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GreatSchools Rating

Fremont High School

Public | 9-12 | 1984 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted July 14, 2014

I am a former Fremont student and I have to say that although Fremont may seem nice on the outside, it's terrible. My assistant principal was one of the rudest people I've ever met. My guidance counselor was clueless and apparently didn't understand the meaning of the word 'confidential'. All of the teachers are either dense or they're tearing out their hair in frustration. Most of the staff is solely focused on helping students whose first language isn't English, and it seems like even they can't even do that right. I couldn't get out of that school fast enough.
—Submitted by a student


Posted June 22, 2014

As a parent I am proud to say my son just graduated, class 2014! 4.0 student, a valedictorian , with three major scholarships! Like I said about four years ago, is up to the student and the help and love of the parent to encourage your child to do your best in school! In the end it pays off and can't say nothing else but thank you FHS for everything you guys did to push my son to become an even greater person!
—Submitted by a parent


Posted February 17, 2013

Fremont is an excellent school and by FAR has the friendliest and most down-to-earth people I have ever met. I am currently a senior and Fremont High school has, no doubt, changed me for the better. I feel like the vibes around Fremont are all friendly and has taught me (and other of my friends who've mentioned this as well) to become a better, more caring and friendly person. Fremont has great teachers, an amazing band program, and a good education. Classes are not as easy as what people think of it to be, they're actually very difficult (AP and honors). And Fremont high school has a bad reputation, but only people who attend Fremont will be the ones to rebuke the outside world and the rumors about this school. Yes, this school does have "bad" people (according to rumors) but what school doesn't? Every school has kids who do not try hard in school and cause trouble. Every school. But people need to know that Fremont's population is not the "bad" kids. I'd have to say, 99% of the kids are all extremely caring, outgoing, smart, talented, and friendly.
—Submitted by a student


Posted February 10, 2013

I'm currently a senior here and can honestly say that Fremont has a poor reputation for a reason. There is a lot of dangerous activity that takes place on campus that the staff doesn't bother to address. It doesn't always feel safe at school and most people don't seem to care. The teachers are very hit or miss but there are indeed some outstanding teachers who really care and understand the needs of their students.
—Submitted by a student


Posted June 1, 2012

Excellent school! My son is a straight A 9th grader and enjoys every moment. Having a diverse student body allows students who like to study to excel and get relatively high grades, which helps them get into better colleges. Ignore the average score this school gets. Statics can be deceiving. Focus instead on what's best for your child. Will they do well if most everybody else is better than them? Classes here are the same as the other FUHSD schools. My son particularly enjoys Java, math and band. Marching band is an amazing experience for the kids. The school community is strong and supporting and parent volunteers are always around.
—Submitted by a parent


Posted April 23, 2012

Fremont is a wonderful school!!! This is my 5th year as a parent of two students. They have both received an excellent education and had great extra curricular experiences. My eldest child is doing very well at an out of state university. My second child is thriving at Fremont and is on track to have many options when it comes time to start applying to colleges. The staff loves our kids. The whole music dept. is the best! I can't say enough about the marching band and how Mr. Kelly is an extra special man. The kids learn great time management, respect, discipline, responsibility and learn how to compete with grace. Parent involvement could be a lot better, but the parents that do volunteer are awesome! I wouldn't want my children to go anywhere else...truly.
—Submitted by a parent


Posted April 23, 2012

As a parent at Fremont since 2009, I have to agree with the student who posted before me in saying that Fremont is a wonderful school with caring staff, excellent extra curricular activities (my kids have been in the choir with the amazing Joe Howard who brings out the performer in every student and colorguard with the equally amazing Joe Kelly, who pushes kids to be their personal best. The administration is just as high level, with the Principal, Mr. Bryan Emmert, who is involved in every part of the school, including the sporting and extracurricular events. I have even seen him in the parking lot directing traffic and outside interacting with students and parents at many other events. And I can't leave out Mrs. Sue Larson, Mr. Emmert's Assistant, who welcomes students into her life and has a group of them gathered around her desk during lunchtime since they feel so comfortable around her. There's not much more I can say except that I am thrilled with the years that I have been an active parent at Fremont and encourage anyone who thinks that Fremont is not the best school ever to spend some time on campus or at extracurricular events to see the spirit that is Fremont.
—Submitted by a parent


Posted April 21, 2012

This is a marvelous school. I can honestly say that out of all of the schools that I've been at this is by far the best. I've made life long friends, the teachers really do care about you, and the environment of the school makes you feel welcomed and cared for. The teachers really do go far beyond the expectations of teaching and the staff is the greatest to have around in a time of crisis, happiness, you name it. And although we don't have every single AP class that other schools have... the AP classes we do have prepare you for everything you need for the AP test. Don't just take into consideration the little red number on the corner. Take into account the fabulous environment that you child will be in. I can guarantee that they will love it there.
—Submitted by a student


