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Teacher quality
Principal leadership
Parent involvement
Completed our final year with Oak Creek (6th grade) and overall was a very positive year for our son. Mrs. Holey was his teacher. She was actively involved in the kids learning experience and in the parent meetings at the beginning of the school year she said her job was to "get the kids ready for middle school". In my opinion she exceeded that goal. Mrs. Holey has since left this school and they have lost a quality teacher. In addition, the principal who was not very pro-active also has left. The negative about the school is the teachers should be required to update the grades and homework assignments online and on a daily basis so parents can have an opportunity to be actively involved with the students performance good or bad. (4th-6th grade only). Teachers here are very bad at entering and updating homework assignments and test scores to the school website. Our son has since gone into middle school and they do a fabulous job with keeping parents updated and informed on the (parent portal) website of the school.
—Submitted by a parent
I am disappointed in learning today that Oak Creek is NOT allowing the children to exchange candy treats with school friends; noted because of allergies & state/district wellness policies. A friendly reminder to all parents- warning not to bring certain foods would be accepted. But to not bring any candy treats at all- is not a sweet decision! I personally feel is a bit extreme. Perhaps the "state/district" should consider prohibiting the schools from selling fundraiser candy or having Nacho day to raise money. That's not healthy!
—Submitted by a parent
My kids have been at Oak Creek since it opened. The education is excellent, so far the staff has been good. Both the principal and the staff volunteer to help with traffic control, which is a big issue at this small school. There have been a few car accidents and I caution care when crossing the street when it' s busy. I actively volunteer in classroom and there are many parents who volunteer in the class and the school which is a big help. If your child is falling behind you will need to help them because the teachers don't assist any further than teaching the lesson. On a negative note, there does some to be preferences given to parents who hold PTA positions, and the front office clerks aren't very friendly.
—Submitted by a parent
This school offers one of the best learning programs for kids in US. I love it.
—Submitted by a parent
I'm really happy to have my son at the school. Mrs. Geddes does a wonderful job in the classroom. Although, the class size is larger than I would like it to be. I realize the financial environment we live in. Parent involvement is wonderful and the organized activities build a stronger community.
—Submitted by a parent
Oak Creek is a great school with a fantastic academic program. The teachers, principal and staff are fantastic and always have all of the children who attend as their first priority in every way!
—Submitted by a parent
I am extremely pleased with the level of education my child is receiving at Oak Creek. Both by husband and I are products of a private education. We thought we would do the same for our children. However, upon moving to Oak Creek, we heard many people saying that they pulled their children from a private school and enrolled them at Oak Creek where they have received a better education. We thought we should give it a try. I have been extremely inpressed with the education and personal enrichment my child has recieved. Yes, there is a lot of homework but homework is good for kids and parents! There are also many activities for the parents and children to bring the school community together on a social level. The princal has a open door policy and will address any concerns you have. This is a top notch public school!!
—Submitted by a parent
Oak Creek is a good school. Parents should be aware that it is very progressive and moves very fast. They expect a lot from the children and the homework and grading is sometimes extreme.
—Submitted by a parent
I would rat ethis school with complete satisfactory. Parents does contribute and help a lot on both studies and extracurricular activities. Teachers are at satisfactory level. School has safe enviornment. Principal may need to improve the sudies level from classes 2nd and above.
—Submitted by a parent
I'm not surprised. There's a sense of entitlement in the air right when you walk to the front office. Brought food once for the staff luncheon and the staff at the front desk never said thank you. A smile would suffice but I guess it's too much to ask. The flow of traffic to the school was very well regulated because of the staggered bell schedule in the morning. When Mrs' Berumen took over as principal, she changed the time to 8:00 for all grades and that made it so difficult to get there. It's like a zoo in the morning. I worries me when my child walks to school and see all these cars driving faster and ignoring the stop signs. I'm sure she knows about it but doubt that she'll change it. Indeed, a lot of excellent teachers in this school but believe they are mismanaged.
—Submitted by a parent
My child is in Kindergarten and we are very happy with our teacher, Mrs. Renden. However, I am not happy with the Principal as she doesn't seem to be involved with the school. The last time she posted her own newsletter was back in October! I think she does more with the older grades, but not Kindergarten. Again, we are very happy with Mrs. Renden and feel fortunate to have her as a teacher.
—Submitted by a parent
Your child will be fine if they are a good student that does not need any guidance. Children who need to work hard to keep up at the average level are not actively given extra help or support. The Principal does not manage the teachers and wants the parents to do so. The Principal also does not provide the best teachers to children who need it most. There is a clear preference given to the children of parents on PTA and who work at the school the most.
—Submitted by a parent
Parent involvement is impressive but this school is not recommended for kids with special needs. They don't have experienced special education teachers.
—Submitted by a parent
This is a great school, with lots of parent involvement and high academic and social standards. It broke our hearts to have to move from Oak Creek when we had to move for my husbands' job, as it is hands down the best school we have had the opportunity to attend. From the principal to the teachers to the staff to the PTA, there is a lot of involvement and feedback, and it is obvious that there is a commitment to excel.
—Submitted by a parent
The Kindergarten teachers are great! My daughter has learned so much at this school. The teachers sincerely care about the students. They have accelerated programs for the students that are ahead of the average, which I thought was terrific. The students are engaged in a broad range of academic programs. Most parents are involved, which makes a big difference.
—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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
148 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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
137 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
110 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
122 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
101 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 | 83% |
| Females | 87% |
| Males | 78% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 70% |
| Fluent-English proficient and English only | 87% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 80% |
| Females | 86% |
| Males | 74% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 80% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
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 | 73% |
| Males | 72% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 61% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 72% |
| All Students | 84% |
| Females | 84% |
| Males | 84% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 74% |
| Fluent-English proficient and English only | 87% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 84% |
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 | 93% |
| Females | 94% |
| Males | 94% |
| 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) | 92% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 82% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 94% |
| All Students | 92% |
| Females | 94% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 77% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
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 | 82% |
| Females | 78% |
| Males | 85% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 50% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 81% |
| Females | 78% |
| Males | 84% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 81% |
| Fluent-English proficient and English only | 81% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 81% |
| All Students | 86% |
| Females | 78% |
| Males | 92% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 69% |
| Fluent-English proficient and English only | 89% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
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 | 87% |
| Females | 89% |
| Males | 84% |
| African American | n/a |
| Asian | 81% |
| 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 | 100% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 56% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 75% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 90% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 44% | 8% | ||
| White | 34% | 28% | ||
| Multiple or No Response | 9% | 3% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 37% | 1% | ||
| Japanese | 19% | 0% | ||
| Mandarin (Putonghua) | 9% | 1% | ||
| Spanish | 7% | 85% | ||
| Vietnamese | 7% | 2% | ||
| Farsi (Persian) | 3% | 0% | ||
| Gujarati | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Hindi | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | 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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1 Dove Creek
Irvine,
CA 92618
Website: Click here
Phone: (949) 936-8550
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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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