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Teacher quality
Principal leadership
Parent involvement
Columbia is NOT the school it used to be. API scores (and all sub groups) have gone up steadily over the past 3 years. It seems that when parents are looking for a school for their child/children the API score is the end all be all...SO not true. The only reason Columbia has what some consider a "low" API score is simply due to the fact that there's a high percentage of English language learners that are still leaning how to comprehend English...this is not an easy task. It takes years to be fluent in English. The principal and staff are obviously doing something right!
—Submitted by a parent
I moved to Sunnyvale from East Palo Alto because I just knew that the schools would be better, right? No. We live in the Fairwood area so for 5th grade my son went to Fairwood which is an awesome school. For middle school, the kids from our area have to go to Columbia which is in the Fair Oaks area. The kids can't wear red or blue because of gangs. They don't let the kids wear plain old winter hats. My son went there for 6th grade. It was horrible. I couldn't get him into any of the after school programs designed to help him improve his grades because he knew how to read and knew his multiplication and division. The staff wasn't understanding at all with the exception of Mrs. Carmack. I got my son tested for ADD and I couldn't get any accommodations for him. The teachers didn't want to help him. It was so bad that I considered putting him back in school in East Palo Alto. Luckily I got him into a charter school. This is a horrible school. As a parent, I didn't feel right sending him there and I thank God I got him out.
—Submitted by a parent
Columbia is making a come back! Please ignore all the reviews prior to 2009. They were written when the school had a different principal. Over the past few years we have implemented a number of new programs, both educational and behavioral. The dedicated teachers and wonderful students are making huge strides in a positive direction. Our API jumped 20+ points in the 2010-2011 school year! That is a very difficult feat. Most schools increase 5 -10 points a year, if they increase at all. The school has just undergone a complete renovation also. Our classrooms are new, and full of technology. Yes, we have students involved in gangs. This problem is being taken control of, it is NOT apparent on campus. Any school in a similar neighborhood would have similar problems. These students seek gang involvement because a lack of parental involvement in their lives. If you are a parent involved in your students life, you have nothing to worry about, your student will succeed at Columbia. I am a proud Columbia teacher doing my best to give our students the best future possible. Please do not let rumors hinder your student from attending Columbia. Come see us for yourself.
—Submitted by a teacher
Columbia is a awsome school i go to this school and some people say its an a terrible school but its not. Our school has a coucler which she could help you out. there is only one teacher i hate so much i cant say who he is but i want him fired
Columbia is a great school, it has a bad reputation due to some incidents that have occurred at the school. There are a lot of positive things happening at Columbia and they seem to be overlooked due to the few negative events that have happened here and there. The Music Department is amazing, they are award winning, they travel to Disneyland to perform in front of thousands, and they perform for many City of SV events; the Drama Department is very talented as well, they have a cast of students with awesome energy and charisma. I am tired of CMS constantly being compared to Sunnyvale Middle, FYI, SMS has it's "crime/issues" as well, maybe they keep a little quieter about it, but believe me they have had fights, drugs, graffiti, etc.....please look at the big picture and stop dwelling on the 3% of negative and focus on the 97% good!
—Submitted by a parent
Columbia is the worst school in Sunnyvale. I am go to this school and I am constantly getting harassed by the teachers. If you would like your child to succeed, this is NOT a recommended school. Lunch is also highly overpriced.
Columbia is in a low income area. But not all of the families are of low income. I will say that most of these families are have both parents who work. This is limiting the involvement of the parents for extra activities. The students overall are good kids. The teachers try hard. The staff and and Athletic Director, Mr Barelli are great. There are too many kids who go to private schools around here. This drives scores on the 'average' side. My son enjoyed his 3 years at Columbia.
—Submitted by a parent
the crime around columbia makes the school look bad, but its not. The schools staff is great. I am an eight grader and i am planning on graduating by the end of this school year! When i was in elementary i hated reading and doing my homework. Now I love to read I learned alot from computer classes that will help me succeed in my future. My grade are a b avergae. I try my best, and the teachers can open doors for me, but it is my choice to walk through the doors. I choose to go. Most of the students, including me, have a great apportinity to go to Columbia Middle School, Class of two-thousand and ten!
