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Teacher quality
Principal leadership
Parent involvement
Santiago Hills Elementary School is a very friendly, low key school, with an age appropriate expectation placed on the kids. If you are looking for a cutthroat, competitive, academically demanding and overachieving elementary school - this isn't it (however, you may want to check out Turtle Rock Elementary or Bonita Canyon). I read a review that complained about the classes being taught at "the dumbest level to accommodate the special ed students" and claims the principal only gives "lip service" to parents. Perhaps that parent would do better at another school where only perfect looking and academically intelligent children attend and where the principal only accommodates the elitists at the school. I have found this principal does not bow down to over demanding parents and encourages the kids by a positive approach. He is pleasant and the kids like him.
—Submitted by a parent
This school has changed principal 3 times already. The last one was great. Current principal is a people-pleaser who pays parents lip service but very meek and unable to hold teachers accountable. He has brought several new teachers who are young and uncertain of what to do. All the smart GATE kids go to these teachers who cannot "deal" or "handle" behavior problems. Meanwhile, the curriculum is much slower compared to before because the principal wants to "mix up" the students. That means education is taught at the dumbest level (2 yrs below grade level), to accommodate the special ed students. This school only has high test scores from the APAAS students and smart student who are taught extra outside of school because the curriculum is lame and boring. Primary teachers are great. 3rd grade and up teachers (except APAAS) are mostly time-clockers who have tenures and don't teach much. School asks for lots of donations/pledges but not much school events or activities.
—Submitted by a parent
My kid attended Brywood Elementary and Santiago Hills Elementary. Both are fine schools, and the academic rigor level and homework amount depend on which teacher you have, but in general my kid (who attends regular class and is in GATE group getting mostly As) told me that: 1. Santiago Hills is more difficult academically than Brywood. 2. Santiago gives more work in form of many projects. 3. Kids in his Santiago class appear to be "smarter" than kids in his class in Brywood. That's my kid's impression, but often, kids' impression is more accurate. Many people say Canyon View Elementary school is the best elementary school in Irvine, while Santiago Hills is 2nd; and I have no reason to disagree with this assessment. Anyway, my kid likes Santiago Hills better, but he also liked Brywood. One good thing about Irvine school seems to be that there are no bully kids. My impression is that all Irvine schools seem to be pretty good, so the most important thing to me is that we live close enough to elementary, Middle School and High School, so our kid can walk or ride bike to school. Other than that, I really care less which school in Irvine or Tustin he goes to.
—Submitted by a parent
We just moved our kid to Santiago Hill and love this school. Every one in the school including the Principal is so welcoming. My kid's teacher is excellent and the Principal is nice and very caring for his students.
—Submitted by a parent
I love the school my teachers are the best, parents and the community support is great!!
—Submitted by a parent
I am fairly new to the neighborhood and have one child in this school. My early impression is that the teachers and the administration overly-depend on very active parent involvement. The principle seems to be really engaged and active, but he needs to focus on improving teacher performance, changing the culture to one of greater teacher accountability and on winning a blue ribbon award or a distinguished school designation to re-instill pride and to support continued parent involvement. The PTA is very active, but focused almost exclusively on helping teachers do their jobs and raising money. What is really needed is to support and challenge the teachers and administrators to achieve academic excellence. The site council and the PTA is no substitute for strong administrative leadership and teacher excellence and accountability. Overall, it is safe and inviting place, and with an API of 927 is an good performing school, but I worry that the school culture is ok with their existing performance and that academic excellence is not central to its strategy and activities.
—Submitted by a parent
We are very impressed by Santiago Hills. Our children have done very well at the school. While some of the teachers are older and a bit old fashioned - the school is safe and inviting. The atmosphere at the school has greatly changed with the arival of a new principal. The teachers seem warmer and the front office is very inviting.
—Submitted by a parent
We have had an outstanding experience at Santiago Hills with the exception of Kindergarten. I frequently tell incoming parents that once their kids get past Kindergarten it is great from there. We were blessed with terrific teachers for both of our daughters. Some parents have complained about lack of discipline, but that appears to be pretty common in schools today with their philosophies. It's a different world today and it's up to parents to address the issues at home.
