, 2012

This school is not by any means ideal. The school is too open. Any random people can walk around. Teachers .. well we've only seen the kindergarten .. horrible! We took are child out of that school QUICK
—Submitted by a parent


Posted October 4, 2012

I am a parent of a middle schooler, as well as a high schooler who attended middle school here. Callejon is a fabulous school with teachers and administrators who go out of their way to help students excel in both academic and extra curricular endeavors. The K-8 environment is excellent and allows middle schoolers to feel good about being a role model.
—Submitted by a parent


Posted October 1, 2012

This school has just gotten worse the last few years. Rezoning has done nothing but make it that way. The blatant favoritism for certain parents and students is stopping, and will continue to stop the school from reaching the possible potential it once had. Better to send your middle school child to Magnolia. This site might be new and shiny but it is broken and probably cannot be fixed until the district wakes up and makes major changes and makes it clear it is a public school and does not belong to a few individuals. But that will never happen, so this school will continue to decline. 30+ students in the course of 7 weeks leaving a middle school of only 370 makes it clear this school is broken and needs major fixing.
—Submitted by a parent


Posted September 26, 2012

If you only care about new building then you should send your child to this school, but if you really care about your child's future and his eduction then this school is not a good place for him. One evidence of the school standard and worst environment is that most parents of the 5th grade kids decided to move their kids out of this school and send them to nearby charter school. Even the former school PTA president move their kids to that charter school. Bullying issues are common place at this school.
—Submitted by a parent


Posted September 12, 2012

School run by a select group of parents. The same parents allowed to bully and talk bad about other parents in front of kids during school time without consequences. If you don't live at the correct address you and your child will be treated like you do not belong. It's why many are leaving and sending their children to the new charter school, where education and safety of the kids is important and not neighborhood boundaries or personal politics.
—Submitted by a parent


Posted May 5, 2012

Bad school ever this teachers didn't teach my son who is in 7th grade. Don't give homework and teacher. The whole middle school is a fail.
—Submitted by a parent


Posted May 4, 2012

I am a parent of a 1st grade student in this school. My son is much happier in this school than his previous private school. He is challenged in school on a regular basis. He is progressing extremely well in DCS. Parents who, also, live in the Rivermark Community that sends their kids to private schools should take a second look at this school.This school is doing lots of things to improve the quality of the education, re-zoning was a big part of it. Since the re-zoning grades K-5 is rated 10. In a short few years this school should be a 10 overall. The school is going through a filtering process. We have looked at schools in Cupertino, Palo Alto, which has great schools, DCS's quality of education is no different. Parents in Rivermark should take time to checkout the school yourselves, ask the teachers questions, ask the principle questions then compare with what you are currently getting in the private school. Bottom line, our son went to a private school and now he is in DCS with excellent progress. He is able to do more now than his previous classmates who is currently in the private school. The reviews about politics is silly, were you zoned out? Sorry?
—Submitted by a parent


Posted April 17, 2012

Beware, the drama and gossip. You should just ignore all the gossip and when one of your *********** comes to tell you a rumor, you should avoid making comments that the person can use to create drama. If you ignore or don't act upon the gossip, they will eventually get tired of spreading the gossip.


Posted January 15, 2012

I can say all the schools in CA is getting harder because of cut budgets. One teacher for 30 kids is just too many. No free school bus to the school and no teachers aid. The school asked parents to involve more to cover music, art and PE lessons. The facility is very nice though.
—Submitted by a parent


Posted October 20, 2011

I am a student at Don Callejon and I'd say that everything is good in Don Callejon. I think that the teaching there is great all the way up to the 5th grade, which I am in now. The middle school there isn't all that great, I think that middle school there isn't the best it can be, all the way. The elementary is great, and I've been through all of it. Though a few people don't like P.E, you still learn a lot of the physical activities, which is what P.E is for, don't you think. I gave this scool an average and not above because the elementary is up to standard, but I don't think that the middle school is. There is a spirit day every Friday, though, to indicate school spirit. I personally think that Don Callejon is a great school, and that all elementery should at least be that good, and that all middle schools should at least be like it, if not better. I guess it would be a standard in many cases. Any elementary/middle school can't be lower than that, or else it would be below standard, which means it is just not a very good school. If any elementary scool is above that, then it is a great school, and if any middle school is above it, then that middle school is just average/okay!!!


Posted October 14, 2011

This one of the better schools in SCUSD. There are good teachers, but working with constant budget cuts is very challenging. Lots of politics here within community members and related to boundaries, rezoning etc. Middle school has to improve a lot and many parents within the school boundary is opting for private when it comes to middle school. Hope it does better in future.


