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Teacher quality
Principal leadership
Parent involvement
My daughter went to this school for K and the 1st. Had no problem. Great teathers. Parking is kind of messy still not that bad. Class size is 32 which is higher but it is not them but the district. Parents don't seem friendly as much as the other school in the city where my son goes. My daughter is going to another school next school year due to close to home but had to fill out a choice form. Then I can campare between two schools. As a whole it's a great school till now.
—Submitted by a parent
An excellent school. The Principal is very experienced and the teachers and staff care. I am happy with my daughter's education.
—Submitted by a parent
Natoma Station has a new principal who doesn't have a lot of experience. the kids are crammed into the classrooms like sardines. Forget about going there if your child is Special needs. they will not give you ant services unless you have an advocate.
—Submitted by a parent
Natomas Station Elementary school has some of the best, most dedicated teachers I've ever met. I'm proud to send my daughter to school knowing that she will get the best education available. Their 'no bullying' policy cuts down on the destructiveness that I've seen effect schools in other neighborhoods. I get reports online about my daughter's progress from her teacher that could warn me if she's getting off-track. Most of these reports, I'm proud to say, are of my daughter's stellar performance. (pardon the bragging)
—Submitted by a parent
Every child we know at this school has many many homework assignments and feels a bit overwhelmed. They rarely have time for other activities. This is great for children who are advanced, normal kids may just hate school.
—Submitted by a parent
My child went to Natoma Station last year for kindergarten. There were 32 kids in his class!!! They justified this because the a.m. teacher and p.m. teacher were in the class at all times. I have seen quite a few kindergarten classes (at different schools) and both teachers are also there most of the time, but they still keep it to 20 kids. I was impressed with how well behaved 32 kids in one class could be, but I did feel that the younger kids and the kids that were slightly behind didn't get as much attention as needed. The centers were not as hands on as they should have been because there were just too many kids to keep on task if a project needed a lot explaining. Lots of printables! The principle and teachers are great, they just have too many kids to work with at a time.
—Submitted by a parent
Wonderful school! I couldn't have asked for better teachers. I love Natoma Station!
—Submitted by a parent
I am a student in 6th grade at Natoma Station. I just started going to this school this year and I always went to a school that was not the greatest. At this school I feel safe and I know there are not going to be any 'gangs'. You can tell that the kids are great, but when it comes to teachers it's not that 'fantastic'. My teacher does not care for the kids and acts like he has a whole other job and that 'other' job more important. I have two other teachers, one is plain rude and practically scares the kids with yelling. The other teacher is fine, she is nice, but ways to much homework for the avrege kid. As it goes for the principle, he is a cool guy. He is nice, funny, and always put a smile on your kids face.
—Submitted by a student
My kid is always bored in his 3rd grade class. He's in GATE but they don't seem to do anything challenging--he almost never has any homework at all. In math they have him doing division over and over again when some of the other kids in the same class can't even do subtraction. I have to struggle to keep him interested academically because there's no instruction of value. The class sizes are too large and they won't skip him to the next grade level.
—Submitted by a parent
My daughter has been going to NS and Michelle, Mr. Burns, the teacher and staff are helpful and terrific in their jobs. The activities are above average an the school is well kept!
—Submitted by a parent
My son has been in Natoma Station for almost 2 years now and so far the teachers are great academically! However, I feel compelled that the teachers are not really 'open' to the parents as much as I could like them too..
—Submitted by a parent
My daughter attended Natoma Station from Kindergarten through to 6th grade. Overall, she had a very positive experience. Most of her teachers were very good, but two weren't so hot. The curriculum is good and the music program is wonderful. My daughter loved going to this school so much that she couldn't wait to go back after each summer break. She excelled overall and was on the principal's list. I feel pleased with her education there. In addition to the school, she attended daycare located on campus before and after school. While this is truly geared more for the younger kids, I did like the fact that it was structured so that she had time to complete her homework and didn't have to bring too much home as a result. We could spend quality time at home at night. It really is an excellent school.
—Submitted by a parent
We've had three children go through this school and for the most part, have been very satisfied. The quality of teachers varies, primarily with regards to respect for individual learning styles. The curriculum is standards based, which can be frustrating but is pretty much what you get within the public school system. The Principal seems genuinely involved and concerne in the education and general welfare of the kids.
—Submitted by a parent
Their Academic programs are geared towards bringing out the best in any child and their computer programs are very well organized. There are relatively few draw backs here.
—Submitted by a parent
A very supportive environment. Son is in fifth grade and looks forward to being in class everyday! He is sad when the school year ends! How many schools can claim that? Probably to few!
—Submitted by a parent
We are lucky to have Natoma Station Elementary in our community. Our administration and our teachers work so hard and always seem to keep in mind that this is 'all about our kids'. We feel so lucky to have our child at this school. So many parents volunteer at our school in some capacity...and they work!
—Submitted by a parent
My child has straight A's from this school and I believe that at her other school she got c's and d's.
—Submitted by a parent
Great school in folsom, academically strong, very good community, friendly teachers.
—Submitted by a parent
My children are in first and second grade at natoma station. Kindergarten was pretty crazy, the ratio's are really high. First grade for my daughter was tough because she had team teachers. Compared to this year, where my son has a single teacher who is wonderful. The school is very academic. I find there is not enough available to the kids artistic wise. They recently replaced their playground equipment. It's a nice school in a great neighborhood. Just like any school though it has it's strengths (test scores, academics etc) and it's weakness' (not enough art, too many team teachers and too structured sometimes)
—Submitted by a parent
Our family absolutely loves Natoma , teachers are very involved. Our daughter isn't left 'bored' she is pushed to her abilities... we are thrilled.
—Submitted by Laurie Fisher, 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
62 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
97 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
96 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
64 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 | 71% |
| Females | 75% |
| Males | 67% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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 | 64% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 81% |
| Males | 67% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 67% |
| 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 | 75% |
| Males | 88% |
| 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 |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| 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) | n/a |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 96% |
| 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 |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| 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) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 79% |
| Males | 80% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 60% |
| Males | 71% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 75% |
| Females | 79% |
| Males | 71% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 76% |
| Students with disability | 21% |
| Students with no reported disability | 84% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 73% |
| Students with disability | 7% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 77% |
| Males | 63% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 73% |
| Students with disability | 21% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 64% |
| 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 | 95% |
| Females | 97% |
| Males | 94% |
| 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) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 75% |
| Males | 91% |
| 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) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| 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
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
Gifted and talented
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 | 69% | 28% | ||
| Asian | 16% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| 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 | ||
|---|---|---|---|---|
| Arabic | 23% | 1% | ||
| All other non-English languages | 18% | 1% | ||
| Spanish | 13% | 85% | ||
| Hindi | 8% | 0% | ||
| Russian | 8% | 0% | ||
| Cantonese | 3% | 2% | ||
| Farsi (Persian) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| French | 3% | 0% | ||
| Italian | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Ukrainian | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | 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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500 Turnpike Drive
Folsom,
CA 95630
Website: Click here
Phone: (916) 351-0565
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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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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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