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Teacher quality
Principal leadership
Parent involvement
Im really glad to hear this comment, that the Administration favors the low income, spanish speaking students. All my life I have seen these people pushed to the side and wept under the carpet, only to be given a mediocre education and treated less than. In some ways having to learn english and having a learning disability makes it so much more difficult for these little children. Give these children a real education and a chance at becoming successful. If we do that we help ourselves in the end, the problem is we are not educated enough to understand. We still think that everything belongs to us, and we are separate let me tell you something no one is going anywhere so lets give a helping hand so we don't end up supporting someone we did not properly educate.
—Submitted by a parent
Anna Borba's big drawback is the chain fence that surrounds the entire school. it looks like a prison. What are they afriad of?
The Administration at this school favors the low-performing, Spanish Speaking students and families. The parent meetings are twice as long, since they need to be translated in Spanish. The students that are continuing to score advanced on State Testing are not acknowledged, but the 3% of the student population that have raised their scores are rewarded with special privileges. Also, at parent meetings, the principal criticizes other elementary/junior high schools in the same district. The administration present and past have caused this school to fail academically when it was moved to their present location.
—Submitted by a parent
Its horriable they don't clean the bathroom's every one in the office is unwelcoming they shouldn't have changed the campus.
—Submitted by a parent
I transfered my child from Briggs to Anna Borba in the middle of her school year last year because of the whole move thing and I have to say that I was a little scared to do that because I thought Briggs was the better of the two schools. But after entering Anna Borba and really getting to know the staff and being lucky enough to have great teachers last year and this year, I know I made the right decisions for my child. I have a child that is ADHD and she has been getting avarage grades the last three years in school, and I am happy to say that with the hard work of my daughter and the help from her teacher this year she has made Honor Roll. And I have to say it is because of her teacher here at Anna Borba. Thanks for your help
—Submitted by a parent
Great school, wonderful principal and assistant principal, and great teachers. Very welcoming. My kids are getting a great education under the IB PYP program. The staff is hard working and friendly.
—Submitted by a parent
This new place is awful. Parents are not welcome and a friendly atmophere is nonexistent. Closing down the first campus and moving was a big MISTAKE!
This new site is just horrible! as a parent you dont feel welcome! I, like many parents fell this way. you are not allow to stand by your childs class. they so call it for security reason . its a bunch of boloni....they dont have someone to wacth the gates after you drop the kids in the morning and just before you pick them up.!
—Submitted by a parent
Amazing teacher/child/faculty and PARENT workmanship!Consistency, consistency and CONSISTENCY. Proud to have my child's young mind be educated and enriched with A.Borba Fundamental's striving strategy!!!
—Submitted by a parent
My child has been at Anna Borba since grade K. My child is in speech and is doing great. The school is great the teachers are hard working and the Principle and VP are great too! This school is a title one school because of the children that are english second language! The state test is not written for a child that has trouble speaking eng. My child and many children scored very high on the state testing! In fact are teachers went above and beyond to prep are children for the testing! My child scored 100% on 4 areas of the state test! The Ib program is a new way to teach global. My son is learning more than I had learned in CA school and he is becoming a thinking, visionary and most of all a great student! Great job to all the staff at Anna Borba!
—Submitted by a parent
I finally pulled my children out of this school due to the poor leadership, teaching staff, and the fact that what you have read in the last quotes are completly on the mark! It was a hard decision to make but my kids have never been happier, and the education that they are receiveing at their new school within in district doesn't even compare to Borba. We thought as many others that it was a better school and that is simply not true. The IB program does not add anything to the school either. It just costs a lot of money!! and was being funded through the PFA until this year. Again pulling my kids out was the best decision I could have made and I am glad I did!!!!!!!!!!!!!!!!!!!
—Submitted by a parent
I have child that has been attending Anna Borba since third grade. He has only had wonderful caring teacher with a focus on teaching the best strategies to help students learn. My child is average student that has had all of his needs met by the professionals at Anna Borba. I feel that Anna Borba is a wonderful school. I would recommend this school to anyone.