—Submitted by a student
columbia is a great school. there is high crime in the area but it is a wonderful school. After columbia then high school many kids get great careers my brother learned mechanichal engineering at columbia in high school he continued with it and now hes going to college all because of columbia
—Submitted by a student
Well i was an eight grade student at Columbia Middle School, and I am proud to say that i loved the school. I recently moved to Vallejo, CA and schools/ students are no where near columbia. Columbia does have Gang problems, but its not like anything really ever happends. Its more or less a bunch of wannabes. The diversity is wonder. I dislike all the princibles or the nurse, but they do get all the job done. Seventh graders hope for Mr.Brax. Old students appreciate he school. Parents, we need your involvment, You are the biggest influence.
—Submitted by a student
I'm a student there and i think that those bellow me or above are rude comments are school may not be the best but it is a great school.i am a 7th grader and i think that it may be a bit out of order but princibles are helping and i dont know why there saying the princibles are not taking care and are rude.it is not true they spend there time atlunch and brunch wathcing over the students.We have a problem with gangs but that can be taken care of with many things such as police,more rules,and color codes+the teachers are cool and they rock (Mr.Brax )hes the coolist teacher ever and also my volleyball coach rock on mr brax .
—Submitted by a student
students run the school......no consistant method of discipline.the principals hide in their offices instead of being involved with their student body.
—Submitted by christina, a parent
Very negative environment. the hidden curriculum taught here is that of unacceptance,disrespect, and superiority. The new principal spends most of her time sitting in her office. She is condecsending to staff (including teachers and support staff) and has shown little interest in contecting with the student body. There is no discipline matrix and kids run the school.
—Submitted by a teacher
Administrators at this school are unaware of the laws and how they pertain to special needs children. Teachers here seem to be more self serving than anything else.
—Submitted by a parent
I have a child who is currently attending Columbia and I'm very happy with the school. The teachers are great and I have had several meetings with the principal, and she has been very helpful. My experience with all the teachers except one has been exceptional! They have a wonderful resource program for children who may need extra help (I don't understand the negative comments about special education at Columbia). I give them two thumbs up!
—Submitted by a parent
The teachers and staff at Columbia are great. You couldn't ask for a better group of teachers. The principal is involved with the students. One of the teachers helped us with my oldest daughter. She was having problems in school and at home. Well it turned out this teacher was able to point us in the right directions we held an SST meeting and had a whole room full of CMS teachers and administrators there to help. Our daughter was diagnosed with ADHD. Without this she would have failed.
—Submitted by a parent
new principal is rude and condescending. She makes little effort to connect with students or staff. It is unfortunate, this was a good school.
—Submitted by a staff
Teachers and administators really care about kids---all of them. I would recommend CMS to any other parent.
—Submitted by a parent
There is a focus on improving student achievement--the new principal cares about the kids and is whipping the place into shape. It is nice to have a strong smart principal in a public school
—Submitted by a parent
School is very unsettled with teachers and administrators being unsuccessful at collaboration.
—Submitted by a teacher
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.
Grade level
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 58% in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 English Language Arts was 48% in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 English Language Arts was 67% in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 English Language Arts was 59% in 2012.
239 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
241 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
253 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
218 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
227 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.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
19 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.
250 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
226 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 |
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 | 46% |
| Females | 51% |
| Males | 41% |
| African American | n/a |
| Asian | 80% |
| Filipino | 63% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 3% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 29% |
| Males | 32% |
| African American | n/a |
| Asian | 77% |
| Filipino | 47% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 5% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
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 | 63% |
| Females | 77% |
| Males | 38% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 55% |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| 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 | 53% |
| Females | 62% |
| Males | 41% |
| African American | n/a |
| Asian | 64% |
| Filipino | 64% |
| 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) | 79% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 3% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 35% |
| Males | 34% |
| African American | n/a |
| Asian | 36% |
| Filipino | 47% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 6% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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 | 38% |
| Females | 40% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 51% |
| Males | 46% |
| African American | n/a |
| Asian | 100% |
| Filipino | 63% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 7% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | 13% |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 18% |
| Students with disability | 15% |
| Students with no reported disability | 13% |
| English learner | 7% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| 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 | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | n/a |
| 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 | 45% |
| Females | 36% |
| Males | 53% |
| African American | 30% |
| Asian | 100% |
| Filipino | 67% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 67% |
| Students with disability | 22% |
| Students with no reported disability | 48% |
| English learner | 13% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 50% |
| Males | 60% |
| African American | n/a |
| Asian | 93% |
| Filipino | 67% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 7% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 61% | 51% | ||
| Asian | 24% | 11% | ||
| White | 9% | 27% | ||
| Black | 3% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 31% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 65% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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739 Morse Avenue
Sunnyvale,
CA 94085
Phone: (408) 522-8247
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