Posted June 12, 2011

I am an incoming senior at Fremont High School, and despite the undeserved flak that this school gets, I love it. Contrary to the review posted on May 26, 2010, the teachers REALLY DO CARE. They connect to us on a personal level, and many of them will go out of their way to see if we're ok if we look like we're not. Also, the case cannot be made that Fremont does not provide an adequate education, because graduates attend the top schools in the nation from Fremont, including but not limited to, Berkley, Yale, and Stanford. If they apply themselves, there is no reason why someone cannot succeed academically at Fremont; I know many people who score 4's and 5' on their AP tests. Movies and TV propagate the image of high school as being this clique-y and hostile environment, but that simply doesn't exist at Fremont. Making friends takes doing, as it does anywhere, but nobody is going to actively exclude you based on your ethnicity, creed, or any other superficial feature. There isn't a negative vibe emanating from anywhere on campus and I've never felt unwelcome or discriminated against. Truthfully I love this school, and I consider myself extremely lucky to attend it.
—Submitted by a student


Posted February 28, 2011

It has a fantastic music program! They are a very nice family. It's awesome. I'm going there.


Posted September 26, 2010

Fremont high school offers unique opportunities to young people. Not only will they find a rigorous academic environment but they will get the opportunity to broaden their social and cultural horizons through interaction with others of many different races and creeds. It is true that not every student takes full advantage of these opportunities but the rumors of Fremont as a "ghetto" school where the faculty and staff don't care about students or student achievement (referencing parent review of 5/26/10) are grossly oversold. As the only review on this site who has actually been both a student at FHS and worked as a teacher at FHS I can tell you that the Fremont community is committed to excellence in every way.
—Submitted by a teacher


Posted May 26, 2010

Wow - Kudos to the kids who were/are successful. Unfortunately, my child is not doing so hot. My child's grades have slipped from all A's and B's to all D's and F's in a matter of 4 months. My child's teachers all had/have the same comment: that they do not believe in helping those who obviously show signs of not wanting to help themselves. Quick to judge and wIth this "swim or sink" attitude, I don't see how there is such a supportive staff at FHS. Furthermore, the guidance counselors are equally as standoffish. They offer(ed) no support and blame(ed) my child's performance on his simply transitioning as a freshman. Hmm...I thought this school was open to diversity. What happens to those who struggle-the ones who are not natural leaders or self motivators?
—Submitted by a parent


Posted April 17, 2010

We have graduated one child who has gone on to college and one child who is in her junior year. Fremont has been a great neighborhood school for our kids. The staff are willing to go out of their way to support your child. The classes have prepared our kids for college, and they have learned much about compassion and understanding. We are grateful to have such a good school in our neighborhood.
—Submitted by a parent


Posted March 19, 2010

Fremont High School has provided a terrific learning environment for both kids in our family. I've heard folks speak dismissively about FHS with regard to academics, and our experience could not be farther from the truth. While the advanced placement and honors course offerings may not be as varied as other schools in the district (I've heard), my son was able to enroll in as many as he could reasonably handle. The teachers must be doing something right, because most of his classmates passed the AP tests with high scores. The sports programs are not completely impacted here, most kids who want to go out for a team is able to participate, which is great. There is a real sense of tolerance and pride at FHS. It is a school which supports the achievement of each student.
—Submitted by a parent


Posted March 18, 2010

Fremont High School exceeds my expectation on what it has given and inspired in my children. I heard all the bad hype and was worried about sending my daughters to the school. It was completely wrong. My daughters love going to school and have excelled academically. They both found groups within Fremont to be a part of and have made life long friends. The teachers and staff really care about every student s success. I had the choice recently to move my daughter to another school and I made sure that our new residence was within the Fremont high school boundary. I know that Fremont High is the best choice for my family.
—Submitted by a parent


Posted March 18, 2010

The people who are happy with Fremont are parents who have kids at Fremont. We know the rest of the story as our kids are living it. There is as much rigor at Fremont as there is at ANY high school in the state, and more than many IF your student is the kind of student that wants to challenge themselves. There is no reason to be afraid to send your student to FHS. Any good student will have opportunity to push themselves and achieve. Those that need support can get it with the AVID program, for example. Fremont teaches to the population it serves, which is diverse, not homogenous, as that found at other schools. We serve a representative population of Sunnyvale, not a pocket. I can also speak to the professionalism found in the FHS Administration. Come see FHS for yourself.
—Submitted by a parent


Posted August 15, 2008

very amazing, great school. Everything that goes on at this school is meant for the students.
—Submitted by a parent


