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Teacher quality
Principal leadership
Parent involvement
Buchser is an amazing school. I whole heartedly disagree with the previous review. The administration supports a safe learning environment and are all very professional. The staff works hard for the students and treat each child as an individual. If you walk onto campus you can feel the sense of pride from both teachers and students. The culture is one every parent would want for their child. I am a parent who is also in education. I have been involved with a lot of school. This school is special. There is a true sense of community and I feel lucky to be a part of it.
—Submitted by a parent
The principal Mr.Eaton has poor leadership skills and the vice principal is very rough and unprofessional.The teachers don't care about students that fall behind and are not held accountable.They don't reach out to the student or parent to support the child.The worst school my children every attended we have moved around a lot and without a dough the WORST school my children have attended. If I could give a zero star I would.
—Submitted by a parent
Buchser is the best school in the Santa Clara Unified School District. Having worked at each of the district's middle schools, I can honestly say that this middle school has the best teachers, staff, and students. They take issues of bullying and good citizenship seriously, and that reflects in student performance.
—Submitted by a teacher
I had a great experience at Buchser. The past three years were quite great. The band teacher taught me how to play a flute within a week, and last year, for my 8th grade year, I was in advanced band. It really was a pleasure to work with the band teacher. The choir and orchestra teacher is quite mean, though. I had nothing but good teachers all three years. A few really stood out to me. I am beyond happy I went to this school. There is a bit of a problem with bullying, but the VP is SUPER strict, and can take care of it within 24 hours. The lunches are okay. I heard they closed down the snack bar, though. What gives! They had decent cookies! The water bottle machines are faulty. DO NOT USE THEM. They can and will eat your $1.25. The place really needs a big face-lift. The bathrooms are unsanitary, and full of graffiti. Except for the bathrooms in the science wing, they are all the same bathrooms from when the school opened, back then. They are disgusting. Some stalls don't even have locks! But, even through that, I made a few excellent friends, and the teachers really know what they were doing. THANK YOU BUCHSER!
The teachers are fine. What suffers at this school is the leadership. The Principal, Mr. Eaton is both ineffective and not polished with his communications to the parents. This is the last year my daughter will be attending Buchser. No lockers for students this year and there was no prior notice and no rolling backpacks are allowed. The kids have to carry their lunch, supplies, binders and PE clothes and shoes. The Walk-a-thon email went out the night before the event and asked for $50/student! The head of the PTA has no issue pursuing parents (at student registration!) who decline PTA membership due to financial hardship. The leadership lacks organization and professionalism. The Principal and President and VP of the PTA are positions needing new leadership.
—Submitted by a parent
Overall I have been very pleased with the leadership at this school. The administration work to create a safe and inviting atmosphere for the students. Special reading and math programs have been developed for underachieving students and every effort is made to reach parents in their home language. Those students doing well academically are offered higher level math classes. Clubs offered to students include a girls program designed to expose students to higher education and various careers in the sciences and math.
—Submitted by a parent
This is an updated review, as I cannot figure out how to edit the other. If you find the error, you'll get a good laugh for the day. We have lived all over the US, attending a dozen+ schools, and Buchser was the most uncomfortable experience we've had. The orchestra program is underdeveloped. The band program is excellent only because non students are brought in to make them sound better. Teacher-Parent connections are weak, concerns are brushed under the rug, and though my students were not seriously bullied, one was highly criticized for declining to become involved in a same gender relationship.
—Submitted by Christie Allred, a parent
Buchser is a great middle school with caring teachers and a principal that listens. The school provides BBQ's, teacher verses students in sports and everyone has a blast. We are on our third child there at Buchser and have enjoyed every year.
—Submitted by a parent
Buchser Middle School is overall nice. The vice principal and principal seem kinda rough but it only because they want a safe and clean campus. There are som bullying problems but the vice principal is VERY strict on bullying others. The P.E. system is fine. The Music program is the best. Thee won dozens of award and seems like almost half of the student play in the band. The teachers are very supportive and caring now. The counciling office people are kind. All it truly needs is a BIG face lift.
—Submitted by a student
this is a really good school, although not too nice looking, but they have the best music deparment and the best p.e. ever. lots of sports and activities. I love Buchser!
—Submitted by a student
Buchser Middle School is pretty cool. The people (students, staff, etc.) there are nice and the staff seem to care about the students. There have been some bullying problems,though, but usually the principal and vice principal take care of it. The education there is average. Actually, I heard that there were some students taking advanced math classes! The band is awesome too! They sound really good, and they've also won loads of awards from festivals. I'm really glad I went to Buchser.
—Submitted by a student
I had a pretty bad first year but i came in the middle of the year so i don't blame anyone. My secound yea so far is pretty awesome and i like it but i think the principle and vice princeple are way to strict and dont get to know the students. I feel the first year is harder trying to fit in but really trow down :D
—Submitted by a student
My twins had such a HORRIBLE year at Buchser that I am homeschooling them this year.I had NO help from teachers or the administration there to resolve any problem my kid had. A big one being all the bullying that goes on at that school !
