Summary
Katherine R. Smith Elementary serves 373 students in grades K–6 in San Jose, where nearby schools provide useful local comparisons. In 2025–2026, 22% of its students were proficient in English language arts (ELA), 18% in math, and 12% in science; in each subject, its results were below the state, its district, and the nearby-school average. The most important finding is that low proficiency is a broad challenge across all three tested subjects, not just one.
Math is the school’s relative bright spot against state and nearby-school results, while science is weakest against nearby schools. The school’s scores were 21 points below the state in math, compared with 27 in ELA and 24 in science; it was also 10 points below nearby-school averages in math, versus 11 in ELA and 12 in science. It ranked second-lowest among eight nearby schools in all three subjects. Still, each result was about 40 points below the corresponding result in Evergreen Elementary District. Chronic absenteeism is another concern: 25% of students were chronically absent in 2025–2026, compared with 10% in the district, 18% statewide, and a 17% nearby-school average.
Results declined over the four years from 2022–2023 to 2025–2026: proficiency fell 6 points in ELA, 5 in math, and 4 in science, while the gaps with the state widened by 9, 9, and 10 points, respectively. SchoolDigger ranks the school at the 10th percentile statewide with one star, versus the district’s 79th percentile and four stars; it was the lowest-ranked of eight nearby schools with a ranking. One subgroup stands out as a relative strength: SchoolDigger placed English Language Learner Students at the 52nd percentile in 2023–2024, compared with the school’s overall 15th percentile that year, though the subgroup ranking had fallen from the 81st percentile in 2022–2023. The 2024–2025 student-teacher ratio was 20.7, near the nearby-school average of 21.6. In that same school year, 74% of students were free/reduced lunch eligible, close to the nearby-school average; these figures provide context, not an explanation for results.
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