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Chaboya Middle School in San Jose, CA
(07-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 95
Address
 3276 Cortona Dr.
San Jose, CA 95135
Telephone
(408) 270-6900
(make sure to verify first before calling)
City-data.com school rating
95
Students
1,143
Classroom Teachers (FTE)
43.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
97
Reduced-price lunch
eligible students
28
School district
Evergreen Elementary
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Tom Matsumoto Elementary (0.2 miles):

98
Carolyn A. Clark Elementary (0.9 miles):

96
Evergreen Elementary (0.9 miles):

95
Chaboya Middle School:

95
Evergreen Valley High (1.3 miles):

94
Quimby Oak Middle (1.6 miles):

91
Millbrook Elementary (1.5 miles):

83
Cadwallader Elementary (1.5 miles):

82
Laurelwood Elementary (1.1 miles):

63
Chaboya Middle School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Chaboya Middle School:

95

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,143
Enrollment in 2015: 1,124
Enrollment in 2014: 1,191
Enrollment in 2013: 1,129
Enrollment in 2012: 1,065
Enrollment in 2011: 1,030
Enrollment in 2010: 1,169
Enrollment in 2009: 1,065
Enrollment in 2008: 1,061
Enrollment in 2007: 1,135
Enrollment in 2006: 1,129
Enrollment in 2005: 1,122
Enrollment in 2004: 1,137
Enrollment in 2003: 948
Enrollment in 2002: 890
Enrollment in 2001: 874
Enrollment in 2000: 818
Enrollment in 1999: 865

Chaboya Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG07G08Total
All students5915521,143
Female students312282594
Male students279270549
American Indian/Alaska Native students1 - 1
Asian students445394839
Hispanic students6163124
Black students81321
White students6672138
Hawaiian Native/Pacific Islander students224
Two or More Races students8816

Enrollment by grade:
7th grade enrollment: 591
8th grade enrollment: 552

Chaboya Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 594 (52.0%)
School:

52.0%
State:

49.4%
Male enrollment: 549 (48.0%)
Chaboya Middle School:

48.0%
State:

49.6%

Chaboya Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
California:

1.0%
Asian enrollment: 839 (73.4%)
School:

73.4%
State:

9.4%
Hispanic enrollment: 124 (10.8%)
Chaboya Middle School:

10.8%
California:

46.0%
Black enrollment: 21 (1.8%)
Here:

1.8%
California:

6.1%
White enrollment: 138 (12.1%)
School:

12.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.3%)
School:

0.3%
State:

0.6%
Two or More Races enrollment: 16 (1.4%)
Chaboya Middle School:

1.4%
California:

4.5%

Chaboya Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 125 (10.9%)
School:

10.9%
State:

61.2%
Free lunch eligible students: 97 (8.5%)
Here:

8.5%
State:

52.8%
Reduced-price lunch eligible students: 28 (2.4%)
Chaboya Middle School:

2.4%
California:

8.6%

Chaboya Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)

Classroom Teachers (FTE): 43.7

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.2

Student/Teacher Ratio
Chaboya Middle School:

26.1
California:

22.8

Chaboya Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,550,198
  • Full-time Equivalency Count of Teachers: 43.5 (Salary Expenditures: $3,909,764)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $28,647)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $205,064)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $406,724)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,798,012

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic19
  • Asian31
  • Native Hawaiian2
  • Black2
  • White7
  • IDEA16
Students Enrolled in LEP Programs: 61 (male: 35, female: 26)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 31 (male: 20, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic17
  • Asian26
  • White7
  • LEP17
Students with disabilities served under IDEA: 50 (male: 39, female: 11)
  • Hispanic: 17 (male: 10, female: 7)
  • Asian: 26 (male: 22, female: 4)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 17 (male: 13, female: 4)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian5
  • Native Hawaiian2
  • Black2
  • White7
Students with disabilities served under Section 504: 23 (male: 17, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)

Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All83%
  • Males79%
  • Females87%
  • Asian75%
  • Hispanic24%
ELA students tested: 1,139
ELA students with scores: 1,139

Percentage Standard Met and Above:

83%
State:

49%

Standard Not Met: 6.6%
Standard Nearly Met: 10.5%
Standard Met: 42.5%
Standard Exceeded: 40.4%

All Grades:
6.6%
10.5%
42.5%
40.4%
7th Grade: (Mean Scale Score: 2615.2, Students tested: 563, Standard Not Met: 7.1%, Nearly Met: 12.8%, Met: 43.5%, Exceeded: 36.6%)
7.1%
12.8%
43.5%
36.6%
8th Grade: (Mean Scale Score: 2647.6, Students tested: 576, Standard Not Met: 6.1%, Nearly Met: 8.3%, Met: 41.5%, Exceeded: 44.1%)
6.1%
8.3%
41.5%
44.1%

Chaboya Middle School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All82%
  • Males82%
  • Females83%
  • Asian72%
  • Hispanic14%
Math students tested: 1,140
Math students with scores: 1,140

Percentage Standard Met and Above:

82%
California:

38%

Standard Not Met: 7.5%
Standard Nearly Met: 10.1%
Standard Met: 18.5%
Standard Exceeded: 63.9%

All Grades:
7.5%
10.1%
18.5%
63.9%
7th Grade: (Mean Scale Score: 2648.0, Students tested: 563, Standard Not Met: 7.5%, Nearly Met: 11.6%, Met: 18.8%, Exceeded: 62.2%)
7.5%
11.6%
18.8%
62.2%
8th Grade: (Mean Scale Score: 2676.3, Students tested: 577, Standard Not Met: 7.6%, Nearly Met: 8.7%, Met: 18.2%, Exceeded: 65.5%)
7.6%
8.7%
18.2%
65.5%

Chaboya Middle School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)

California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 531
CST Science students with scores: 531

Percentage At Or Above Proficient:

92%
California:

54%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 6.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 11.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 81.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 484.0, Students tested: 531, Far Below Basic: 1.0%, Below Basic: 1.0%, Basic: 6.0%, Proficient: 11.0%, Advanced: 81.0%)
1.0%
1.0%
6.0%
11.0%
81.0%

CMA Science students tested: 15
CMA Science students with scores: 15

Percentage At Or Above Proficient:

67%
California:

38%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 27.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 370.8, Students tested: 15, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 33.0%, Proficient: 40.0%, Advanced: 27.0%)
33.0%
40.0%
27.0%

The Physical Fitness Test:
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 78.5%, Needs Improvement: 14.0%, Healthy Fitness Zone: 7.5%)
78.5%
14.0%
7.5%


Body Composition:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 71.2%, Needs Improvement: 17.6%, Healthy Fitness Zone: 11.2%)
71.2%
17.6%
11.2%


Abdominal Strength:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 89.9%, Needs Improvement: 10.1%, Healthy Fitness Zone: 0.0%)
89.9%
10.1%


Trunk Extension Strength:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 88.6%, Needs Improvement: 11.4%, Healthy Fitness Zone: 0.0%)
88.6%
11.4%


Upper Body Strength:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 78.0%, Needs Improvement: 22.0%, Healthy Fitness Zone: 0.0%)
78.0%
22.0%


Flexibility:
7th grade: (Students tested: 563, Needs Improvement - High Risk: 75.5%, Needs Improvement: 24.5%, Healthy Fitness Zone: 0.0%)
75.5%
24.5%


California English Language Development Test:
(State average from 9,932 schools)

Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Chaboya Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 66
Number of students who met CELDT criterion: 30

Students who met CELDT criterion:

45.0%
California:

34.0%

Grade 7:
Student Count: 40
Number of students who met CELDT criterion: 19

Students who met CELDT criterion:

48.0%
State:

48.0%
Listening Mean Scale Score:

