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Teacher quality
Principal leadership
Parent involvement
This school is the "WORST" elementary school my children attended. The teachers, the psychologist, the nurse and the principal just work there to get paid but, not because they care or have passion for the kids they served. It's sad to have professionals like them working with children.
—Submitted by a parent
They sometimes"parking lot" special needs children in an effort to mainstream at the rear of the class. Bullying is Zero Tolerance so they turn away from recognizing passive bullying or and sometimes outright torment.Not enough guards on the playground and out in the field. The main Principal hands a lot of things down to the 2nd rank Principal. Good school for athletic or highly intellectual students, but not enough care and support for the kids suffering with AD without and IEP, or the basic struggling student. I star to the Principals for turning away from facing bullying issues in the real world, not thier textbok definition..
—Submitted by a parent
Dry Creek Elementary is an excellent school with great teachers, aides, support staff, office staff, Principal, Vice Principal, and very active parents. I am actively involved in volunteering at the school in both of my children's classrooms, so I see a lot of what goes on in the classroom and on the playground. I have a special ed child that just transferred in from Cole Elementary (another excellent school). There were definitely some adjustments needed for his curriculum and socialization into a mainstream school. However, I felt the school was very quick and responsive to issues as they came up and have resolved the problems quickly and as well as possible given the circumstances. There are still some improvements that can be made with educating ALL of the children about tolerance, acceptance, and diversity. However, I feel that as these problems arise, the school quickly gets to the bottom of what the problem is and deals with it appropriately with the resources that they have. Keep up the great work Dry Creek!!!
—Submitted by a parent
Couldn't be more unhappy with a school. My child cries frequently and says her teacher yells in the classroom when there are no other adults around. After months of tears and frustration with a child that once excelled now struggling, I spoke with the principal. He told me that she is a good teacher and he doesn't believe it is true. I have spoken with other parents who have informed me that their children say the exact same thing. The principal was too busy being defensive and protective to hear me out. It is concerning to me that he wouldn't believe that this is possible. Sometimes even good teachers make mistakes. I wasn't expecting him to march in there and fire her, but acknowledging that there may be a problem and working towards a solution would be better than denial. I am NOT a complainer or difficult parent. I spend time in the classroom and I do my part. I am disappointed in this school. Very disappointed. My children are moving to a different school next year.
—Submitted by a parent
Dry Creek is a fantastic school! The administration staff is a powerful team. The teachers I have worked with, Koop, Howell, Rios, Contreras, Wetzel, are outstanding. Many parents who volunteer there are also FUSD or CUSD teachers. My children (all three) have been very successful thus far and I would drive an hour each day if necessary to continue my children's education in such a fine establishment. Even the after school program is fantastic. Great Job Mrs. V. and staff!
—Submitted by a parent
We currently have child that attends Dry Creek and two more that will attend in a few years. Dry Creek is a great school. Mr Hansen is Awesome. Mrs. Koop and Mrs. Vizcarra are both excellent teachers. Dry Creek has excellent academic programs and the teachers always keep the parents abreast of students progress. Awesome School. The ladies at the office are great too!
—Submitted by a parent
Principal Mr. Hansen and the GIS, Mrs. Sells, are awesome! Mr. Hansen is very personable. We love Kay & Jodi! Dry Creek is a great school, especially considering it is the largest elementary in FUSD or CUSD. The teahers do vary in dedication, but you'll find that at any school. Overcrowding does not fall on the school, but on the builders and those who allow them to overdevelop. This should have been addressed before they were allowed to continue building. Place the blame where it belongs! A new school is currently being built, Rank Elementary.
—Submitted by a parent
What an outstanding school! We are moving to a different area and still want to keep our child at Dry Creek even if we have to drive an extra 20 minutes each day. Awesome teachers!
—Submitted by a parent
This school has gone downhill in overall quality every year since Rich Smith left as principal.
—Submitted by a parent
Overcrowding has gotten way out of control. Portables are not the solution. Not enough resources to deal with that many kids. Still a great school, great parents, great teachers.
—Submitted by a parent
This once proud school has slipped greatly in the last couple of years, teacher quality varies from an wide extreme; one year you can get a very good teacher who works with students strengths and weaknesses and really teaches-- (not just for test scores) and other years you get the other kind, of which their are too many! And what happened to teaching these kids writing skills? Kids aren't taught to write because their is no testing on writing! Math facts are important, but not the be all everything. Kids are pushed to hard and to fast; the joy of learning is gone, its all about the test scores. Practice tests over Easter vacation--c'mon... Leadership I'm sorry to say is lacking as well; This used to be a country school with parent involvement, the whole room parent thing and holiday event planning thing was poorly done. no more space sorry DC.
—Submitted by a parent
This is an excellent school. The principal is very involved, gets to know every student and visits each classroom every day. The awards program is wonderful, really encourages the students to achieve. I would recommend this school to anyone.
—Submitted by a parent
Mrs. Koop is the best kindergarten teacher I can imagine. Mr. Smith made each child feel like he knew them. The school has a 'small-town' feel, and everybody seems to know everyone else. I can't think of a better school for my children.
Mr.Smith is probably as good a principal as Clovis unified has. The new principal has very large shoes to fill. Under Mr. Smiths leadership school test scores were always among the highest in CUSD, and his involvement in extracurricular activities was great; The little things he did--like keeping up the school website with current pictures was always appreciated. My kids were always lifted up by his positive encouragement when he spoke at school assemblys and grew immensely academically at Dry Creek under Mr. Smith and some excellent teachers such as Mrs. Mullens, Mr. Mueller and Mrs. Bishop who were able to handle my sons strengths and weakness's to bring out the best in him. Thank you - Leon Goorabian Clovis CA
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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
122 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
110 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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
116 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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
107 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
116 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 | 81% |
| Females | 85% |
| Males | 78% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 83% |
| Students with disability | 39% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 76% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 82% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | 50% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 71% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 86% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 92% |
| Females | 92% |
| Males | 92% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 80% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 87% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 86% |
| Females | 87% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 82% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 71% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 71% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 89% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 95% |
| Students with disability | 55% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 82% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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 | 83% |
| Parent education - graduate school/post graduate | 81% |
| 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
Grade 6
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
Fluent-English proficient and English only
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 | 61% | 28% | ||
| Multiple or No Response | 13% | 3% | ||
| Asian | 11% | 8% | ||
| Hispanic or Latino | 11% | 49% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Punjabi | 32% | 1% | ||
| Spanish | 32% | 85% | ||
| Hmong | 13% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Hindi | 5% | 0% | ||
| Korean | 5% | 1% | ||
| Cantonese | 3% | 2% | ||
| Portuguese | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | 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% |
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8098 North Armstrong Avenue
Clovis,
CA 93611
Website: Click here
Phone: (559) 327-6500
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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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