We are located at 57 N. White Road in San Jose, California, stands as a cornerstone of the East San Jose community, specifically in the vibrant Alum Rock neighborhood. Our school's rich history dates back to 1950, evolving alongside the transformation of the area into Silicon Valley.

Number of Students as of 01-10-25 = 854

Number of Certificated Staff = 55

Number of Classified Staff = 37

We serve a diverse student body of 854 students, primarily composed of:

• 84% Latinx students

• 71.1% socioeconomically disadvantaged students

• 25.3% English Language Learners

• 16.3% students with disabilities

This diversity is both our strength and our challenge, as we strive to provide equitable education and support to all our students.

Our Mission and Vision 

As a New Tech School, we are committed to providing an inclusive, safe, and engaging learning environment that inspires problem-solving and innovation. Our vision is for every student to graduate prepared for college and career, empowered to transform their lives, their community, and thrive in a global society.

Our Equity statement

As a district we are committed to building capacity amongst all staff members to ensure that equity and inclusion are essential principles of our school system.

Specifically, we will build capacity to attain equitable ESUHSD communities where:

• ALL students are welcomed as they are

• strengths and areas of growth for all students are known and supported

• adults positively respond to the social-emotional, wellness, and academic needs of every student

• ALL students engage with tasks that develop the strategic thinking skills in participation in their local communities and the global society.

We offer a variety of programs to support student success and engagement:

1. College and Career Readiness Programs: Includes the Spartan East Side Promise in partnership with San Jose State University, guaranteeing admission for eligible students, and a range of Advanced Placement (AP) courses.

2. Wellness Support: A dedicated Wellness Center staffed with social workers provides counseling, mental wellness breaks, and support groups to address students' socio-emotional needs.

3. English Language Development (ELD): Designated ELD courses support English learners while fostering inclusion in mainstream classes.

4. Special Education Inclusion: Inclusion courses in subjects like Math and Biology ensure students with IEPs learn alongside their peers.

5. Parent and Community Engagement: Programs like Cafecito sessions with the principal and workshops with the Parent Institute for Quality Education (PIQE) empower parents to support student learning and development.

6. Athletics and Extracurricular Activities: Over 230 students participate in athletics, and the school offers various student engagement opportunities, including lunchtime activities, staff vs. student games, and events like the Turkey Trot.

These programs reflect our focus on academic achievement, emotional well-being, and community involvement.

We implement several strategies to promote diversity, equity, and inclusion (DEI) within our community:

1. Title IX and Gender Equity Initiatives: Our school enforces a strict non-discrimination policy that prohibits discrimination, harassment, intimidation, and bullying based on various characteristics, including ancestry, age, disability, gender identity, immigration status, race, religion, and sexual orientation.

2. Spartan East Side Promise: In collaboration with San Jose State University (SJSU), this program guarantees general admission to SJSU for students who meet specific academic criteria. This initiative aims to foster a college-going culture grounded in a shared commitment to diversity and equity, thereby increasing access to higher education for underrepresented groups.

3. Wellness Center and Mental Health Services: Recognizing the diverse socio-emotional needs of our student body, we have established a Wellness Center that offers mental wellness breaks, group counseling, and individual support through social workers. This resource is particularly beneficial for our students who come from marginalized communities and face unique challenges.

4. English Language Development (ELD) Courses: To support English Learners, we re-introduced designated ELD courses starting in the 2022-2023 school year, eliminating sheltered classes to promote inclusivity. This approach ensures that students from diverse linguistic backgrounds receive appropriate support while being integrated into the general student population.

5. Inclusive Classroom Practices: We have implemented inclusion courses in subjects like Math, English, and Biology, where students with Individualized Education Programs (IEPs) learn alongside general education students. This strategy fosters an inclusive learning environment that respects and accommodates diverse learning needs.

6. Parent and Community Engagement: Through programs like Cafecito sessions with the principal and workshops with the Parent Institute for Quality Education (PIQE), we actively involve parents and community members. These initiatives aim to educate parents about the U.S. education system and empower them to support their children's academic and socio-emotional development, thereby promoting equity and inclusion at home and in the community.

These strategies reflect our commitment to creating an educational environment that values and supports diversity, equity, and inclusion across all aspects of student life.

Overview of self-study process

Our WASC self-study process began in March 2024, when the entire staff gathered to discuss the purpose of WASC, the timeline, and the requirements. Over the spring months, we reviewed the mid-cycle visit report, using it to inform the development of our SPSA (School Plan for Student Achievement), which we were drafting simultaneously. During this time, we also revisited and engaged in conversations about our school’s vision, mission, and learner goals. At the start of the 2024-2025 school year, we organized a collaborative self-study calendar. Staff, parents, and students worked in focus and home groups to analyze and reflect on key components, including Chapter 1, Chapter 2, and Chapter 3. As we progressed into the fall, we identified strengths, areas for growth, and major student learner needs during Chapter 4 reviews in December. Throughout the process, we gathered feedback from a wide range of stakeholders, including our School Site Council, ASB, Student Equity Council, Parent Cafecito group, and ELAC. By January 2025, we consolidated feedback on Chapters 1-5, ensuring all staff had opportunities to provide final input, preparing us to submit a comprehensive and reflective self-study report.