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Teacher quality
Principal leadership
Parent involvement
There are a number of problems at this school. Many of the good reviews are by home-owners trying to prop up their home values. A number of teachers at this school have been around for a long time and are very lazy. They will not go even one tiny bit over the required curricula - because that will be "extra work". They can afford to be lazy because the asian students (the major component of this school), learn lot more from "coaching" type classes outside of school. Take out the asian students out and you will find the "true score" for this school - Caucasians, Latino's and other races - that typically don't have a culture of after school coaching, all do rather miserably at this school. Many of the incoming kids at the school, already know stuff that is going to be taught to them in class. These kids pretty much get taught nothing by the teacher - in a class of say 30 students - if 15 of them already know what is to be taught for the next 6 months, the teacher effectively now only needs to teach 15 - since 15 of them already know their p's and q's. The teachers absolutely don't do anythng to involve the 15 who are ahead and bored. Reached word limit - so can't tell you more..
—Submitted by a parent
My kids used to go here. Horrible, horrible, horrible front office, attendance clerk always rude. Why can't she get a write-up?
Mission Valley is one of the most truly caring places for children to learn. The teacher enjoy teaching and want your child to get the best education possible. Yes there is a write up system but it has taught my children to be responsible and do all of their homework. I have had may childcare children also attend Mission Valley and we all agree that it is a wonderful place to learn. Most of the complaints come from parents who want to control the teachers instead of letting them do their jobs. It has been a excellant choice for my children.
—Submitted by a parent
If you enjoy fighting with administrators and staff, then this is the school for you.
—Submitted by a parent
We left Mission Valley for a number of reasons. 1) The write up system causes stress and headaches. 2) Some teachers were more negative than positive. 3) A teacher said to see the principal and the principal said to see the teacher. 4) Others schools do not have the write up system.
—Submitted by a parent
I'm bemused by the parental obsession with standardized test scores. The tests are a poor, inefficient way to measure learning, intelligence and thinking. Thankfully, Mission Valley teachers, for the most part, don't focus on this pedestrian, rote-type learning. They are creative, dedicated and devoted to the children. They encourage the kids to be creative, innovative learners as well. I only hope those insecure parents who focus on test scores and want trophy children don't ruin this treasure of a school. Already, we see changes in approach by some teachers. And yes, people, your kids don't need extra homework. They need to have actual childhoods and to become well-rounded, thinking people. You are not raising little robots. Quit asking the teachers for extra homework and actually participate in educating your children to think.
—Submitted by a parent
Yes, the write-ups can be infuriating, but my child has never gotten any that were distributed to her because of a few microscopic accidents. The teachers are terrific, but the children need themselves need to be more focused, and the parents slightly more encouraging.
—Submitted by a parent
One of the reason the Mission Valley is going down in the test that they are spending less time in teaching and more in admin. As usual teachers start the academic year at a snail speed and then in the last quarter of the year they will over burden the students and parents with too many home work and week end assignments to cover district requirements. Zahir Alam
—Submitted by Zahir Alam, a parent
The school claims to adopt an praising system. However, all that have been emphasized are trivials and small facts that leads to punitive writeups, while good behaviors, achievements, and progresses easily go unnoticed. Besides, some teaches uses writeups without consistent guidelines that causes confusions and negative feelings among students.
—Submitted by a parent
Mission Valley probably has the lowest score within Mission San Jose elementary school district at year 2007. I am surprised to find out their score has dropped 14 points compare to 2006. Mission Valley needs to change the conservative way of teaching because it is the old way of teaching. Lots of teachers in Mission Valley are too confident with their teaching styles without listen to parents suggestions and won't change base on students' learning style. I believe this is the main reason Mission Valley doesn't have an impressive improvement for the past few years. Hopefully the teachers can lower their gestures and open their eyes to see what really happening around them.
—Submitted by a parent
Mission Valley is nice but still needs to improve. The whole write-ups thing is good but they give it for very little things like forgetting to bring 2 pencils! It makes me so angry when my child comes home sad that she got a write-up for not going to line fastly or raising her hand at a wrong time. But the studies are great!
—Submitted by a parent
The teachers / academic program and parents involvement are really good. I am very very staisfied with my kids progress. Many thanks to the Entire Staff and MVSA program for their commitment.
—Submitted by a parent
My son was attending K class in school year 2006, and received very good care from teacher in terms of academic progress and other social skills. In addition, the class arranged some helpful activities to get the kids knowledge out of classroom. The parents provided great help in classroom. Overall, the school is great.
—Submitted by a parent
The teachers go above and beyond to make sure each student receives a meaningful and quality education.
—Submitted by a parent
The good teachers are only a handful; it's the families who raised great kids and being very supportive in accademics.
—Submitted by a parent
Mission Valley is a great school. We are lucky to have an experienced teaching and administration staff. They really care about our childrens education. I am very confident that when I send my daughter to school everyday she is getting a good education.
—Submitted by a parent
Great School. The kids will work hard there. Sometimes the rules are a little stringent with the 'letter reward' system, but overall a great place for learning. The school is highly, highly, competitive and a bright student will be 'just a number' there, considering the talent level that attends the school (and district). Principal turnover has been high (three different Principal in as many years), so rating one is not possible at this time. Parent involvement has been declining (my personal observation) over the last few years.
—Submitted by a parent
This school is good. The api is not as high as GOMES or Mission San Jose, but I did not see the difference
—Submitted by a parent
I feel the school or the school district needs to revise the 'write up procedures'. Secondly, it sadens me that the teachers send home so much homework and the schools policy is 15 minutes per year of grade.
—Submitted by a parent
hard-working staff. dedicated principal.congenial office staff. orderly campus. attractive grounds. great test scores.
—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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
118 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
84 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
106 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
112 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
109 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 | 87% |
| Females | 95% |
| Males | 81% |
| African American | n/a |
| Asian | 94% |
| 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) | 82% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 89% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 93% |
| Males | 88% |
| 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) | 82% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | 89% |
| Fluent-English proficient and English only | 90% |
| 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 | 94% |
| 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 | 91% |
| Females | 86% |
| Males | 95% |
| 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 | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| 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 | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | 100% |
| 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 | 96% |
| Females | 100% |
| Males | 93% |
| African American | n/a |
| Asian | 98% |
| 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 | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 98% |
| Males | 96% |
| African American | n/a |
| Asian | 99% |
| 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 | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 99% |
| 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 | 94% |
| Females | 96% |
| Males | 93% |
| African American | n/a |
| Asian | 98% |
| 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 | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | 99% |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 96% |
| Males | 95% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 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 | 94% |
| Females | 93% |
| Males | 96% |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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 | 97% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 94% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 97% |
| 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 - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 83% | 8% | ||
| White | 9% | 28% | ||
| Hispanic or Latino | 3% | 49% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 49% | 1% | ||
| Cantonese | 8% | 2% | ||
| Hindi | 8% | 0% | ||
| All other non-English languages | 7% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Spanish | 4% | 85% | ||
| Urdu | 3% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Gujarati | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Armenian | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Burmese | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | 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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41700 Denise Street
Fremont,
CA 94539
Website: Click here
Phone: (510) 656-2000
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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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