—Submitted by a parent
Very concerned that they only pay attention to the straight A students. If your child is perfect and gets straight A's then this is the school for you. If you child is average then expect a lot of problems and inconsistencies. They do not hit the mark with treating all children the same. They make exceptions if you do not speak English and if your child is gate. I do not recommend this school. It is all hype.
—Submitted by a parent
one of the things that concern my wife and i is anna borba has become more of a neighborhood school. the 'school of choice' thing just means you need to sign up to go there. there are issues that are not followed through with to keep the students/parents in check!
—Submitted by a parent
If your child is always compliant, does not ask questions, and excells naturally academically Anna Borba is a good school for you. The school not only is Title one but continually misses the mark when it comes to test scores. They are now a program improvement school. My children will only be in this school until I can get them out!
—Submitted by a parent
My son has attended anna borba since kindergarten he is now in 5th grade. I have nothing but praise for this school they teach respect for others and accountability for you actions. The teachers are excellent. They truly care about the kids. The pfa works hard and they are a great group that consists of mothers and fathers. If you put your child in anna borba you are ensuring that they are getting the best education. Anna borba is a great school on so many levels.
—Submitted by a parent
I m a parent who is really involved in my children s education. So when their grades began to fall, I was concerned. I was at the school (room mom) watching & observing. What I saw was a disgrace to education. We were so glad to hear space became avail at Briggs. So untrue when someone tells you that Anna Borba is a great school. Now with the title 1 what happens to the future kids? No parent involvement except the same little PFA group taking over Mrs. Hemlock School.
—Submitted by a parent
I think are kids are an example of us (parents). The June 2006 review. It's not the school that teaches 'the importance of respect and dressing appropriately.' This comes directly from us the parents. My children are well mannered and very respectful. A proud parent with kids attending Briggs the last 2 years!
—Submitted by a parent
My son just began his 2nd year at Anna Borba and I am pleased with the school. The principal and assistant principal are wonderful as are the PFA, teacher's and staff. He is very happy and comfortable there. I like the respect that is taught. They also have a great after school program with wonderful staff for that as well.
—Submitted by S Gillespie, 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
84 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
87 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
89 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
95 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
| All Students | 62% |
| Females | 59% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 92% |
| Students with disability | 23% |
| Students with no reported disability | 69% |
| English learner | 62% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
| All Students | 52% |
| Females | 46% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 92% |
| Students with disability | 31% |
| Students with no reported disability | 55% |
| English learner | 40% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
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 | 26% |
| Females | 28% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 6% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 38% |
| 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 | 22% |
| All Students | 50% |
| Females | 45% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 29% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 67% |
| 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 | 44% |
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 | 57% |
| Females | 54% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 30% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 63% |
| 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 | 76% |
| All Students | 57% |
| Females | 58% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 33% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 74% |
| 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 | 60% |
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 | 49% |
| Females | 48% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 81% |
| Students with disability | 31% |
| Students with no reported disability | 54% |
| English learner | 18% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 61% |
| 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 | 35% |
| All Students | 60% |
| Females | 62% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | 33% |
| Students with no reported disability | 66% |
| English learner | 32% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | 52% |
| Females | 48% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 82% |
| Students with disability | 25% |
| Students with no reported disability | 59% |
| English learner | 20% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
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 | 44% |
| Females | 50% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 18% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 31% |
| 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 | 47% |
| All Students | 38% |
| Females | 48% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 14% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 31% |
| 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 | 39% |
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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 73% | 49% | ||
| White | 17% | 28% | ||
| Asian | 3% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 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 | 65% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Vietnamese | 2% | 2% | ||
| Mandarin (Putonghua) | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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4980 Riverside Drive
Chino,
CA 91710
Website: Click here
Phone: (909) 627-9638
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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.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
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