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Teacher quality
Principal leadership
Parent involvement
Love this School and Teachers and Principle They are a great Team ..The only pit fall is the Office help Other than that This School is Awesome Love seeing yard duty friendly faces and always willing to smile and help every way they can I love Volunteering ! When I can Its a joy to be around these wonderful Kids.
The teachers and staff at Capri are great. I am constantly amazed at what a wonderful job they are doing with the education of my two children. While academics are a priority at the school, socialization is also stressed. The kids learn how to be active and positive members of the Capri community. There is a nice base of parent volunteers that help out (although there could always be more). There are wonderful programs like ABC Readers and Los Dichos, which involve parents reading in the classroom and facilitating discussions about positive behavior traits. After school programs are available (on a pay-basis) to supplement what is taught in school. Art class, Academic Chess, basketball, Mad Science are just a few of the classes I have seen offered. The school has both a greenhouse and a garden that is utilized by the students with the help of parent volunteers. The leadership at the school is strong. Once a month the principal hosts a "Coffee with the Principal" where you can hear about the latest things happening at the school, ask questions, or make comments. I am thankful to be part of the Capri community!
—Submitted by a parent
I foresee the teachers, staff & the Principal @ Capri staying on track & implementing positive changes & planning in the year ahead to create a more positive & caring environment @ this school. The Principal is always doing his best to listen to the needs of the parents as well as the students. He is open to new ideas & implementing new programs to see the school & the student body succeed & thrive. My son is currently in second grade & will have my daughter @ Capri in the Fall through choice (as this is not our neighborhood school). I am thrilled with the PTA's success this past year & see another terrific year ahead. The Principal also endorses Project Cornerstone with ABC Readers to teach asset building amongst the students @ the school. Parents can get involved @ recess/ lunch to engage the kids. Capri has a garden that kids can help w/ as well as a new greenhouse. There is more to offer than most realize (too many to list), along with the best teachers a kid could have!. I see Capri as an excellent learning environment with issues that have been acknowledged, plans put in place, & moving forward to an even better and more positive environment for students next year.
—Submitted by a parent
We pulled our child out after an ongoing bullying experience that the principal was unwilling or unable to handle. It was the worst feeling sending my child every day to a place I no longer believed to be safe. The teacher's range from wonderful to poor (notes sent home to parents contained grammatical errors which would be funny if the author weren't my child's teacher). Recess ratio of 500+ kids to 5 or 6 adults (sometimes only 2 or 3 were physically present out on the playground) resulted in many incidents of bullying going undetected by the adults and staff. If you ask the administration, they will claim bullying does not happen at this school. The school ought to conduct a bullying survey of the kids and parents. I doubt this will happen though because the principal prefers to keep his head in the sand.
Capri has a great principal and PTA along with the highest % of ESL and cultural diversity (>35 different nationalities) in the district. Even with that hurdle, their API scores soared 41 points and they're hoping to break 900 this year. If you compare Village, Marshall Lane and Forest Hill, sure they have higher test scores, but they have a much more homogeneous environment. Capri is also very active in green-related activities (garden, recycling, greenhouse) along with being the first school in the district to implement JiJi, the latest software tool in spatial learning.
—Submitted by a parent
Our experiences at Capri has been nothing but positive..Excellent Teachers like Mr.Jacovini, Mrs.Kanazawa, Mrs.Pulliam,Mrs Brackett have given our children a positive learning experience..Mr.Wilce has done a great job as principal and has always repsonded when issues have come up..We had originally been told/heard Capri was not one of the better elementary schools in Campbell but thanks to wonderful teachers, involved parents and great staff they have proven otherwise...
—Submitted by a parent
Mrs. Wolthausen was the BEST Kindergarten teacher I have ever had for my kids! Thanks to her my son is actually looking forward to continue school and excited about new school year in 1st grade! Mr. Elizabeth Lewis is absolutely AMAZING. She is one of the rare teacher with a full devotion to her students, and very unique style. Definitely a teacher who deserves an excellence award!
—Submitted by a parent
The Kinder Pod rocks! Mrs. Wolthausen was so patient and generous with her time with each student and really made the effort to get to know each child and their parent. I would say the Kindergarten program is excellent and looking forward to 1st grade and what it has to offer!!
—Submitted by a parent
Great school, dedicated teachers and staff. Howesome communication with parents. Clean and state of the art equipment for indoor and outdoor activities.
—Submitted by a parent
All of the staff and students make it a great place to bring my kids!
—Submitted by a parent
The teachers, principal, parents, and staff are committed to making Capri a respectful, safe, and fun place while helping the students learn social and academic life skills.
—Submitted by a parent
The staff, community, parents, and students all contribute to Capri's success and environment in a positive way.
—Submitted by a parent
They have various enrichment classes afterschool, organic garden, wonderful principal, staff and parents and a great reputation of being a sought after school in the Campbell/Union School district.
—Submitted by a parent
Involved parents, diverse student population and a great staff in a great neighborhood
—Submitted by a parent
Capri has the absolute best principal and teachers!!!!! Great school with fun and loving staff!!!!
—Submitted by a parent
wonderful staff, great reputation, secure campus, great community involvement
—Submitted by a parent
This school was amazing for my child. The teachers met his needs, not too much homework was given, and there was barely any bullying. The kids learn necessary life lessons at this school, and it prepares them very well for middle school.
—Submitted by a parent
Capri is a great school and my two daughters love it. Ms. Young, Lyons and wolthausen are great teachers for my kids so far. Recommended to other parents.
—Submitted by a parent
My son attended Capri when he was in Kindergarten and we loved it. His teacher, Ms. Campbell was amazing and we felt so fortunate to have her. When it came time for first grade, it quickly became clear that he was not challenged because his teacher was spending the majority of her time trying to get remedial learners up to speed. In addition, all Capri's 600+ kids were on the playground at once every morning with only 5 or 6 yard duty personnel. Unfortunately, my son reported several instances of bullying. I volunteered at the school and found this to be true with several groups of kids. With such a high ratio of student to supervisors, it was impossible to stop the bullying. Overall, Capri had some really good teachers and good test scores, but it was too big and didn't meet our needs.
—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.
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 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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
117 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 English Language Arts was 48% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
127 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 English Language Arts was 67% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
118 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 English Language Arts was 63% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
58 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 English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 | 68% |
| Females | 70% |
| Males | 65% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 78% |
| Students with disability | 25% |
| Students with no reported disability | 72% |
| English learner | 59% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 75% |
| Males | 70% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 78% |
| Students with disability | 42% |
| Students with no reported disability | 76% |
| English learner | 67% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 71% |
| 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 | 53% |
| Females | 58% |
| Males | 49% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 27% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 77% |
| Males | 76% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 59% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 77% |
| Females | 69% |
| Males | 83% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 56% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 64% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 76% |
| Females | 89% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 77% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 86% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 71% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 69% |
| Parent education - college graduate | 92% |
| 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 |
| 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 |
| 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
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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
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 - 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 | ||
|---|---|---|---|---|
| White | 34% | 28% | ||
| Hispanic or Latino | 31% | 49% | ||
| Asian | 16% | 8% | ||
| Multiple or No Response | 11% | 3% | ||
| African American | 4% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 32% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 29% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 51% | 85% | ||
| Vietnamese | 17% | 2% | ||
| All other non-English languages | 8% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Russian | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Cantonese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Somali | 2% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Specialized programs for specific types of special education students |
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| Students typically attend these schools after graduating | Campbell Middle School Rolling Hills Middle School Monroe Middle School |
850 Chapman Avenue
Campbell,
CA 95008
Website: Click here
Phone: (408) 364-4260
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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