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GreatSchools Rating

Marshall Lane Elementary School

Charter | K-5 | 592 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 4 ratings

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Parent involvement

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34 reviews of this school


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Posted January 17, 2014

Bullying is a biggest problem in school. Not sure if teachers/principal have a good handle on controlling the bullies.
—Submitted by a parent


Posted June 6, 2013

I have two kids at Marshall lane. My daughter 4th grade and my son 2nd grade. I agree with the rest of the people rating low on academics for this school. Not only that but also its a place for PTA cliques and moms who constantly hover over their kids to pick a fight with another mom. PTA members have their own life apart from the rest of the school. Their own parties, celebrations at each others homes!! But most important is that the school is geared toward funding and only cares about STAR testing. I like to move.
—Submitted by a parent


Posted October 24, 2011

I deeply regret choosing Marshall Lane for 5th grade. The used to have an excellent 5th grade teacher, but this year they chose to boot him down to the 3rd grade. So far this year there has been no homework with the exception of a tiny heritage report. The children are learning no history. Math is being taught at the 3rd grade level as they are still in review mode. There is no music and no art. My child is constantly being sent to PE, but is given zero challenging academics. The school is setting the kids up to fail in middle school.
—Submitted by a parent


Posted October 22, 2011

My son went to Marshall Lane K-4th but we chose Rolling Hills Middle School for 5th. We made the right choice. Rolling Hills offers band and several after school sports programs, gives regular homework and tests, & offers online Power School where you can see all grades on all tests and homework daily. Rolling Hills also offers several field trips to 5th graders. My son found 5th grade math too easy so Rolling Hills principal worked hard to get him into 6th grade PreAlgebra and it's a good fit for him. Marshall Lane has a caring, smart and diplomatic principal and fantastic community events run by the PTA volunteers and hard working teachers, but little focus on academics especially 3rd grade and higher.


Posted October 21, 2011

Marshall lane is a 5-star school for younger kids, K-3, because the staff is so warm and caring. However, for the older grades (4-5), the academics need to be more rigorous, and they are not. If possible, I would recommend parents choose a different school for older grades. (There is 1 teacher who challenged the kids academically, but he is inexplicably assigned to 3rd grade this year.) For instance, my daughter has math 4 times a week, with hardly any homework. However, she has P.E. 6 times a week. What the ??? The cluster math class does not work out very well either, because her math teacher is not her "regular" teacher. There is also little education outside of the STAR test topics. Hardly any art and no music at all. The younger kids have Music for Minors, which is singing, but at the 5th grade level, there is absolutely nothing. I have been extremely disappointed in the 5th grade program.
—Submitted by a parent


Posted August 29, 2011

ML is a typical public school, with its emphasis on maximizing STAR (standardized testing) scores. With a few exceptions, there is not much exposure to subjects like Social Studies, art, music, science, etc because proficiency in those subjects don't affect funding, and it seems that even the cursory attention paid to music/art has dwindled even more over the past couple of years. Because ML is a public school, the teachers generally cater to the lowest common denominator, which leaves the brighter kids bored. The school tried to fix this issue with differentiated math classes, but IMHO, with mixed results. Usually the assigned math teacher is not your child's regular teachers, so there is no accountability. There is very little homework assigned, and nobody checks it anyway. If your child has issues with math, then your regular teacher has no knowledge of it and therefore no advice during school conferences. You can try to schedule a conference with the assigned math teacher, but good luck with that. She is already overwhelmed with her "regular" kids. The education for the young grades is excellent, however, because of the very high parental involvement at that age
—Submitted by a parent


Posted March 17, 2010

My children have attended the school for years. I welcome the new principal, but withhold judgment. She has not been at the school a sufficient amount of time. I do believe that she is taking control of the school. Too long has there been a hands-off approach to the PTA and the staff. The new Principal has been assertive in making the lunch healthy and instituting playground restrictions of what otherwise might be child behavoir that risks injury to children. The academics are by and large above-average across for the country and for California this school is stellar far exceeding what is provided by most school districts. CUSD, on the other hand, is a problematic district with its strange politics and questionable decisions to build undesirable structures. I suspect that scrutiny is warranted to determine if an unnatural nexus between local contractors and the district exists.
—Submitted by a parent


Posted November 20, 2009

Although it took 10 weeks into the school year to get started, differentiated math for 3rd graders has started. Nice job teachers and volunteer parents and grandparents who are working hard on this. The problem was that the children were re-earning years of math and the ones who 'picked it up' the first time had to sit through the lesson again (and again, and again, and again). This went on for 2 months until some parents spoke up and math group clusters began. Next year, please start the differentiation after only one week of review so the kids who get it the first time don't have to waste away in class hearing lessons over and over. And kudos to the Grandpa in Mrs. Wright's class who is teaching my son differentiated math. He's not bored anymore.
—Submitted by a parent


Posted November 15, 2009

ML is an excellent elementary school! The quality of the teaching staff is outstanding. My child currently is in Ms. Jones's 3rd grade class. We feel very fortunate to have our child in her class as she offers such a creative and challenging experience each day in a stimulating and nurturing environment. ML now has a new principal who is engaging, very educated and is now offering excellent leadership for the school. I am sure my child would not have received a better education in any private school environment. There is very active parent participation both in the classroom environment and for school events.
—Submitted by a parent


Posted November 7, 2009

The Marshall Lane campus is beautiful and the office staff and teachers are caring & considerate. However, as a parent of a kindergartener we are not happy with the 6 hour long day with no rest period. This is too long! The kinders get dismissed only 6 minutes before the 4/5th graders. Kinders should get out long before the older classes & this would alleviate some of the parking chaos due to whole school exiting almost simultaneously. Staggered starts and dismissal times for the varying grades might alleviate the parking/safety chaos that exists. Plus, while this country's education has deteriorated to teaching for test scores rather than teaching appropriately, I dislike seeing kinders treated as mini-adults which they are not. Learning should be joyful and accomplished through fun & play and not through lectures and lessons more appropriate for older age groups.
—Submitted by a parent


