GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Harriet G. Eddy Middle School on Facebook.
Teacher quality
Principal leadership
Parent involvement
This is not a good school, because ~Teachers overburdened ~Students VERY rude ~School is in a bad location ~Doesn't handle problems with bullying really well ~There is waaaay too much bullying ~I can barely learn anything
I was very worried about my son going to this school, but it turned out to be one of the best things that has happened to him. The honors classes were great, and the new principal was at every event, even the high school meetings for incoming freshman. And the band teacher is just one of those people who were born to teach!
—Submitted by a parent
i Was an seven Grader At This School And It's An Excellent School To Go to academically
I am a student at Harriet Eddy, and I want to set the record straight. The school brought in a brand new principal and basically restructured the whole school. The new principal has a GREAT sense of humor, yet at the same time, he gets business done. He took this school from the depths of the EGUSD to turn it into a great school. I mean, there are the drug problems and fights, but that's middle school these days. It's everywhere. To me, it seems like everyone minds their own business and the students and teachers are really helpful and supportive. This is a great school due to the faculty, administration, and students. I would enroll your students at Eddy because all the major gangs are at a lot of different middle school in Elk Grove. Overall, this is my favorite school ever.
I have been trying to work with this school and teachers for two years and it just has not been a good experience
—Submitted by a parent
The teachers at my sons school are great! They are wonderful with communication on my son's progress throughout the year. Much appreciated:)
—Submitted by a parent
To parents: Get your kid in as many Honors classes as possible. Those teachers are amazing, they taught me everything that I needed to know. It's the non-honors that's horrible: rowdy kids, discouraged teachers, etc. To the parent that thought that there were two policemen at school everyday: You're wrong, that's only for the dances :) Don't worry; as long as your kid doesn't act like a smart-alec know-it-all or a racist (trust me), s/he won't get beat up :) Great school, great teachers, bad admin. :P
—Submitted by a student
this school is so not well put tugether and they need to fix that now, before they get put out of business
—Submitted by a student
This school has so many problems. There are major issues with race with the students and it even seems like with the staff as well. The kids overall are way out of control. So disrespectful and disruptive and the administrators do little to take care of these issues. There seems to be a real lack of structure and rules. The kids get away with too much. My child left elementary school happy with excellent grades to stressed out with lower grades. My child has been bullied and little has been done about it. Some of the teachers are good but they seem to be stuck in a bad system as they do not seem to get much support from their administrators. I willing be enrolling my child elsewhere.
—Submitted by a parent
My sons struggles, but I have had a good experience with the counseling staff and teachers in addressing the problem. They called a meeting for me and have been very helpful. Parents have to be proactive too. There are certain 'students' that are quiet disruptive andt here are a lot of fights on campus. My son says he feels safe, but that there are students that disrupt the classes and he finds that discouraging. They need to get tougher with the troublemaker and thrown them out, making their parents more accountable. It's not fair to the kids that want to learn.
—Submitted by a parent
In my experience, there are two HEMS experiences: one for honor students who flourish in the necessary academic support, and the rest of the student body who has a 'survival of the fittest' academic environment. My daughter attended HEMS last year and went from a 3.85 student who loved school to a kid who hated school and lost interest in academics. Not only was she bullied by her peers, and repeatedly threatened, but when the issues were raised with the administration little to nothing significant was done to curb the trend. Repeatedly I was promised that bullies would be held accountable, yet nothing was done. Worse yet, was when she needed academic support (non-honors) there was little to none available. She begged me to go to school in the district her grandparents live to avoid HEMS since there wasn't an alternative.
—Submitted by a parent
I have had the most worst experience dealing with the teachers and staff at Hariett Eddy. The teachers seem to not have enough time for the student who need more attention in class. This school does not care for the student who need more attention...
—Submitted by Celia Choyce, a parent
I happen to feel that my son's needs are not adequately addressed and I feel that the teachers label and group kids. My concerns regarding a certain teacher have not been addressed and there really doesn't seem anyone to go to when a child is having difficulties beyond his control. The teachers are focused on the 'learning environment,' only, and not interested in the individual child whatsoever. It is all based on attendance and test scores, because that is what brings in the money. Our child are nothing but numbers and dollar signs, and if she or he poses a problem, detention, OCS, work-study, or Thursday night school.
—Submitted by a parent
Two sons -- one attended HEMS four years ago, the other currently a 7th Grader. I am vastly more impressed with the administration now than four years ago. Administration and staff are accessible and creative. In my experience, teachers are capable and interested. My son takes a mix of honors and non-honors classes, so his experience is not limited. The proof is in the scorecard -- test scores up, disciplinary actions down. Biggest challenge facing school, in my view, are the urban legends spread by some parents. In my son's experience, fights are non-existent, and discipline problems are handled promptly. Considering what is happening with kids when they are in middle school, this school is a model.
