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Teacher quality
Principal leadership
Parent involvement
My son goes to this school currently. I know the staff is very involved and are working hard to improve the whole moral of the school. I have to disagree with the comment made about the principal. I am a total different race than he is and my son also experienced bullying. i have to say that the issue was addressed and measures were taken. I think sometimes we forget that the staff has state rules and regulations that leave their hands tied. There is no doubt that they are struggling with getting extra curricular activities started. It has to do with the parent involvement. If you are able get involved.
—Submitted by a parent
The problem with this school is the principle he caters to his own kind. He is not professional and they need a new leader. I was a student at this school and was excited to send my child, it's his forst year and already he has experienced bullying. I have been up to this school several times and nothing has happened, now I see why it's a level 1 school.
—Submitted by a parent
Teachers and staff are good. I think the problem is the lack of parent involvement. We have gone to almost all parent / school meetings / assemblies and every time you see parents talking on their cell phones, talking over the teachers / speakers, and complaining for having to be there. One time my husband had to tell a parent that was talking very loudly to be quiet during a musical performance. Just don't go if you aren't going to participate. We did have an issue where my son was punched by a child and my son was sent home because his face was red from the punch and the other child was given a slip to take home, is that fair?. Also, my son was given a warning for sticking up to a bully that had pushed him and another child. There needs to be more positive things for the children that do not misbehave and harsher punishment for those that do.
—Submitted by a parent
Improvements are slow. Getting parents and teachers to get involved is like trying to move a brick wall. Teachers only want to teach, do what they have too, and go home for the day. Parents drop their children off and expect the teachers to do the rest without having to get involved until they pick them up at the end of the day. And those of us who do care, that do get involved, that do what they can for the student ; join the PTA and slowly try to chip away at that brick wall. Stop complaining, stop whining, stop crying. Everyone is to blame if a community can't pull together for the sake of their children. Everyone is to blame for not getting involved. Stop blaming the school, the teachers, the parents, because it doesn't matter whatsoever to the students unless everyone makes an effort. A school is useless without everyones involvement.
—Submitted by a parent
I agree with the previous posting. Harder seems soulless to me also. My daughter is enjoying 5th grade and has been at Harder since K with Ms. Lloyd. I'm ready to move on to middle school. I have an upcoming day off and want to check out the parent center which was just completed. One thing I must end with is my daughter is on the Honor Roll and she received her certificate. In the past, a Citizenship Certificate was also given to the students who earned it. She did, but was told only one certificate per student even though she earned both. I am not a happy parent.
—Submitted by a parent
I am sorry to say that Harder feels empty this year. There was a sense of community in the last several years that seems gone now. The school lacks personality this year. The kids used to love to go to school and the staff, in general seemed happy. That is no longer the case. I was definitely happy as a parent. We need to find a way to bring the life back to Harder. Unfortunately the principals and many of the teachers who had that energy, enthusiasm and passion are gone. I hope that those of us who are still there can find it for the sake of the students.
—Submitted by a parent
This year at Harder is going to be fun but we need more parent envolvment with the school site council. As the chairperson of the SSC, Im asking for any thoughts or ideas on how to improve Harders AYP. Harder is a great school but with more parents Involvement i know it will only get bettter
—Submitted by a parent
It is clear that change is a scary thing for some people. I am happy to see that change at Harder has been positive. Starting from the school facilities that have been painted and are lined with pictures of students and the school community. Physically the place is far more welcoming and more like a school than like the dingy institution that it looked like for years. There are a lot of student events for the kids as well as many many classes, workshops and groups for the parents to get involved in. I am one of the many parents who supports Harder and is proud to say that my students attend this school.
—Submitted by a parent
The school got some really bad press at the end of last year. Still the school continues to get better and better and in the opinion of myself its the best that it has even been (in all areas).
—Submitted by a parent
It is sad that many of the involved parents at HArder do not have access to the internet or information about this website to enter their thoughts about the school. This school has experienced numerous changes. I can say that I have noticed numerous positive changes since a permanent principal has been assigned and a lot of new staff members who are young, energetic and excited to teach. Safety was a concern at the beginning of the year, but parent involvement and proaction on the part of the administration addressed the major issues making safety a concern.
—Submitted by a parent
Take an opportunity to visit Harder and judge for yourself. The Harder community has had a lot of transition and as parent of 2 children who attend Harder, I can say that I have noticed a lot of improvment over the last several months. My child is in an intervention class to help with his academic performance and they now have counseling and other help for students who need someone to talk to. My boys love Harder and I am glad that I made the choice to keep them there.
—Submitted by a parent
The school has had lots of oppotunities for parents to get involved. But no one really ever shows up. Parents involvement is important to making a school better and making sure students acheive. I wish that parents would participate more at this school to help the teachers out, like I do.
—Submitted by a parent
I really wanted to send my daughter somewhere else because there was too much changing and questions going on there. I was unable to transfer her to another school at the beginning of the year. The school is still not perfect, but I am very happy that I didn't transfer her. She is in a combination class but her teacher seems to really keep her excited about learning and she is doing really well this year. The office staff and new principal are a lot more polite and helpful than last year.
—Submitted by a parent
My children is at Harder for the first time this year. They have not had any problems. The school has had some activities. I wish there were a few more but overall my children love it there and are doing very well.
—Submitted by a parent
Ms. Ford Morthel is the new principal at Harder. She taught both of my students when she was a teacher there. She was a great teacher and she has done a lot of great community things since she has been principal. My son who is now in middle school and many of his friends (at Chavez) have visited the school and comment on how much brighter the school is. It is welcoming and refreshing for me to know that someone who knows and has been apart of Harder is the principal.
—Submitted by a parent
Safety is a huge concern at Harder Elementary school. New leadership would be a start. I don't believe the interest of the children is a priority here. How can children learn when exposed to constant fighting?
—Submitted by a parent
Extremely disappointed in the administration. There's no prinicipal leadership. No discipline for those kids that don't care to learn, thus hampering the others learning experiance. There are some good teachers, however, the bad ones are allowed to be bad and provided a poor learning experiance to our kids. The only bright spot was the parnet involvement and the relationships that were made as a result.
—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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
76 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
79 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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
The state average for English Language Arts was 59% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
88 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 | 36% |
| Females | 41% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 29% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | 48% |
| Females | 40% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 57% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
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 | 18% |
| Females | 12% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 9% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 53% |
| Females | 44% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 49% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
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 | 30% |
| Females | 35% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 10% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 29% |
| Females | 35% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 15% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
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 | 66% |
| Females | 71% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 35% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 81% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 65% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 39% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 19% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 62% |
| 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 | 58% |
| Females | 68% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| 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 | 57% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 15% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 56% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| 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 | 51% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 10% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 65% |
| 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
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
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 65% | 49% | ||
| African American | 14% | 7% | ||
| Asian | 6% | 8% | ||
| White | 6% | 28% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 51% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 73% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 84% | 85% | ||
| Vietnamese | 6% | 2% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Tongan | 2% | 0% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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495 Wyeth Road
Hayward,
CA 94544
Phone: (510) 723-3840
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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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