Posted December 13, 2010

The school has just gone through a rough period of time involving a reboundarying situation due to the overcrowding at this great school. The overcrowding came due to the great job everyone was doing - principal, teachers, students, parents and communities. It is understandable that parents are upset. This was a no-win situation for anyone. However, the school will continue to thrive and the school that will be impacted by the move will thrive too as a result of the great students and parents that will be moving over. It would be great if all the communities could come together to help in the transition and form some groups like Girls Scouts to keep friends in contact and keep the bonds that have formed. The kids will all be together in high school again and to keep them in touch with each other then will help them ease into high school too.
—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 2012.

This school's
API score

855

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

7 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

855

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
2011 to 2012

-3

Change from 2011 to 2012
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
(2011)

8 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

96 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
84%

2010

 
 
80%

2009

 
 
85%
Math

The state average for Math was 64% in 2012.

96 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
91%

2010

 
 
85%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

82 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
75%

2010

 
 
83%

2009

 
 
70%
Math

The state average for Math was 69% in 2012.

84 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
88%

2010

 
 
86%

2009

 
 
80%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

74 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
90%

2010

 
 
82%

2009

 
 
80%
Math

The state average for Math was 71% in 2012.

77 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
88%

2010

 
 
81%

2009

 
 
73%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

62 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
92%

2010

 
 
75%

2009

 
 
71%
Math

The state average for Math was 65% in 2012.

62 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
82%

2010

 
 
69%

2009

 
 
66%
Science

The state average for Science was 60% in 2012.

62 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
89%

2010

 
 
82%

2009

 
 
79%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

120 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
50%

2010

 
 
65%

2009

 
 
55%
Math

The state average for Math was 55% in 2012.

122 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
47%

2010

 
 
45%

2009

 
 
38%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

14 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
81%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

97 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
78%

2010

 
 
60%

2009

 
 
66%
Math

The state average for Math was 52% in 2012.

81 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
38%

2010

 
 
42%

2009

 
 
29%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

48 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
36%

2010

 
 
44%

2009

 
 
27%
English Language Arts

The state average for English Language Arts was 59% in 2012.

112 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
53%

2010

 
 
54%

2009

 
 
44%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

58 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
19%

2010

 
 
18%

2009

 
 
12%
Geometry

The state average for Geometry was 87% in 2012.

16 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
100%

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

126 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
50%

2010

 
 
42%

2009

 
 
31%
Science

The state average for Science was 66% in 2012.

110 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
53%

2010

 
 
59%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students87%
Females86%
Males87%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability87%
English learner88%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students91%
Females94%
Males89%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability92%
English learner92%
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)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students83%
Females84%
Males81%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged54%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learner57%
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)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students89%
Females91%
Males87%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged71%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learner76%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students94%
Females100%
Males89%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged79%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability95%
English learner84%
Fluent-English proficient and English only98%
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)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students86%
Females92%
Males80%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged63%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability88%
English learner70%
Fluent-English proficient and English only91%
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)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students89%
Females87%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only94%
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)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males90%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only92%
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)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students87%
Females87%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only94%
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)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students62%
Females59%
Males65%
African Americann/a
Asian88%
Filipino75%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged44%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability64%
English learner26%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate31%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)64%
Parent education - college graduate78%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students45%
Females48%
Males42%
African Americann/a
Asian82%
Filipino58%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged25%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability46%
English learner17%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate8%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)43%
Parent education - college graduate69%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students93%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students54%
Females51%
Males57%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged74%
Students with disability54%
Students with no reported disability54%
English learner11%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)46%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students30%
Females28%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability30%
English learner16%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students29%
Females25%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students64%
Females65%
Males62%
African American36%
Asian100%
Filipino73%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged53%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability65%
English learner29%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)65%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students11%
Females14%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged8%
Students with disability6%
Students with no reported disability12%
English learner6%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students63%
Females64%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with no reported disability63%
Fluent-English proficient and English only60%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students49%
Females50%
Males48%
African American23%
Asian89%
Filipino50%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged37%
Non-economically disadvantaged73%
Students with disability15%
Students with no reported disability56%
English learner10%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate21%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)52%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females56%
Males57%
African Americann/a
Asian94%
Filipino73%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged43%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability57%
English learner31%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate27%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)52%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Asian 38% 8%
Hispanic or Latino 22% 49%
White 14% 28%
Multiple or No Response 10% 3%
African American 8% 7%
Filipino 7% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 139%N/A24%
Students eligible for free or reduced-price lunch program 236%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 5N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 3%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

4176 Lick Mill Boulevard
Santa Clara, CA 95054
Website: Click here
Phone: (408) 423-3300

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