—Submitted by a parent
I give a mixed review of this school. While my own child has had a positive academic experience here in 'honor' classes, it seems as if his friends in non-accelerated classes have varying experiences of difficulty. Control of the classrooms appears mixed, due to social factors that may be beyond the teacher's control. Overall, the teachers' depth of knowledge in their subject matters is impressive, and we have seen what I consider to be an above average interest in the well-being of the students, but teachers do not always seem well supported by their administration.
—Submitted by a parent
My step son has had nothing but trouble with school work. The staff does not call back the parents. The school is not worried about students grades just the attendance.
—Submitted by a parent
This is an exceptional school. My daughter will be graduating from HEMS in 06/06 & attending Laguna Crk High & I have to say that HEMS is one of the best schools out there. The staff is always available to talk to parents & Mr. Lambert is accessible to the parents as well as the students many of whom I have witnessed him calling by first names. Ninety-nine % of the teachers are great (or @ least the ones my daughter had). They are willing to go the extra mile, encourage independent expression & appear to understand that not all children learn at the same level. I have been extremely happy with HEMs . They are not only academically focused but they have many extra activities for the students to participate in & encourages social stimulation so that the students are well on their way to being prepared for college.
—Submitted by Marlene Snoddy-Denham, a parent
My Daughter has gone from Honor roll to struggling student here. Some teachers seem overburdened and cannot control the learning environment. Constant reports of fighting, violence, trouble and classroom disruption (from my daughter). I'm told there are 2 police officers on campus every day. The school's view on problems seems to be 'Stay away and don't talk to each other while we pretend the problem did not occur.' In my opinion this school is overcrowded, troublesome and one to avoid.
—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 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
The state average for Algebra I was 86% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
372 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 Algebra I was 49% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
369 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
355 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 | 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 |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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
| All Students | 73% |
| Females | 73% |
| Males | 73% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 71% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 70% |
| Males | 55% |
| African American | 51% |
| Asian | 82% |
| Filipino | 83% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | 14% |
| Students with no reported disability | 69% |
| English learner | 11% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 53% |
| All Students | 39% |
| Females | 41% |
| Males | 37% |
| African American | 26% |
| Asian | 54% |
| Filipino | 32% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 50% |
| Students with disability | 7% |
| Students with no reported disability | 43% |
| English learner | 0% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 37% |
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 | 70% |
| Females | 64% |
| Males | 76% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 67% |
| All Students | 52% |
| Females | 63% |
| Males | 43% |
| African American | 38% |
| Asian | 55% |
| Filipino | 77% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 57% |
| English learner | 28% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 49% |
| All Students | 27% |
| Females | 25% |
| Males | 29% |
| African American | 19% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 29% |
| Students with disability | 9% |
| Students with no reported disability | 31% |
| English learner | 23% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 59% |
| Females | 50% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 61% |
| Students with no reported disability | 59% |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | 58% |
| 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 | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 54% |
| Males | 46% |
| African American | 35% |
| Asian | 50% |
| Filipino | 77% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 64% |
| Students with disability | 9% |
| Students with no reported disability | 56% |
| English learner | 24% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 38% |
| All Students | 60% |
| Females | 64% |
| Males | 56% |
| African American | 41% |
| Asian | 61% |
| Filipino | 76% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 77% |
| Students with disability | 23% |
| Students with no reported disability | 63% |
| English learner | 40% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 54% |
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 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 24% | 28% | ||
| African American | 21% | 7% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 17% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| Filipino | 6% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Vietnamese | 8% | 2% | ||
| Cantonese | 7% | 2% | ||
| Farsi (Persian) | 6% | 0% | ||
| Hmong | 4% | 1% | ||
| Khmer (Cambodian) | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Ukrainian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
Tips for understanding school culture
Visit
9329 Soaring Oaks Drive
Elk Grove,
CA 95758
Phone: (916) 683-1302
To start a new list, click OK. Otherwise click Cancel.
Cosumnes Oaks High School
Elk Grove, CA
Elizabeth Pinkerton Middle School
Elk Grove, CA
Toby Johnson Middle School
Elk Grove, CA
Elk Grove Charter School
Elk Grove, CA
Edward Harris, Jr Middle School
Elk Grove, CA
California Montessori Project - Elk Grove Campus School
Elk Grove, CA
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
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Harriet G. Eddy Middle School on Facebook.
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!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

