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Teacher quality
Principal leadership
Parent involvement
This school is really great! It is very small for a public school. About two classes per grade. It makes it easy to meet people. I feel like I know almost all the parents of the kids in my kids grades. Its great because we help each other out with carpooling and doing favors for each other. The teachers are great too. I do not feel like I need to supplement with alot of "mommy's homework." Many prudent parents do give their children extra lessons, but its not absolutely necessary. The academics are high but its not a competitive or stressful atmosphere. We all want our own kids to suceed but the parents are nice and dont gossip about other kids or act jealous of high achieving kids. We switched to this school from a neighboring school and Im so glad I did!
—Submitted by a parent
When I first moved to OC I research which district was known to be "the best." I had to move at a moment's notice but I saw that Irvine was best known to be the top and had dazzling high API scores. The school that my son went to in LA had an API score of 100 less than Bonita but after being here for 2 years, I am TOTALLY disappointed. The school only cares about ONE thing, API scores! They teach the kids only academics and directly to the standards. Plus, the teachers send the kids home with so much homework and the parents end up having to teach the children the lessons themselves. We have from his K & 1st grade an enormous 4 ft. x 3 ft. filled with STUNNING and creative pieces of artwork that my son created, some so beautiful that we had them professionally framed. This school does not care about art, music, or how to raise children with traits like compassion, kindness, community, or team work. My son has Autism and is VERY high functioning. They have segregated him from the mainstream every chance they could get and quite frankly didn't even want him to take the standardized tests. I love the area where we live so much but we are moving because of this school.
—Submitted by a parent
Great school, wonderful staff and my kids feel very at home here. You do need to give your children additional instruction at home. I think because of shorter days the extra instruction has to come from parents.
—Submitted by a parent
There is another reason why Bonita is the #1 elementary in OC. They pressure kids and their families tremendously to have the best scores, parents have to teach their kids or hire tutors to keep up with the demands, and will invite those kids that struggle or learn differently to leave the school and be placed in special day classes at other schools. This is no fault of the teachers, they are under tremendous pressure as well. It is a trend within the IUSD that they have to prove that they are THE BEST district at whatever cost, and this school takes this even more seriously. So anyone that does not conform to the mold, will indeed fall through the cracks (or will eventually leave).
—Submitted by a parent
There is a reason why Bonita is rated #1 elementary in OC, it is fantastic. It's not too big compared to other public schools, and the teachers are fantastic. I did the private school route first, and wish I'd started at Bonita first. My oldest daughter learned more in a month at Bonita than she did in a year at private school. All three of my children love the school. Parents are very involved & it is a great community.
—Submitted by a parent
Bonita Canyon Elementary has some wonderful teachers and a great new Principal, Mr. Bob Curley. The parents are very involved and the PTA is very proactive. However, due to the State budget, all IUSD schools have been impacted. The class sizes are very large (35 students) and many activities have been cut due to the State budget. Even school administrators admit that no matter how things shape up, it will not be pretty.
—Submitted by a parent
Over-rated. Not as great as everyone claim it to be. The teacher for my child was more interested in fitting them in a box rather than teaching based on their needs. Hopefully the new principal will provide more leadership. Needless to say, we are not the only one pulling our child out of this school after this year's experience.
—Submitted by a parent
Have always loved this school up to 3rd grade but 4th grade was HORRIBLE the teacher was unorganized, scattered, would go off on tangents and just seemed overwhelmed and stressed out. I'm pulling my child out because we can't afford anther bad year. What other parents say is that Bonita is great for K-3, then they switch their kids to Turtle Rock for 4-6. Wish I would have known that sooner.
—Submitted by a parent
Bonita's teachers are experienced but still very enthusiastic in their teaching and their interaction with the children and parents. They uphold a caring attitude and teach responsibility to the students. They focus on the learning but try to still make it enjoyable for the student.