Posted June 10, 2008

Now that I am currently checked out of this high school, it is safe to say that it was an honor being a student at Fremont. All those horrid misconceptions about this school being 'ghetto' is all wrong; it's just the fear of the unknown that the ignorant suburban folks embrace. They all believe that we're such a terrible school because of the correlation of our demographic makeup to our test scores. What does other nearby schools like Monta Vista has to offer? They're a predominantly White and Asian school. Where's the diversity there? Aside from my obvious ranting, the teachers here do care about student progress. Having been in the Drama department these past four years, I knew that I was supported by my peers and my teacher. In conclusion, don't base your decision purely on test scores. Go for the environment.
—Submitted by a parent


Posted January 12, 2008

I am so happy i went to Fremont High. Although we are known as 'ghetto,' this is totally off from what Fremont is all about. Every school has it's problems. But fremont is dedicated to fixing them, and making every students future brighter. We may have lower test scores then other schools, but we have many ESL students that attend. This in no way is a negative, but a postive, because they add diversity to Fremont. I had the greatest years of my life at this high school. In no way would i have wanted to go anywhere else. FREMONT PRIDE of '07
—Submitted by a student


Posted January 12, 2008

Fremont High is a decent school. The best thing about it is there are many great teachers who truly care about their students. There is a common misconception that this school has a huge gang problem, which is definitely not true. It is actually a safe campus and better than most schools. The major problem with this school is that there aren't as many challenging AP and Honors courses offerred like many other schools do. This is only because there are a number of students who need remedial courses so the funding is focused on those courses instead of the challenging courses. I think this can easily be corrected by cutting the remedial courses and focusing on the challenging ones because frankly the kids taking those remedial courses don't really care about academics and will not go on to college and succeed.
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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

767

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 2013

This school's
API score

767

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

+1

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)

6 / 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)

8 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

205 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
10%

2011

 
 
12%

2010

 
 
8%
Algebra II

The state average for Algebra II was 65% in 2013.

32 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
95%

2011

 
 
100%

2010

 
 
82%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

374 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
52%

2010

 
 
52%
Earth Science

The state average for Earth Science was 38% in 2013.

40 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
5%

2011

 
 
0%

2010

 
 
4%
English Language Arts

The state average for English Language Arts was 62% in 2013.

442 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%

2011

 
 
57%

2010

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

21 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

190 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
56%

2011

 
 
69%

2010

 
 
65%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

88 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
6%

2010

 
 
5%
Algebra II

The state average for Algebra II was 39% in 2013.

160 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
64%

2011

 
 
54%

2010

 
 
40%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

32 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
16%

2011

 
 
16%

2010

 
 
11%
Chemistry

The state average for Chemistry was 46% in 2013.

254 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
53%

2011

 
 
49%

2010

 
 
35%
Earth Science

The state average for Earth Science was 35% in 2013.

46 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
12%

2011

 
 
26%

2010

 
 
9%
English Language Arts

The state average for English Language Arts was 52% in 2013.

448 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
51%

2011

 
 
50%

2010

 
 
43%
Geometry

The state average for Geometry was 15% in 2013.

146 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
14%

2011

 
 
7%

2010

 
 
18%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

43 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
94%

2010

 
 
79%
Science

The state average for Science was 54% in 2013.

445 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
55%

2011

 
 
53%

2010

 
 
44%
World History

The state average for World History was 46% in 2013.

463 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
58%

2011

 
 
61%

2010

 
 
45%
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

Algebra I

The state average for Algebra I was 10% in 2013.

55 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
5%

2010

 
 
3%
Algebra II

The state average for Algebra II was 15% in 2013.

152 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
5%

2011

 
 
20%

2010

 
 
10%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

87 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
31%

2011

 
 
41%

2010

 
 
44%
Chemistry

The state average for Chemistry was 32% in 2013.

84 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
42%

2011

 
 
36%

2010

 
 
31%
Earth Science

The state average for Earth Science was 37% in 2013.

63 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
15%

2011

 
 
12%

2010

 
 
13%
English Language Arts

The state average for English Language Arts was 48% in 2013.

482 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
49%

2011

 
 
46%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

96 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
8%

2011

 
 
5%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

161 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
62%

2011

 
 
59%

2010

 
 
56%
Physics

The state average for Physics was 58% in 2013.

224 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
41%

2011

 
 
39%

2010

 
 
34%
U.S. History

The state average for U.S. History was 50% in 2013.

497 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
56%

2011

 
 
51%

2010

 
 
45%
World History

The state average for World History was 19% in 2013.

