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Teacher quality
Principal leadership
Parent involvement
I'm so sorry we moved here my kids are miserable here. The teachers are horrible and some of the kids no better. I can not stress enough the neighborhood seems nice but that's where it ends.
—Submitted by a parent
Teachers are alright and met the district's easy standard but have room for improvement. I wish more classroom time are spent in academics instead of field trip and parties. I have debate about grades given to my child but has difficulty just try to set appt meet with teacher. I've told to email with my concern but never got replied. After multiple efforts made, it was late to catch up. Wish more respect from teacher and front office. It seems preferences are taken who and what the staff wish to help you. I am looking into transfer out to other school after over 4yrs of attendence.
—Submitted by a parent
The teaching staff is GREAT! The ladies in the front office on the other hand are incredibly rude! I try my hardest to stay away from the office because every time I'm in there I feel like I'm putting them out. This school should get all 5 stars, but because of the office staff I give them a much lower score. They really should teach these ladies some manners.
—Submitted by a parent
I have two sons at this school and my sons' teachers seem to really care about the kids. I would say the curriculum overall is not that challenging, state standards are too low. The biggest NEGATIVE about this school is the front office. The secretaries are rude, slow and not very helpful (aka lazy). They are very technologically challenged and still do numerous tasks by hand! Why not take advantage of all the technologies available and do things more efficiently? When I called the school to ask which track my child was placed in, they could not look up his name on the computer to tell me. Instead they told me the lists were posted and I had to stop by the school. Since the front office is the first impression most parents get of the school, I'd have to say it is beyond disappointing, especially for such a highly rated school. Some customer service and computer skills training are in order!
—Submitted by a parent
Edna Batey is a wonderful school. The teachers work hard to make sure the students succeed. The PTA provides all of the 'extra' activities at the school and are also filling in a lot of the funding gaps this year. A couple of drawbacks to the school are the secretaries, who are not friendly, and a lack of communication between the administration and the parents.
—Submitted by a parent
Edna Batey is a top notch school with great teachers and supportive parents.
—Submitted by a parent
The teachers and staff at Batey are so very kind and devoted to our children!!
—Submitted by a parent
Edna Batey has the best administration, staff, students, and families!
—Submitted by a parent
We love this school! The faculty is absolutely wonderful and they really care about our kids!
—Submitted by a parent
I love the support the parents and the students recieve this is my childs 3rd year there and it's like a big family the teachers are awesome and really care about the students.
—Submitted by a parent
My son has had a wonderful kindergarten experience thanks to his wonderful teachers and this school!! Edna Batey is fabulous school and we couldn't be more pleased with the learning environment.
—Submitted by a parent
This is a very well-liked school where parents are lucky to have their children enrolled. The staff is great and works VERY hard to educate every child to their full potential no matter how varied their needs are. The PTA is top-notch and work tirelessly to offer a wide variety of activities for the school community to enjoy throughout the year. In my opinion, if anyone has a complaint against this school, it is because they have not been involved with their child's elementary school learning years and are not interested in furthering their well-being. Get involved, don't complain!
—Submitted by a parent
My family has been at this school since it started five years ago. This school is a distinguished school, this award or title wasn't bestowed upon the school for no reason. There were investigations and a whole lot of statistical reviews done before the school was given this award. Random parents and students were interviewed by the commitee that puts the recommendation for this award. My family has yet to come across administration like the admin at Batey. The ladies in the front are also a great team. If anyone felt 'unheard' or 'side swept' by either Jane, Dee Dee or Barbara it isn't because they didn't care, it's because they probably had too much going on. You have to go into the office knowing that this is a school and these women have to deal with kids all the time and they have to always put the kids first.
—Submitted by Shazia Keval, a parent
The administration is not willing to work with parents and supports teachers with no regards for child's well being/safety. Communication is extremely poor. Don't move to the area thinking it's the best! You'll be disappointed.
—Submitted by a parent
I've had two of my kids attend Edna Batey. One graduated from 6th grade last year. The teachers have been awesome. They make it very easy to communicate via phone calls and email. My daughter, who graduated from 6th grade owes it to Ms. Lovelace (6th grade) to have excelled in math. She taught her class to enjoy math and taught them at college level in a way they enjoyed! She also encouraged her students to start planning for college now.
—Submitted by a parent
This is an excellent school. I have two children who attend and the standards are high at all levels. The teachers are top of the mark. I have worked through minor learning and discipline issues. The teachers show respect for the student and parent and seem genuinely interested in the development of the whole child. The principal is very hands on and his influence is evident at all levels. The office staff is disorganized, but parent involvement and a culture of value-based education and high expectations, more than makes up for the shortcoming.
—Submitted by a parent
My children attend this school. My childs teacher is wonderful and my other childs teacher is wonderful too. The teachers are carring, and attentive to what my childrens needs are. The vice principle and principle are lacking direction to what the school needs are. They need more parent voulenteers. The office staff was not up to my expectations and communication comes to late. The lack of discipline for students. Disipline whats that??
—Submitted by a parent
My children was in this school in 3 years. It's very organize, a lot of activities for the kids.
—Submitted by a parent
My child attends this school. Her teachers seemed well qualified, caring and attentive at a class and personal level. However, my observation is that there is not a sufficient level of discipline and expectations for students, and many instances where parents are not as involved as they should be. I experienced parents dropping off their Kindergarten and First Grade students to wait at the front of the school and driving away. Children would then act up and bully other kids. The office staff was also not up to my expectations and communication often came at the last minute on upcoming events. Parents that do have the opportunity to volunteer frequently form 'cliques' and appear to receive preferential treatment.
—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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
141 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
119 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.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
148 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.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
143 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.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
162 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 | 72% |
| Females | 71% |
| Males | 72% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 59% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 71% |
| Males | 79% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 68% |
| 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 | 74% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 55% |
| Females | 53% |
| Males | 56% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 24% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 77% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 53% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 84% |
| 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 | 88% |
| Females | 95% |
| Males | 80% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| 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 | 100% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 87% |
| Students with disability | 36% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 80% |
| Males | 72% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 38% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 88% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 85% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 73% |
| Males | 92% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 62% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 82% |
| Females | 84% |
| Males | 79% |
| African American | 91% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 74% |
| Males | 80% |
| African American | 82% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 96% |
| 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
African American
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 | 39% | 28% | ||
| Asian | 22% | 8% | ||
| Multiple or No Response | 12% | 3% | ||
| Hispanic or Latino | 11% | 49% | ||
| African American | 10% | 7% | ||
| Filipino | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 28% | 2% | ||
| Spanish | 26% | 85% | ||
| Cantonese | 8% | 2% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Hindi | 6% | 0% | ||
| Punjabi | 6% | 1% | ||
| Russian | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Hmong | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | 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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9421 Stonebrook Drive
Elk Grove,
CA 95624
Phone: (916) 714-5520
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About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
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Welcome to GreatSchools!
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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