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Teacher quality
Principal leadership
Parent involvement
I really love this school. Great staff and teachers, and the ladies in the office are very nice always a great help.
—Submitted by a parent
Carmel is a great place to learn, grow and play. Carmel's teachers, administrators and staff are very dedicated. I am very fortunate to be a staff member at Carmel, but more fortunate that my daughter was a Carmel Cougar. She is in middle school now and is at the top of her class, and much of that has to do with the teachers she had at Carmel. She is very well rounded and self confident. I am so glad she was in elementary school at Carmel.
—Submitted by a parent
I have 3 students enrolled at Carmel. Everytime I have had to contact the school for any reason, the office staff is rude and treats myself and my wife like we are beneath them. I have a college degree as well and am far from beneath them. The teachers would rather stand outside during student pick-up, and "Chat" with their friends, while holding up the line of other parents, then to speak to them at a more oppertune time. All in all the staff at Carmel is the reason I am pulling my students out of there and Homeschooling them.
—Submitted by a parent
My children have attended Carmel for 6 years now. My children started in kindergarten. I live a mile away and we enjoy walking to school when the days are beautiful. Mr. Mauger has done a wonderful job motivating the children and all the teachers so far have been great and on top of all things. I would never want to send my children any where else. There music program, literture club, and many other programs are awsome.
—Submitted by a parent
I feel really sad that I live within walking distance and I don't feel comfortable sending my children there. The principal was rude and some of the teachers are very rude as well. They need to treat the children the way they want to be treated themselves. Our children are tomorrows future. The lunches stink. They need more nutrition in them not fast food lunches. The lunch ladies were nice. And they are the best thing that Carmel has going for them.
—Submitted by Carol Wilson, a parent
My children have attended Carmel for three years. The teachers are always accessible and very responsive, as are the principal and assistant principal. Each of my children's teachers has challenged and encouraged them. I am lucky to have an excellent school like this available for my children.
—Submitted by a parent
It's a great school, from the staff to the teachers to the students.
—Submitted by a parent
Carmel is a wonderful school. My children are thriving under the expert tutelage of Carmel's Staff. We've had excellent teacher's over the past 4 years (Ms. McBride, Mr. Mazria, Mrs. Cannon, Mrs. Smith and Mrs. Peek) who have always been willing to help my student's achieve their goals for the school year. The office staff is well informed, caring and always willing to assist parents. I read the review's other parents posted about Mr. Mauger and don't agree. I've had a situation that needed to be resolved between my son and another student. Mr. Mauger made the time to meet with me right away and handled it. I was very appreciative. I feel very lucky that my children are in the care of such competent people while receiving an education.
—Submitted by Tricia Brammer, a parent
I think that carmel is a great school. The principal is very involved with his students and gets to know each of them by name. The staff is helpful and the students are more polite than any other school I have been to or visited in this district. I have lived in the high desert all my life and have gone to many schools here as a student and now as a parent and would highly recomend Carmel as a school that is involved in better education and attitude.
—Submitted by a parent
My daughter started at Carmel in Kindergarten, she's now in 5th grade.She loves it there,I on the other hand have a few issues with the school.I've been snubbed by some teachers because I can't be a 'hands on' volunteer all of the time.Some of the teachers don't give all of the kids the same attention as they do to the kids who have parents on the PTA or who work there.The dress code is not enforced for certain students like it is for others.I love how Mr Mauger is very involved with the students.You can tell he really loves his job! I do like the school.My daughter brings home high scores on everything as well as awards for various things.My son will start Kindergarten there next Fall.
—Submitted by a parent
Two of my five children are still attending Carmel Elementart, so I have watched this school grow tremendously. The leadership of Chris Mauger is simply amazing! The school practices excellent parent/teacher communication skills and encourages parental participation above most everything. If you are new to the area and are considering Carmel, good choice!
—Submitted by a parent
I have 2 children at carmel, and they have grown so much since attending this school. The teachers are careing, and have the childrens best intrest in mind. I have come to know many of the staff, since I have volunteered there for 3 years. Mr. Mauger, Mrs. weston, Mrs. bird, Mrs. cannon, and Mrs. Mcbride are all trully wonderful! keep up the great Job. my entire family loves and appreciates what you do. signed the mickelsen family.
—Submitted by Kristy, Mickelsen, a parent
I speak from eight years of on campus experience when I say that Carmel has some of the most outstanding teachers. Many teachers at Carmel are interested in educating children and making a difference in their life. They're there because they enjoy teaching and are good at it, I know, because I've been in the classroom working with these teachers. Both my children have had positive experiences at Carmel. As far as the parent involvement, it could be better, but I believe I've seen a marked improvement this year and hopefully that will continue. As parents we need to remember that the main responsibility for educating our children does not rest upon the school, but upon us. I believe the administration has the children's best interest at heart, but they could tighten the management up a bit to make things more cohesive.
—Submitted by a parent
I have spent many years volunteering at Carmel. I have had good experiences with the teachers. Although their are a couple that I wouldn't want my children placed with them. I have no problems with the principal nor the assistant principal. I actually like them. Mr. Mauger is about the kids and what he can do to make the school better for them, despite opposition. Trust me, he gets alot of that. That school needs more parent involvement. Its not because of the school, it's just that the parents
—Submitted by a parent
Over all I think as a parent this school is nice though the teachers need to be a bit nicer. I also think the principal is ok.. Not all that good at solving problems between teachers and students.
—Submitted by a parent
This is an average school. Many of the teachers are young and inexperienced so hopefully the school will become better in the future. The principal is not pro-parent and can be difficult.
—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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
102 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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
The state average for English Language Arts was 67% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
113 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 | 47% |
| Females | 47% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 55% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 54% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 45% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 58% |
| 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 | 26% |
| Females | 32% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 27% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 50% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 48% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 45% |
| 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 | 65% |
| Females | 78% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 68% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 64% |
| 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 |
| All Students | 65% |
| Females | 68% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 73% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 77% |
| 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 | 67% |
| Females | 69% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 38% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 77% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 76% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 64% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 43% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| 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 | 57% |
| Females | 57% |
| Males | 58% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 6% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 54% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 12% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 55% |
| 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
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 54% | 49% | ||
| White | 34% | 28% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 22% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 67% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Korean | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Italian | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 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 | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 86% | N/A | 96% |
| Emergency credential or waiver | 14% | N/A | 2% |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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| Students typically attend these schools after graduating | Ranchero Middle School |
9321 Glendale Avenue
Hesperia,
CA 92345
Website: Click here
Phone: (760) 947-3188
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Hesperia, CA
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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.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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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.
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