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Teacher quality
Principal leadership
Parent involvement
My experiance at RCE is amazing. I'm currently on my last year, and i'm very sad to leave. But when I moved from San Diego I felt very welcome and have had been very happy with the teachers cariculum. What concerns me is that their pushing 7th grade on us 5th graders, it's stressing!
I could not be happier with another school. The second and fourth grade team is amazing.
—Submitted by a parent
My daughter has been going to this school since kindergarten. We love this school. Her teacher this year (Miss Porec, grade 3) is an amazing teacher and the school is very fortunate to have her. She makes her students think creatively and pushes them just the right amount. We are moving and this school has set the bar very high for our next one.
—Submitted by a parent
this is an excellent school. Teachers are very involved with both parents and they're students.
—Submitted by a parent
I love Rice Canyon. It is a great school. My oldest in in Kinder and she loves her teacher. (Ms. Allenbach) She is the best teacher that I have ever meet. She loves her kids and teaches them so much. All the teachers that I have meet are great so far. The front office staff are also very nice. I am think that it is great that they know all there children by name. They make me know my child is going to be safe while she is there.
—Submitted by a parent
My sons are in third and first and they have been havig a great time since kindergarden!!!
—Submitted by a parent
My son was in Mrs. Allenbach's class last year for kinder. She has a genuine love for the kids and a natural desire to teach. We had a great year. Thank you RCE.
—Submitted by Laurie, a parent
This is the best school in lake elsinore! actually this is the best school around! i am very honered that my son has been attending rice canyon since he was in kindergarden. The teachers are the best!
—Submitted by a parent
We move here in 2005 from Los Angeles. We were somewhat prepared knowing that our child maybe behind starting the third garde. We never realized how behind he actually was. Thank goodness Mrs. Smith came to the rescue. She comforted us and said he would have to work hard but not to worry that everything will turn out fine. He really blossomed. He was on honor roll, achieved over 100 A.R. points,and his tests scores were above average. Now, in the 5th grade, he still is on honor roll and his test scores are still above average. I am so thankful for the outstanding teachers and staff at Rice Canyon.
—Submitted by a parent
I'm very pleased with Rice Canyon we relocated here from Alabama and I thought the school system could'nt be matched but it has the staff is so attentive and my son's teacher is the Best ( Mrs VanGinkle) 2nd grade teacher she keeps me informed on my son's progress he has addapted so well to the change I'm very pleased with the transition that we have made from one state to another
—Submitted by a parent
My son has attended RCE since K and is now going into the 3rd grade. He had Mrs. Henry last year and I can not say enough good things about this teacher. She is amazing! She is the type of eduacator that goes above and beyond. She always kept us informed on everything that was going on with our child. Very good communication. If your child has her next year concider yourself lucky. You and your child will have your best school year yet. Parking, pick up, and drop off are horrible though. This was just bad planning by whoever desined the school though. I do not think they knew how many students would be attending this school.
—Submitted by a parent
My oldest daughter just graduated from kindergarden. She had the best teacher, and I want to thank her for her dedication with the students. Thank you Mrs. Lambros you are just the best.
—Submitted by a parent
First year that my daughter attend this school and me and her love it!! Great teacher's!! She will be going to fourth grade, looking forward to it.
—Submitted by a parent
I am a single mother of a 1st grader at Rice Canyon and fell in love with this school from the first day but as a single mother i was schocked that an after school program was not offered. i rate this school 4 star for outstanding teaching staff.
—Submitted by a parent
The thing I most appreciate about Rice Canyon is that there are always a variety of activities and 'Extras' going on. From assemblies to Jog-a-Thons to school plays and drill team...There is always something fun to do. However, in the classroom I am a little disapointed. I don't feel that my children's teachers so far have been anything other than average. I suppose I was looking for teachers who regularly went above & beyond the call of duty but I don't really see that here. :-( And finally, if you pick up and/or drop off your kids personally, leave plenty of time to get into and out of the school. Parking and traffic flow is an absolute nightmare!
—Submitted by J., a staff
'Both my children have gone to rice canyon since they were 5 years old. ANLC is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She is a great example of a leader and I will miss seeing her everyday as my daughter graduates this year. Thank you rice canyon for bringing out the best in my children and giving them the encouragement and confidence they need to go out into the world! '
—Submitted by a parent
So far my experience with Rice Canyon Elementary has been great. The teachers are wonderful and they really do care about each individual child.
—Submitted by a parent
We were brand new to the area/school this year. I have to say that I really like the school itself. I think that for the most part they do a lot for the children. However, the teacher that my son was placed with is one of the 'Meanest' teachers I have ever met in terms of attitude! I thought this kind of teacher was a thing of the past. I'm sure next year will be better.
—Submitted by a parent
We have only been at Rice Canyon for a year, are first child is in Kindergarten. I love the atmoshper of the school. The PTA comes on very strong at the beginning of the year and it seems like you are sending money in every week for something. I have heard the teachers are very good, however we have some concerns about our sons teacher. Overall we are pleased with the way things are progressing.
—Submitted by a parent
Rice Canyon is definately the cream of the crop, as far as students are concerned, in the City of Lake Elsinore. The campus is beautiful and the classrooms well stocked. They have monthly events for the parents and students to participate in together (family movie night, etc.). Impressively, the Principal is out in front of the school everyday when the kids are dismissed. She is very approachable and the kids love her. I transfered my son to Rice Canyon so he could have the best of the best.
—Submitted by Liz, 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.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
150 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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
142 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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
149 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.
2012
2011
2010
2009
The state average for Math was 55% 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 | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | 50% |
| Students with no reported disability | 73% |
| English learner | 60% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 86% |
| Students with disability | 67% |
| Students with no reported disability | 80% |
| English learner | 71% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 70% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 78% |
| Students with disability | 55% |
| Students with no reported disability | 67% |
| English learner | 30% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 67% |
| 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 | 76% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 58% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 69% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 79% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 41% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 78% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 41% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 63% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 18% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 50% | 49% | ||
| White | 38% | 28% | ||
| African American | 5% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Chaozhou (Chiuchow) | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Russian | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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29535 Westwind Drive
Lake Elsinore,
CA 92530
Website: Click here
Phone: (951) 471-2184
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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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