—Submitted by a parent
Buchser has exceeded most if not all of my expectations. Caring staff, online grades and attendance are coming up for this next school year. Meeting the needs of such a diverse, rich group of students with so many more services than we were used to in our former private school, yes, private school. This school has it all going on!
—Submitted by a parent
As a student at Buchser, I feel that I am always able to get the help I need. My grades have been top notch after I began to go to the after school homework clubs where the teachers were able to help me with anything that I didn't understand. The teachers and staff are very friendly and helpful. A have had a very pleasant experience at Buchser.
—Submitted by a student
I am extemely disappointed with Buchser. My childs teachers display behavior that raises questions regarding their motivation for student learning. Examples include extremely late feedback on quizzes and exams and not clearly setting expectations for learning; not to mention belittling the students instead of supporting them. The teachers just don't seem to care if your child is doing well or not, and don't look to the principal!! Also, bullying is a big problem here. It's like a little school for juveniles. I moved here and paid the higher housing prices because I thought Santa Clara had good schools. Wow, am I ever disappointed in Buchser.
—Submitted by a parent
My child has done very well at this middle school. The transition was smooth and everyone of his teachers are readily available by phone or email. I have been able to have all my needs met and in turn able to get my son all of the support that is necessary for him to be successful. I believe that he is going to transition to 7th grade with ease. The school seems to run smoothly and we have never had any experiences with bullying.
—Submitted by a parent
Teachers seem not to care about students needing special help (my child has ADHD), administration doesn't follow up to respond to parent questions or complaints. Bullying and theft are chronic problems. I am not impressed by anything about this school.
—Submitted by a parent
We have been at Buchser for 5 years and I think it is a wonderful school. Every teacher my children have had has been attentive and caring. The staff is readily available to answer questions and help my children with any specific help they may need. I feel that they have adequately prepared my children for high school. The administrators (principal, vice principal and counselors) have been fabulous and are easy to talk to. The ladies in the office are wonderful and have always treated my kids as their own. All in all, I think Buchser is a great environment where children are treated respectfully and are taught to be kind, responsible, well rounded human beings.
—Submitted by a parent
Be preapred to wait at least 1 month to meet with teachers. Homework hotline has several discrepancies. The one thing you think should work- it doesn't. Teachers need to work on their messages. They are unclear, inconsistent and late. Think twice about Buchser- the worst experience for parent and child.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
297 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
254 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
306 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 72% |
| Males | 61% |
| African American | 64% |
| Asian | 68% |
| Filipino | 61% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 83% |
| Students with disability | 73% |
| Students with no reported disability | 65% |
| English learner | 16% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 61% |
| All Students | 53% |
| Females | 56% |
| Males | 51% |
| African American | 27% |
| Asian | 62% |
| Filipino | 55% |
| 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) | 76% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 68% |
| Students with disability | 52% |
| Students with no reported disability | 53% |
| English learner | 8% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 36% |
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 | 96% |
| Females | 91% |
| Males | 100% |
| 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 | 95% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 64% |
| Males | 60% |
| African American | 58% |
| Asian | 72% |
| Filipino | 69% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 71% |
| Students with disability | 55% |
| Students with no reported disability | 63% |
| English learner | 23% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 53% |
| All Students | 53% |
| Females | 53% |
| Males | 52% |
| African American | 45% |
| Asian | 67% |
| Filipino | 63% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 59% |
| Students with disability | 56% |
| Students with no reported disability | 52% |
| English learner | 28% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 33% |
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 | 72% |
| Females | 82% |
| Males | 63% |
| African American | n/a |
| Asian | 80% |
| Filipino | 64% |
| Hispanic or Latino | 65% |
| 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 | 62% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 69% |
| Males | 63% |
| African American | n/a |
| Asian | 83% |
| Filipino | 67% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 80% |
| Students with disability | 48% |
| Students with no reported disability | 68% |
| English learner | 20% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 44% |
| All Students | 41% |
| Females | 40% |
| Males | 44% |
| African American | n/a |
| Asian | 64% |
| Filipino | 69% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 51% |
| Students with disability | 23% |
| Students with no reported disability | 47% |
| English learner | 28% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 84% |
| 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 no reported disability | 85% |
| Fluent-English proficient and English only | 85% |
| Gifted and talented | 82% |
| 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 | 58% |
| Females | 56% |
| Males | 59% |
| African American | n/a |
| Asian | 83% |
| Filipino | 67% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 73% |
| Students with disability | 26% |
| Students with no reported disability | 64% |
| English learner | 11% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 44% |
| All Students | 70% |
| Females | 67% |
| Males | 75% |
| African American | n/a |
| Asian | 89% |
| Filipino | 81% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | 64% |
| Students with no reported disability | 71% |
| English learner | 28% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 56% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 38% | 51% | ||
| White | 29% | 27% | ||
| Asian | 23% | 11% | ||
| Black | 4% | 7% | ||
| Two or more races | 4% | 3% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 41% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |


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