37 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
23%

2011

 
 
n/a

2010

 
 
15%
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

Algebra I

All Students12%
Females12%
Males12%
African Americann/a
Asiann/a
Filipino15%
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged7%
Not economically disadvantaged22%
Students with disability11%
Students with no reported disability12%
English learner4%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)9%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students100%
Females100%
Males100%
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)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students55%
Females51%
Males59%
African Americann/a
Asian83%
Filipino64%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged33%
Not economically disadvantaged72%
Students with disability16%
Students with no reported disability61%
English learner18%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)56%
Parent education - college graduate79%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Earth Science

All Students5%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
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 Students61%
Females62%
Males60%
African American33%
Asian82%
Filipino69%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged41%
Not economically disadvantaged80%
Students with disability27%
Students with no reported disability64%
English learner6%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)68%
Parent education - college graduate81%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English onlyn/a
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

Geometry

All Students49%
Females43%
Males53%
African Americann/a
Asian77%
Filipino44%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged25%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)41%
Parent education - college graduate68%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
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

Algebra I

All Students2%
Females5%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged1%
Not economically disadvantaged7%
Students with disability0%
Students with no reported disability3%
English learner2%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate4%
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

Algebra II

All Students40%
Females41%
Males37%
African Americann/a
Asian58%
Filipino16%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged13%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)21%
Parent education - college graduate53%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Biology/Life Sciences

All Students12%
Females7%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learner11%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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

Chemistry

All Students54%
Females49%
Males61%
African Americann/a
Asian79%
Filipino53%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged34%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability55%
English learner14%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)47%
Parent education - college graduate72%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Earth Science

All Students9%
Females7%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Not economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability10%
English learner6%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
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 Students55%
Females56%
Males52%
African Americann/a
Asian82%
Filipino58%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged31%
Not economically disadvantaged74%
Students with disability10%
Students with no reported disability59%
English learner10%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)62%
Parent education - college graduate72%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Geometry

All Students12%
Females9%
Males16%
African Americann/a
Asian36%
Filipino16%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged14%
Not economically disadvantaged11%
Students with disability6%
Students with no reported disability13%
English learner15%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)13%
Parent education - college graduate22%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students96%
Females100%
Males92%
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)100%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
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 graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students53%
Females52%
Males54%
African Americann/a
Asian81%
Filipino57%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged34%
Not economically disadvantaged69%
Students with disability7%
Students with no reported disability58%
English learner11%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)55%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

World History

All Students62%
Females59%
Males64%
African Americann/a
Asian87%
Filipino60%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged40%
Not economically disadvantaged80%
Students with disability18%
Students with no reported disability68%
English learner20%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduate97%
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

Algebra I

All Students2%
Females0%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
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

Algebra II

All Students8%
Females4%
Males13%
African Americann/a
Asian11%
Filipino15%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged10%
Not economically disadvantaged6%
Students with disability0%
Students with no reported disability9%
English learner5%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)10%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
Females59%
Males39%
African Americann/a
Asiann/a
Filipino57%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability51%
English learner35%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)40%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students62%
Females62%
Males62%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged28%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)50%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Earth Science

All Students20%
Females12%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Not economically disadvantaged22%
Students with disability7%
Students with no reported disability31%
English learner8%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate20%
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 Students46%
Females48%
Males45%
African American29%
Asian74%
Filipino41%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged26%
Not economically disadvantaged64%
Students with disability10%
Students with no reported disability50%
English learner3%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)42%
Parent education - college graduate79%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Geometry

All Students5%
Females3%
Males7%
African Americann/a
Asiann/a
Filipino0%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged5%
Not economically disadvantaged6%
Students with disability0%
Students with no reported disability6%
English learner3%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students69%
Females66%
Males73%
African Americann/a
Asian82%
Filipino38%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged55%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)56%
Parent education - college graduate72%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Physics

All Students32%
Females26%
Males38%
African Americann/a
Asian64%
Filipino14%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged16%
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)21%
Parent education - college graduate63%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

U.S. History

All Students53%
Females50%
Males55%
African American33%
Asian80%
Filipino52%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged34%
Not economically disadvantaged70%
Students with disability14%
Students with no reported disability59%
English learner4%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)52%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

World History

All Students52%
Females44%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate44%
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
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

The state average for English Language Arts was 83% in 2013.

486 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%

2011

 
 
86%

2010

 
 
80%
Math

The state average for Math was 84% in 2013.

485 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
84%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students83%
Females85%
Males80%
Gender Unknownn/a
African Americann/a
Asian95%
Filipino92%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to state100%
Economically disadvantaged70%
Not economically disadvantaged95%
Economic Status Unknownn/a
Students with disability31%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students85%
Females86%
Males84%
Gender Unknownn/a
African Americann/a
Asian98%
Filipino94%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to state95%
Economically disadvantaged75%
Not economically disadvantaged94%
Economic Status Unknownn/a
Students with disability41%
Tested with modificationsn/a
English learner60%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

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
Hispanic 45%
White 19%
Asian 17%
Two or more races 4%
Black 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 43%N/AN/A
English language learners 20%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Bryan Emmert
Fax number
  • (408) 522-2468

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

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1279 Sunnyvale-Saratoga Road
Sunnyvale, CA 94087
Phone: (408) 522-2400

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