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GreatSchools Rating

Vargas Elementary School

Public | K-5 | 561 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 8 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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35 reviews of this school


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Posted January 26, 2013

the front desk staff is super rude. I went to the school's office in hope of getting information about enrolling my child in the school but the front desk lady (with a big build) was not nice. she did not give clear information but when i asked questions, she scolded me to show her frustration that i asked questions. Every question I asked has been deferred to school's website. I wonder what is her responsibility as a front desk clerk? Before visiting the school office, I was so sure that i would give public school a trial by enrolling my child there. I walked out of the office and determined that the staff did not treat me as a potential parent at the school with respect. How are they going to educate and take good care of my little one? Private school it is! the director at the CDC next door is a lot nicer and helpful in spending time explaining about activities and programs at the CDC.


Posted September 28, 2012

My son has been coming here for over a year now. The district gave a new principal that is great, had made sure that most of the teachers are pretty good, and the new PTA is reasonable good. They are trying to help Vargas. The problem is that there is no an interested community to build on. It is really hard to find parents that care about their kids education, so few people is up against a big wall of problems. Among all the problems the principal is up against, the latest PTA was secretive and wasted most of the kids money. Then, the little bit that was left got stolen. So the new PTA is trying to restore morale, trust and bring family participation, but is almost impossible. I see how teachers have to tell parents that it would help if they try to connect with their kids, read together and get involved in their day by day life. Apparently, it had to be said, but is not enough, they still don't do it. If the community is not involved in this, the test scores are not going to improve.
—Submitted by a parent


Posted February 21, 2012

This school is in need of direction to say the least. This is a great school with a diverse population and a great staff who are dedicated to the students!! Unfortunately there is a dark cloud looming over and it's called the PTA. They are solo minded and have their own agenda they have been trying to implement for the past 2 years. It just isn't working. It has driven all parent participation and contribution away. This unit must be dismantled immediately. One comment below states that parents would be 'honored' to have a leader with a PHD however, I ask: How can a leader with a PHD from Stanford lose the entire PTA fund? Or was that the intention from the beginning. VARGAS needs to change their strategy by eliminating the current PTA and BRING BACK THE UNIFORM POLICY!
—Submitted by a parent


Posted October 17, 2011

I am a parent who has a student that currently attends Vargas, my child really loves his teacher who is kind to all the children, but I am more worried about the low level work they hand out to the students what worries me the most is the people they hire to watch the students during recess, they dont even watch the students they just sit on there butts andtalk to eachother. They are also VERY rude and yell at all the kids for no reason. the office doesnt care when you put in a complaint about the issue because they are low staffed! they just dont care about your kids!
—Submitted by a parent


Posted September 30, 2011

I had my daughter at this school. It sucks. My daughter's first grade teacher was very negative from the start. Didnt give my daughter a chance. I asked about the KLAS and how I can put her in that after school program and they said it was full already. KLAS is for kids to do their homework or get help in other subjects. When I passed by there all the kids were playing around. They abuse this program and use it as an after school daycare. My daughter goes to a way better school. I regret taking her to this school from the start. Everyone has their own opinion.
—Submitted by a parent


Posted August 22, 2011

My first experience with Vargas,all I can say is grandaughter's Kinder teacher was great.My grandaughter did not go to preschool and she came out learning SO much. The dress code was wishy washy, the lice alerts were way too many. I feel the school needs more direction and leadership. Need to also do a website like Ellis does, keep parents posted via web. Time to update and keep up with the times..
—Submitted by a parent


Posted August 16, 2011

I'm guessing the person below me IS on the PTA. Or they probably are the person everyone is complaining about.


Posted June 10, 2011

From an exsetensial view I think the parents and leadership of Vargas would be honored to have a leader with a PHD from Stanford. Having a leader in the school that knows what it takes to be successful in education is an invaluable resource. The fact that a parent with credentials as impressive as the current PTA presidents has taken much of their personal time to guide the school toward success should be applauded. I think parents, faculty, and leadership would want to support success instead of settling for comfortable mediocrity that seems to be supported by many of these posts.