Posted September 30, 2009

I agree that this school is going down. The good parent don't want to get involve to this school activity any more. It is too sad for the kids.
—Submitted by a parent


Posted September 28, 2009

My kid started kindergarten this year in sharon Hirsch's class, and so far it's been great! He is learning so much each day , it's amazing how much he's picked up in just a month and loves his teacher and going to school!
—Submitted by a parent


Posted September 2, 2009

Marshall Lane is a great school. The new principal is fabulous. She is very open and honest. Our test scores are going up and new programs are being added. This year every student will have art and music class. We have a strong parent organization that supports our school. There is a real family feel at this school. My children can't wait to go everyday.
—Submitted by a parent


Posted August 24, 2009

Marshall Lane is a school that is declining into mediocrity due to its current principal. The test scores have gone up but the environment for the students has gone way down. The programs that used to make the school great are being cut by the principal. The school in now a very good test-taking factory rather than an engaging educational environment for children. Many families who can afford to are now going to private school or moving out of the district. The families and many of the teachers who have been at the school a while are great but can't make up for the devastation being caused by the leadership. I would recommend either Forest Hill or Capri if you are locked into Campbell Union SD. Both of those schools have better principals, great staff, and offer a much more enriching education than Marshall Lane does right now.
—Submitted by a parent


Posted August 20, 2009

Marshall Lane is a conventional school that excels at being just slightly above average. The best aspect of the school is the PTA, which tries very hard to add enrichment. Academics are pounded into the kinders, who eat in an institutionalized setting at lunch and play on plastic grass at recess. There are few progressives at this school, but there are many dear families that make the experience friendly and memorable (which makes the experience more surreal).
—Submitted by a parent


Posted August 20, 2009

Excellent school! Great PTA. Acads focussed but not unnecsessarily over-competitive.
—Submitted by a parent


Posted May 15, 2009

It is a great school! We love it since we moved here last November. My 6 year old boy loves all sorts of activities at school!
—Submitted by a parent


Posted June 3, 2008

Marshal Lane is a great school. My children have been going to this school for many years (some still here, some have moved on) and we have always had positive experiences at this school. The Parent involvement is very high and can seem intimidating but once you get involved it has a very family feel. Mrs. Mund is an asset to the school and we will miss her greatly. Every part of the school rates an A !!! ( Wait...Hot lunches rate a C)
—Submitted by a parent


Posted June 24, 2007

Both of my sons attend(ed) this school, one of them mainstream and one in the special day class (latter has graduated). The special day class teachers and support staff are all amazing. However, the school staff and parental support of the special day class leaves something to be desired. These students are frequently left out of activities such as birthday lunches and music education. My other son's mainstream experience has been wonderful. His teacher has been very supportive and communicative, even being so progressive as to communicate by email when appropriate. The PTA at Marshall Lane is involved, bordering on fanatical. They do great things for the school. My biggest problem with Marshall Lane is the lack of communication from the principal. I have often not found out about suspensions, etc. until my son told me... And this is something that I should be told by administrative staff.
—Submitted by a parent


Posted June 12, 2007

ML has very good teachers. Teachers that instill leadership traits into children at young age. My son came from Challenger to Marshall Lane and we were impressed that how well rounded the ML approach to teaching it. Teachers make a huge difference here and someone is doing an excellent job in recruiting the best. Extra curricular activities such as Gardening, educational field trips give an added dimension to children's character. The level of Parent involvement in this school makes one go WOW! Parents help with in class presentations, P.E., fund raising for the school. I see children from this school being assets to the society in future, this is mainly due to Parents and Teachers. Keep up the good work parents and teachers at ML!
—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

945

Change from
2012 to 2013

-13

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 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

945

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

-13

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 2012 and Spring 2013. 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)

6 / 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.

114 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
91%

2011

 
 
85%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

114 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
89%

2010

 
 
96%
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.

115 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
84%

2010

 
 
82%
Math

The state average for Math was 66% in 2013.

117 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
92%

2010

 
 
80%
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.

107 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%

2011

 
 
88%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

108 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
89%

2011

 
 
89%

2010

 
 
89%
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.

60 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%

2011

 
 
90%

2010

 
 
94%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
91%

2011

 
 
89%

2010

 
 
95%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
87%

2010

 
 
96%
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 Students82%
Females85%
Males79%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged46%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learner78%
Fluent-English proficient and English only83%
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 graduate84%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students91%
Females92%
Males91%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged54%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability93%
English learner91%
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 graduate98%
Parent education - graduate school/post graduate96%
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 Students80%
Females81%
Males79%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability79%
English learner27%
Fluent-English proficient and English only85%
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)27%
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students93%
Females94%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learner73%
Fluent-English proficient and English only94%
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 graduate90%
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 Students92%
Females91%
Males92%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latinon/a
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
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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 graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students94%
Females89%
Males98%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
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)79%
Parent education - college graduate98%
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 Students89%
Females91%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
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 graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students87%
Females89%
Males85%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability88%
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)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students90%
Females94%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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 graduate92%
Parent education - graduate school/post graduate96%
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
White 54%
Asian 21%
Hispanic 9%
Two or more races 9%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 8%N/AN/A
English language learners 16%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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14114 Marilyn Lane
Saratoga, CA 95070
Website: Click here
Phone: (408) 364-4259

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