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Teacher quality
Principal leadership
Parent involvement
Really Great School! I love the great teachers, staff members, and a caring principal! Keep it up Hirsch!
My daughter completed her sixth grade this year. This is her first year at Hirsch . The teachers are very hardworking,loving,and understandable. My daughter had been through a surgery and missed almost a month from school. The teacher send her homework everyday and give her extra help in academics and she eventually earned an overall A honor roll in all subjects. We are very satisfied with the school and recommend this school to anyone.
—Submitted by a parent
My son studied here for Kindergarten - Rm2, 2011~2012. The teacher was really loving, caring, understanding and amazing. My son got this difficulty in speaking english since he moved a lot from Taiwan and Philippines before coming to US but the teacher did a very great job so that my son will have the knowledge and confidence to speak english. She got a special skill that with her only soft voice, she gained respect and attention from her students. My son missed her teacher a lot but he has to moved to Grade 1. Thanks a lot, ma'am! God bless
—Submitted by a parent
My Son has joined the Hirsh for KG. Mrs. T* was the teacher. She is amazing. My son has learned a lot and she has put lots of efforts to the kids to learn English and Math. JiJi Math is another plus point where my son come to home and play JiJi Math and learn hard mathematics in an easy way. Overall we are very satisfied with the School and the teacher. The principal is very much involved with students progress.. I highly recommend this school to any one.
—Submitted by a parent
My daughter goes to this school. It is a good school. API scored jumped up significantly in 2010. Principal is very good. Teachers are good as well. There definitely is a room for improvement like anywhere else.
—Submitted by a parent
I agree with the last review of Hirsch. My daughter also experienced similar difficulties with the retired resource teacher and communication between resource and mainstream teacher. The new resource teacher is not much better. She has said some rather insensitive comments about my child. As a teacher myself, I was shocked that a resource teacher would say such things to a parent of a child with special needs. I also agree that the principal is subpar. The teachers are hit or miss. Frankly, my family is actively looking to move away from Hirsch because I feel that an average schoool is not good enough for my child or any other child.
—Submitted by a parent
I have two children who attend Hirsch. I have been disappointed with my son's Resource Teacher, who recently retired and did not put much effort into assisting my son's progress over 4 years. Poor communication between the Resource Teacher and his regular teacher caused more anxiety and several misunderstandings, which were always blamed on my child, not the teacher. The principal also did not support my son's needs. The school has a poor Science and PE curriculum, both not supporting the American lifestyle and struggle of obese children, but also not allowing the children to grow in Science, one of the worlds most growing areas for future careers. One teacher has been absent almost the entire year, and the class has been run by a substitute. The school needs some better teachers:(..
—Submitted by a parent
My son is going to Hirsch. He is thoroughly enjoying the class. He is in kindergarten class. Ms Orr is his teacher. He absolutely loves her. We are very happy with his progress in the class. The school staff and the principal are very friendly.
—Submitted by a parent
I love that even though our school is small we continue to be one of the most sought after schools in our neighborhood. Our teachers and PTA have a wonderful reputation which helps to make our school desirable. My kids love their teachers and are doing so well with their school work and grades.
—Submitted by a parent
The students, teachers and parents are wonderful. Could not be happier!
—Submitted by a parent
We had absolutely horrible experience with this school. Principal will tell all what you want to hear. We didnt see her make an effort to support kids in their learning. Teachers were not great either. Stay away from this school.
—Submitted by a parent
Excellent School. Lot of parent involvement. My daughter is enrolled for her first year in KG. The teachers have taken special care esp. Mrs. Orr to improve her overall skills. I am very happy to enroll my daughter in this school.
—Submitted by a parent
Hirsch school is really a great school.My daughter is actually an overload student.I liked the school the first day i saw it.The teachers really rock there.Mrs.Fischer werk who teaches 1st grade is such a coooll teacher.Kids just love her.Sadly though she is being let go.If anybody needs a tutor for your kid staying in san leandro she is the one.Trust me take my words she is the best.Contact me on my email id and i can give you her id.My id is viju_hp@yahoo.Com.
—Submitted by a parent
Hirsch is a great school, with great teachers, and parent volunteers. It has very strict disciplines on home work, school times, and curriculums. My kids are happy to be in this school.
—Submitted by a parent
I have worked with the Principal, teachers, parents and students of this school. I feel that this is an excellent school to send you children to get a good education in a caring environment. The Principal makes it a point to get to know every single child at the school. The teachers are wonderful, and the office staff is very is caring.
My sons are in Hirsch and I love it. It is a small school with a lot of fun for both students and parents. Teachers are very experience yet still have passion in teaching. Parents of Hirsch are the best. There are a lot of PTA activities. The principal remembers students' name, which makes my son very proud of. The staffs are friendly and helpful. Thank you Hirsch!
—Submitted by a parent
Parent involvement at this school is amazing. Many volunteers. There seems to be many before and after school programs going on. The teachers are genuinely concerned about the students progress. The principal is new. There have been increases in school safety issues lately due to long recess for lunch. The teachers work very hard to make the school a good experience for the students.
—Submitted by a parent
Parents cooperation is great. They got music, arts, sports and great activities. They got good programs. Good and excellent teachers. Their programs are excellent. Students learn a lot and become creative.
—Submitted by a parent
My daugher graduated from Hirsch. She attended this school since kindergarten. Now my son attend Hirsch. He's attended since kindergarten and is now in the 2nd school. While we had some concerns about situations that come up, we as parents were able to openly speak w/the teachers and principal. They listened to our concerns and acted upon them in positive ways. We're very happy w/Hirsch, with their faculty, their curriculum and administrative staff. Thank you!
—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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
56 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.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
53 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
57 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
56 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
85 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 | 81% |
| Males | 62% |
| 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) | 60% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 71% |
| Fluent-English proficient and English only | 71% |
| 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) | 55% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 86% |
| African American | n/a |
| Asian | 97% |
| 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) | 80% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 91% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 95% |
| 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 | 72% |
| Females | 78% |
| Males | 65% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 67% |
| 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 | 55% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 77% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 73% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 93% |
| 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 | 75% |
| Females | 85% |
| Males | 66% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 47% |
| 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 | 73% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 85% |
| Males | 71% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 69% |
| 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 | 75% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 83% |
| Males | 74% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 36% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 66% |
| Males | 78% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 73% |
| Fluent-English proficient and English only | 71% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 81% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 73% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 85% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| 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) | 88% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 79% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| 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) | 76% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 90% |
| 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
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
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 | ||
|---|---|---|---|---|
| Asian | 38% | 8% | ||
| White | 22% | 28% | ||
| Hispanic or Latino | 19% | 49% | ||
| Filipino | 8% | 3% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 30% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 32% | 85% | ||
| Mandarin (Putonghua) | 14% | 1% | ||
| Urdu | 10% | 0% | ||
| Vietnamese | 8% | 2% | ||
| Farsi (Persian) | 7% | 0% | ||
| Punjabi | 6% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Korean | 4% | 1% | ||
| Cantonese | 3% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Burmese | 2% | 0% | ||
| Turkish | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | 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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41399 Chapel Way
Fremont,
CA 94538
Website: Click here
Phone: (510) 657-3537
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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.
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