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Teacher quality
Principal leadership
Parent involvement
We had an awesome experience at Westpark. My daughter has a learning disorder and we were told that Westpark had a wonderful program by an educational therapist. We switched schools and we definitely made the right decision. My daughter loved her teachers and classmates. She learned the skill she needed to use to be successful.
—Submitted by a parent
The experience that we had at Westpark was good for the most part. The teachers that my son had were very good. The office staff is extremely rude. The principal was rude to me several times. However, when I approached her with a problem my son was having with bullying, she did resolve it. The PTA is made up of very dedicated parents. Overall, it is a good school. I don't have any major complaints about the academics.
—Submitted by a parent
As a past student here (I am in my second year of college now), grades 2-6, I have to say that this school did a very good job at preparing its students for middleschool. The teachers were wonderful and really did care about the wellfare of the students. However I have to agree with the other comments, the front staff is very rude and unwelcoming to when I come in to help out past teachers.
Love the new Principal, she shows great leadership and very approachable to the parents. She has implemented new programs, which are very helpful to the students.
—Submitted by a parent
I agree with previous reviewers who report that the principal is unapproachable and defensive. I also find that the special education program needs stronger leadership and more qualified/experienced teachers and therapists.
—Submitted by a parent
My child has been at Westpark for 4 years now. I am extremely impressed with everything about Westpark. This school is top notch in everyway. The teachers are committed. The academic programs are rigorous, and the after school activities and programs are second to none. This is a year round school also which we really love. Students still get plenty of time off, but they avoid having that long 3 month brain drain that comes with traditional summer vacations. The other thing is that parents have to make a conscious decision to send their kids to Westpark. Consequently these are parents that are very concerned with and value education. Their kids aren't going to Westpark by default based on where they live (as with most schools.) It gives it kind of a 'private school' feel. it has very high expectations, yet it is nurturing and supportive too. Westpark is great.
—Submitted by a parent
I totally disagree with the comment from 1/29/08. Westpark is very rigorous and strong. Just look at how well prepared the students are for middle and high school. Westpark students excel when they leave the school. That speaks volumes for how strong they are.
—Submitted by a parent
I have children attending this school. The front office staff are not very nice. Not only do they don't show any appreciation of the parents volunteers (making their job easier by helping the teachers, which alleviate some of their duties, but they make remarks that are unnecessary, and can discourage parents from helping out. If they don't know the courteous way in dealing with parents, they shouldn't be up in the front office.
—Submitted by a parent
all teachers and spec ed teachers are the best. my grandson had problems getting along in kindergarden as we found out from special care and individual attn he was very self conscience. He is a lot bigger and taller than the other students. this school and the spec ed teachers totally helped him overcome this little problem. now he is in 3rd grade and loves his teacher and the students.
My son was sent to Westpark because he needed special attention in the classroom. Slowly but surely, he has gotten less and less attention and resources. The teachers appear to be helpful at his IEP, but then do not follow through in the classroom. Furthermore, there is minimal communication back to the parents when there is a problem in the classroom.
—Submitted by a parent
We love this school and find the quality of the teaching very high. I want to say that the principal is the best - she's a great leader, approachable, fair and extremely helpful. She's great!
—Submitted by a parent
Loved this school!! The principal was fantastic and the teachers were great! My child has a learning disorder and the staff at this school went above and beyond to help us!! Sometimes the reason the academics aren't through the roof is because they are focusing on the kids and not on the 'scores'. I would recommend this school to anyone!
—Submitted by a parent
We have been at this school for 7 years now. We started as a kindergardner. The School is great. The teachers are wonderful. The front staff have been rude from day one and still are rude, never a smile, a hello and it feels like we are bothering them. This gives the school a bad impression. When you first walk in, you are treated w/ their rudeness. They on and on among themselves and never bother to help us. I hate going to the front and think we really need to get some better caring staff. After 7 years I wiill miss the school but have had enough of these rude people . And I am glad I dont have to see them next year.