Posted May 18, 2011

This school has some great teachers. However, the PTA is most horrible. The PTA president thinks that she owns the school. She screams at the principles in front of the students. Her kid is "my mom is the president of PTA" type. She drove away many good parents from involvement as if she was afraid that they would outshine her. She labelled the school a "Ghetto" and her entourage is a bunch of "YES" people. The teachers behind her are all brainless and have no common sense. It's a no wonder this school is forever in "PI" status having these kinds of teachers around!
—Submitted by a parent


Posted March 21, 2011

I was a student at Vargas Elementary School now I am a first year college student. I had a good experience at the school but my good experience at the school turn for the worst when I went to the 5th grade, the teacher (who is still a teacher on the campus and is female.) I got was very mean to me in the form of tell me to stay after when the other would go play at recess then calling me very mean names for almost a full school year.


Posted February 17, 2011

This school has very dedicated and highly committed teachers, but the new lleadership at this school is worrisome. I would think twice before sending my child back to this school. Many families have already left because of the new leadership. What an unfortunate circumstance to happen to a school that is so full of promise and discovery.
—Submitted by a parent


Posted June 23, 2010

I wished I'd interviewed the faculty before moving my child to this school. After the fact, I'd learned from friends that when they'd interviewed the principal told them that they would not want their own family members at this school! Although my child's last two teachers were very good, my child felt many of the kids were "bad" and feared that ignoring them was not an option. I agree with a previous posting stating the faculty being passive and the lack of concern over students' behavior. I've heard that the school has a disciplinary game plan for next year.
—Submitted by a parent


Posted May 3, 2010

Vargas is a great school. The teachers and the principle are wonderful. The students are amazing! :)
—Submitted by a parent


Posted March 3, 2010

I have a child in this school and I am most disappointed in the lack of concern the school gives to the students behavior. It seems the teachers in the lower grades spend more than enough of their time trying to converse with children who do not know how to speak English. My opinion is that the teachers and adm. staff have a passive attitude.
—Submitted by a parent


Posted December 11, 2008

The school is very good the teachers give personalised atttention to student's Progress. and we wildin new school
—Submitted by a parent


Posted November 2, 2006

My son went to Vargas from K-2. It was a heartbreak. I agree with a previous post about non-english speaking students setting the pace for the class. He was unstimulated and pretty anonymous. My daughter was there for kindergarden only, thank goodness. I've met a few parents from Vargas and we've all agreed that the school is mediocre at best.
—Submitted by a parent


Posted August 31, 2006

My 2 kids have been in this school for the past 4 years. The school neither encourage nor support bright kids.
—Submitted by a parent


Posted June 8, 2006

Just an ok school. Good teachers though.
—Submitted by a parent


Posted May 2, 2006

The school is very good the teachers give personalised atttention to student's Progress. School does not have suffient funds
—Submitted by ram Joe, a parent


Posted March 27, 2006

Good school, excellent teachers
—Submitted by a parent


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

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

743

Change from
2011 to 2012

-17

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

2 / 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 2012.
  • 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 2012

This school's
API score

743

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-17

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

3 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

91 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
48%

2010

 
 
53%

2009

 
 
41%
Math

The state average for Math was 64% in 2012.

90 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
58%

2010

 
 
60%

2009

 
 
53%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

85 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
32%

2010

 
 
36%

2009

 
 
38%
Math

The state average for Math was 69% in 2012.

86 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
54%

2010

 
 
56%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

76 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
41%

2010

 
 
54%

2009

 
 
41%
Math

The state average for Math was 71% in 2012.

76 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
50%

2010

 
 
48%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

83 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
56%

2010

 
 
47%

2009

 
 
38%
Math

The state average for Math was 65% in 2012.

83 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
36%

2010

 
 
46%

2009

 
 
32%
Science

The state average for Science was 60% in 2012.

83 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
45%

2010

 
 
39%

2009

 
 
39%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students30%
Females18%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability31%
English learner18%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)42%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females35%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability44%
English learner35%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students38%
Females36%
Males41%
African Americann/a
Asian53%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability39%
English learner19%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)36%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females63%
Males62%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged56%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability65%
English learner44%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)67%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students52%
Females57%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability53%
English learner15%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females64%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learner39%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students47%
Females43%
Males51%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability45%
English learner14%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students47%
Females50%
Males44%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability46%
English learner11%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)64%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students45%
Females41%
Males49%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability44%
English learner11%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)43%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 59% 49%
Asian 15% 8%
White 14% 28%
African American 5% 7%
Filipino 4% 3%
Pacific Islander 2% 1%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 159%N/A24%
Students eligible for free or reduced-price lunch program 261%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 94%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1054 Carson Drive
Sunnyvale, CA 94086
Phone: (408) 522-8267

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