—Submitted by a parent
While this is a high ranking school, I do have a couple of general concerns about school safety: the hills surrounding the campus are open, with no fencing to protect the kids; the pick up and drop off is very chaotic and kids are not looked after well.
—Submitted by a parent
My kids have all gone through this school and have had nearly every teacher - it is a great school, a safe and nurturing place for a child to spend their first 7 years of education. The staff, particularly in the lower primary grades, are competent. There are some good teachers, some forgetable teachers, but mostly every one is fine. The upper grade experience could use some improvement. The current principal has done a good job, but I feel it is time for some new blood in this position. Parental volunteerism and financial support for this school is what make it a cut above.
—Submitted by a parent
The level of parent involvement is great. The principal, teachers and staff are all wonderful and conscientious. We attended other schools in different districts and this school overall is very well structured.
—Submitted by a parent
Good quality school with excellent preparation for the next level
—Submitted by a parent
fabulous school - dedicated staff, great neighborhood setting, great balance of acadmics and nuturing.
—Submitted by a parent
My son moved from a private school to Bonita Canyon Elementary. We are very happy and impressed with the quality of instruction he's been getting from his 3rd grade teacher. And without the high price tag that we had paid from K-2. Third-grade curriculum is definitely more challenging but our son is quickly learning that he needs to stay on top or he'd fall behind. His teacher is very encouraging and nurturing. We think we've found the right environment for our free-spirited child. The only thing I wished they had were on-site after-school sports activities and Music instruction for the earlier grade level. My son had a Music class in second grade and the PTA bought recorders for each student. It would be nice to continue with that.
—Submitted by a parent
This school offered testing for giften children, and very good teachers!
—Submitted by a parent
Bonita Canyon is a special place in large part due to the dedication of it's high-achieving staff and parents. Teachers work many extra hours everyday. Parents are expected to contribute both money and time. Many families move to the neighborhood because of the school's reputation as the 'best'. As a result, there is an overall culture that highly values education. On the downside, there is also a feeling of competition (especailly among the mothers) and children may feel stress.
—Submitted by a parent
We have just enrolled our son in this school (Kindergarten) and so far so good! My son didn't like going to school but ever since he started, he hasn't really complained about it. So far, I like the structure and the work he brings back home. I'm begining to see why this schools consistently is ranked among the top schools in Orange County, CA
—Submitted by Vish Phadnis, 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
73 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
66 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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
| All Students | 87% |
| Females | 85% |
| Males | 88% |
| African American | n/a |
| Asian | 92% |
| 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) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 88% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
| All Students | 84% |
| Females | 82% |
| Males | 85% |
| African American | n/a |
| Asian | 92% |
| 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) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 82% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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 | 81% |
| Females | 89% |
| Males | 74% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 79% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 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 | 94% |
| Males | 79% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 93% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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 | 96% |
| Females | 97% |
| 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 |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 95% |
| All Students | 92% |
| Females | 94% |
| Males | 91% |
| 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 |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 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 | 93% |
| Females | 96% |
| Males | 91% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 67% |
| Fluent-English proficient and English only | 100% |
| 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 | 93% |
| All Students | 84% |
| Females | 81% |
| Males | 88% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 83% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| 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 | 85% |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 75% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 93% |
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 | 93% |
| Males | 93% |
| African American | n/a |
| Asian | 90% |
| 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) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| 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 | 93% |
| All Students | 92% |
| Females | 93% |
| Males | 90% |
| African American | n/a |
| Asian | 92% |
| 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) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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
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
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 | ||
|---|---|---|---|---|
| White | 49% | 28% | ||
| Asian | 36% | 8% | ||
| Multiple or No Response | 11% | 3% | ||
| Hispanic or Latino | 2% | 49% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 1% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 50% | 1% | ||
| Farsi (Persian) | 13% | 0% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Vietnamese | 8% | 2% | ||
| Hebrew | 4% | 0% | ||
| Taiwanese | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| German | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Spanish | 2% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | 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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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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Welcome to GreatSchools!
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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