—Submitted by a parent
I happen to disagree with the review dated January 29, 2008. The academic programs are very strong (unless you have a genius who does not belong there or you think highly/expect a lot of your kid) and the teachers are very demanding (in a good way) in terms of academic performance from the kids based on the amount of homework they assign to them regularly. However, I do happen to agree with the review dated August 23, 2007 that the front staff can be very rude. No smiles on their face and they definitely take their job for granted. They talk to you as if you are bothering them. They definitely need some mentoring and if it does not work, give them early retirement! Overall, the school is great and some of the teachers are just fabulous. Our kid gets a lot of attention and is very happy being there.
—Submitted by a parent
This school is not a best choice because academically it is not strong.
—Submitted by a parent
My daughter had a teacher who didn't give her any attention. I switched my daughter to another school in the same district. There the kids are way ahead academically. This makes me think that Westpark probably wasn't the best choice....sad to say!
—Submitted by a parent
My son has been in this school for two years. I am happy with his teachers due to I felt they were both loving and gave him lots of attention. However I think the office front support staff are very rude as well. They should be hiring more pleasant staff.
—Submitted by a parent
Had the chance to interact with admissions (office staff) and agree with the other comments that they are very rude, dont know why the school cannot ask them to be nice after this many complaints.
—Submitted by a parent
All of my children attend school here. The principal is fabulous- caring and attentive. The office- suprisingly rude, to both the children and the parents. The support staff- professional and concerned. The teachers- stay involved and teacher knows you are paying attention. I read the reviews, and I agree with neverending funding issues and confusion over combination classes. I guess it all balances out. It is the only school my kids have attended.
—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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
106 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
89 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 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 | 77% |
| Females | 85% |
| Males | 73% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 74% |
| Fluent-English proficient and English only | 78% |
| 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 | 77% |
| All Students | 80% |
| Females | 77% |
| Males | 82% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 83% |
| 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 | 67% |
| Females | 72% |
| Males | 62% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 64% |
| Fluent-English proficient and English only | 68% |
| 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 | 67% |
| All Students | 87% |
| Females | 93% |
| Males | 80% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 93% |
| Students with disability | 45% |
| Students with no reported disability | 92% |
| English learner | 83% |
| 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 | 87% |
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 | 95% |
| Females | 98% |
| Males | 92% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| 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 | 94% |
| All Students | 87% |
| Females | 85% |
| Males | 90% |
| African American | n/a |
| Asian | 96% |
| 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 | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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 | 88% |
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 | 89% |
| Females | 93% |
| Males | 85% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 90% |
| Students with disability | 67% |
| 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 | 89% |
| All Students | 82% |
| Females | 89% |
| Males | 75% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 88% |
| Students with disability | 50% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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 | 91% |
| Females | 93% |
| Males | 88% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 93% |
| Students with disability | 75% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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% |
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 | 98% |
| Males | 77% |
| African American | n/a |
| Asian | 89% |
| 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) | 84% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| 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 | 87% |
| All Students | 81% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | 93% |
| 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) | 68% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| 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 | 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
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 disability
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 | 51% | 11% | ||
| White | 30% | 27% | ||
| Hispanic | 9% | 51% | ||
| Two or more races | 7% | 3% | ||
| Black | 2% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 15% | N/A | 54% |
| English language learners 2 | 16% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 15% | 1% | ||
| Mandarin (Putonghua) | 15% | 1% | ||
| Japanese | 13% | 0% | ||
| Vietnamese | 9% | 2% | ||
| Farsi (Persian) | 8% | 0% | ||
| Spanish | 7% | 85% | ||
| Hindi | 6% | 0% | ||
| Arabic | 5% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Dutch | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| French | 2% | 0% | ||
| Bengali | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
|
| Fax number |
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| Extra learning resources offered |
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Irvine, 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.
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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