—Submitted by a parent
This school is the worst school in Irvine. My kids went there for a 2 years and I finally pulled them out. The teachers are mostly old and unwilling to change old ways of teaching. I often times worked there as a helper and have heard teachers scream at kids! This school has already gone through 3 principals in I think 5 years! Principals let the kids walk all over them, there is absolutly no discipline at this school. Horrible school.
—Submitted by a parent
This school is over rated. It does well due to overwhelming parental involvement. Some teachers are very lazy and totally unwilling to go the extra mile for your child. They rely entirely too much on parent volunteers. There is a huge lack of dicipline in this school....for the kids and the teachers. Curriculum is only geared to the middle of the road, and could really use some vision to teach kids to think outside of the box. If the parents didn't dedicate so much time and care, this school would be fall apart. Too bad the teachers and administration can't put this much effort and responsibility into Santiago Hills, what a great place this could be.
—Submitted by a parent
I have had 3 kids go through Santiago hills and the Principal there now is clearly the worst in the 16 years we have lived in the neighborhood. The school is good but it is hit or miss with the teachers.They vary from good to bad so cross your fingers at the start of the school year.Unfortunately it is virtually impossible to switch your child out of a bad teachers class. The teachers union runs the show and ther is little accountability.There are a ridiculious number of short weeks, early dismissals, late starts, and teacher absenteeism.Really the school is over rated and only rated as high as it is because of tremendous parental involvement.The after school day care however is excellent and has a caring qualified staff.
—Submitted by a parent
Our experience with this school was overall positive. The kindergarten teachers were great, the principal is involved and responsible. The pta works very hard, they did wonderful projects and activities for the students throughout the school. My concern, however, is that students who are above average don't seem to have opportunities to advance more. The curriculum is strictly applied, and the students who have the skills to go beyond the curriculum are not motivated in this environment. Also, I think that the level of math in kindergarten was too low. Most kids at that age are ready to go beyond just counting.
—Submitted by a parent
This school is wonderful. The teachers are friendly and nice, as well as the student. The curriculum is amazing. Any child is lucky to attend Santiago Hills.
—Submitted by Tara, a parent
Excellent school! The principal is very fair. Our two boys attended this school last year before moving out of state. Excellent teachers and curriculum.
—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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
70 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
61 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
97 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
95 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
97 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 | 82% |
| Females | 86% |
| Males | 76% |
| African American | n/a |
| Asian | 84% |
| 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 | 82% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 65% |
| Fluent-English proficient and English only | 88% |
| 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 | 85% |
| Females | 89% |
| Males | 79% |
| African American | n/a |
| Asian | 87% |
| 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 | 83% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 75% |
| Fluent-English proficient and English only | 88% |
| 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 | 83% |
| Females | 77% |
| Males | 89% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 79% |
| 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 | 83% |
| All Students | 94% |
| Females | 88% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 100% |
| Fluent-English proficient and English only | 91% |
| 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 | 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 | 96% |
| Females | 96% |
| Males | 98% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | 97% |
| All Students | 98% |
| Females | 96% |
| Males | 100% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 98% |
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 | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| 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 | 93% |
| All Students | 91% |
| Females | 89% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 91% |
| All Students | 89% |
| Females | 89% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| 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 | 89% |
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 | 93% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 94% |
| All Students | 94% |
| Females | 96% |
| Males | 93% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other 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 | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 95% |
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 | ||
|---|---|---|---|---|
| Asian | 48% | 11% | ||
| White | 35% | 27% | ||
| Two or more races | 8% | 3% | ||
| Hispanic | 7% | 51% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 6% | N/A | 54% |
| English language learners 2 | 11% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 26% | 1% | ||
| Mandarin (Putonghua) | 20% | 1% | ||
| Spanish | 18% | 85% | ||
| Farsi (Persian) | 16% | 0% | ||
| Vietnamese | 7% | 2% | ||
| Japanese | 3% | 0% | ||
| Thai | 3% | 0% | ||
| Dutch | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Taiwanese | 2% | 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 | 15 | N/A | 11 |
| Average years teaching | 20 | 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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29 Christamon West
Irvine,
CA 92620
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Phone: (949) 936-6000
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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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