549.8
California:

547.6
Reading Mean Scale Score:

569.2
State:

534.4
Speaking Mean Scale Score:

516.5
State:

529.9
Writing Mean Scale Score:

561.0
State:

530.2

Grade 8:
Student Count: 26
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

42.0%
State:

47.0%
Listening Mean Scale Score:

548.3
California:

556.2
Reading Mean Scale Score:

566.7
California:

547.2
Speaking Mean Scale Score:

500.0
California:

536.1
Writing Mean Scale Score:

550.7
California:

537.0

Accountability


Adequate Yearly Progress:
(State average from 9,846 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Chaboya Middle School - Adequate Yearly Progress status


ELA Participation Rate
Chaboya Middle School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black95
  • White99
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities98
  • Hispanic: 99% (tested 123 out of 124 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 750 out of 751 enrolled)
  • Filipino: 100% (tested 83 out of 83 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 95% (tested 19 out of 20 enrolled)
  • White: 99% (tested 131 out of 132 enrolled)
  • Two or More Races: 100% (tested 18 out of 18 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 143 out of 144 enrolled)
  • English Learners: 99% (tested 151 out of 152 enrolled)
  • Students with Disabilities: 98% (tested 45 out of 46 enrolled)


Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black95
  • White99
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities98
  • Hispanic: 100% (tested 124 out of 124 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 750 out of 751 enrolled)
  • Filipino: 100% (tested 83 out of 83 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 95% (tested 19 out of 20 enrolled)
  • White: 99% (tested 131 out of 132 enrolled)
  • Two or More Races: 100% (tested 18 out of 18 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 143 out of 144 enrolled)
  • English Learners: 100% (tested 152 out of 152 enrolled)
  • Students with Disabilities: 98% (tested 45 out of 46 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 19

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
Chaboya Middle School:

19.2
California:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Asian: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Chaboya Middle School:

1.7
California:

21.3


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic13
  • Asian19
  • Black2
  • White16
  • LEP7
  • IDEA5
  • 5044
Chronic Student Absenteeism: 50 (male: 23, female: 27)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 19 (male: 8, female: 11)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

43.7
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Hispanic6
  • Asian13
  • White3
  • IDEA8
School days missed due to out-of-school suspension: 22 (male: 20, female: 2)
  • Hispanic: 6 (all male)
  • Asian: 13 (male: 11, female: 2)
  • White: 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)

Instances of out-of-school suspension (Students without disabilities): 9

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

7.9
State:

84.8

Students without disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 7

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

6.1
California:

28.1

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 18

    7-8th grade student enrollment in Algebra I

  • Hispanic43
  • Asian421
  • Native Hawaiian10
  • Black10
  • White79
  • Multirace4
  • LEP10
  • IDEA7
7-8th grade student enrollment in Algebra I: 567 (male: 285, female: 282)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 421 (male: 206, female: 215)
  • Native Hawaiian / Pacific Islander: 10 (male: 5, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 79 (male: 44, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    7-8th grade studenst who passed Algebra I

  • Hispanic41
  • Asian416
  • Native Hawaiian8
  • Black8
  • White77
  • Multirace4
  • LEP11
  • IDEA4
7-8th grade studenst who passed Algebra I: 554 (male: 275, female: 279)
  • Hispanic: 41 (male: 22, female: 19)
  • Asian: 416 (male: 202, female: 214)
  • Native Hawaiian / Pacific Islander: 8 (male: 4, female: 4)
  • Black: 8 (male: 4, female: 4)
  • White: 77 (male: 43, female: 34)
  • Two or More Races: 4 (all female)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 7-8th grade students who passed
Here:

97.7%
State:

83.6%


Geometry:
Show data for

Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 5


    Student Enrollment in Geometry

  • Hispanic2
  • Asian124
  • Native Hawaiian2
  • White10
  • Multirace2
Student Enrollment in Geometry: 140 (male: 68, female: 72)
  • Hispanic: 2 (all female)
  • Asian: 124 (male: 59, female: 65)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)

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