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Teacher quality
Principal leadership
Parent involvement
I have been volunteering in the classrooms and with PTA at Madison for almost ten years now and I have seen many changes over the years but none quite so dramatic as the last 3. Mr. Duenas the principal, is unapproachable, inaccessible, and absolutely unresponsive to e-mails and phone calls. He brought with him an inner city approach to a neighborhood school. There is absolutely no discipline and his earrings are disgraceful and inappropriate for a principal. The previous review mentions the 2nd grade PALS teacher - I too have had one of my children in her class and she is a good teacher. My only complaint is that she doesn't teach so that the children retain knowledge, but rather to make herself look good. She also is far too chummy with the principal which would explain why she is now the 2nd grade PALS teacher. I miss the heyday of Madison where the principal was top notch, the students were disciplined accordingly, and the teachers did not have to look over their shoulders to see what other illogical move the principal/2nd grade PALS teacher has in store.
—Submitted by a parent
We have been a part of the Madison Mustang family for over 50 years. My sibling and I are both graduates, my oldest daughter promoted to middle school from Madison, and my youngest is currently in the PALS program. I believe I can offer a fair , accurate, and longitudinal assessment of why Madison classifies as a GREAT school. The Madison teaching staff is phenomenal. Many of the staff have been teaching for decades and yet they have not lost that "fire" and "passion" for guiding and educating children in the formative years. Without exception, each and every K-5 Madison teacher my daughters have had (both GATE and NON- GATE) have been exceptional. My daughter's current 2nd grade PALS teacher makes learning fun by infusing creative lesson plans and curriculum that inspires young minds to learn. I have found Principal Duenas to be very accessible, plugged in, and knowledgeable. The PTA President is very energetic and has championed innovative events for children and parents. I am not a lone voice. When I asked my neighbor her opinion about our school, she said enthusiastically, "I LOVE Madison!" I echo and underscore her response wholeheartedly!
—Submitted by a parent
Mr. Duenas appears to be using this assignment as a stepping stone. Doesn't put too much into the job compared to the last principal. Did not make a great impresion with his ghetto bling ear-rings. Teachers are strong union employees, who will not do more than they have to. The kids say they can tell the GATE classes are treated better by the staff, like the last musical-GATE in the center with the spotlight, could not see some of the kids. The parents from the neighborhood seem to make this a good school, too bad Lakewood doesn't have it's own school system.
—Submitted by a parent
The only reason this school gets a 2 is because they have a music program. I'm not sure if it's just lbusd or madison in general, but the education my daugher is receiving is a joke. She's in 4th grade and did this math and language arts 2 years ago in another district. Furthermore, the teacher, school and district have not taken my requests to challenge her seriously and I have been going round and round with them for two months. What a sad waste of an intelligent young lady as she has NEVER before told me she hates school...my daughter has always loved school but for lack of a better term, she's bored out of her mind.
—Submitted by a parent
Madison is a great school on paper, but has much room for improvement. Test scores are high, but there is much more to look at in a school than that. Madison's staff is not a very welcoming bunch. The school does what is required but does not go over and beyond. If your child is an over achiever or under achiever they will get priority with teachers and support. Madison is not a bad school, but not better than the surrounding schools as test scores would imply. One positive about the school is the children. My experience with having my children at Madison is that they have made very nice, respectful, and kind friends. I give more praise to the parents who send their children to Madison than to the principal and his staff.
—Submitted by a parent
Congratulations to MADISON for their API Score of 895 (9-point increase from 2010). Little by little with all of us working together, we have made this school better each year. Our principal Mr.Duenas has become more involved and more dedicated to make our school succeed. My kids love coming to Madison, they are eager to be in school and learn new things everyday.
—Submitted by a parent
Great staff, Excellent teachers, wonderful parents and best of all terrific kids who are all Madison Scholars.
—Submitted by a parent
I have two children that attend Madison Elementary. I would like to say that the teachers are excellent, and always keep me informed of the progress of my children, the principle is amazing and I am so happy to have my kids attend this great school. Both of my children enjoy going to school and are thriving here. I am very happy to have found a wonderful school that is giving a great education to my children.
—Submitted by a parent
I just love this school's diversity. There is a good mix of local and non-neighborhood kids. The socio-economic and cultural backgrounds of the students are diverse, but they get along and do well academically. The teachers are top-notched and experienced. The afterschool care provided by the district is safe and reliable. This school is not snobby and has an involved, caring parents.
—Submitted by a parent
I absolutely love this school. There is a lot of parent involvement. And, this is key for me. It means there's a substantial amount of support. Also, the teachers are very dedicated and nurturing. Overall, I'm very satisfied with my child's performance.
—Submitted by a parent
I am currently a middle school teacher, and I have taught high school as well. As an educator and a parent, I love Madison! My daughter is in Kindergarten, and she absolutely loves school! Thank you!
—Submitted by a parent
Madison Elementary is a great school because of the outstanding teaching ethics that the teachers possess. My children are enjoying academic success because they were/are challenged and encouraged to do their best on a regular basis by the teachers. All of the teachers I have dealt with were accessible and willing to answer any questions or concerns I had. My child that still attends Madison looks forward to going to school every day. There are a lot of opportunities at Madison for parents who like to be involved. I am very grateful for the great education my children have/are receiving from these dedicated teachers.
—Submitted by a parent
My son just promoted from Madison. I will miss the school, namely the principal. She is extremely caring and went to great lengths to help me with my son. She always took the time to listen to me no matter how busy she may have been. She has made all students welcome at the school which wasn't the case when I first started. The PTA, although a great group, needs to eliminate the negative parents on the board.
—Submitted by a parent
I have 2 kids that attend Madison. My youngest is in the 1st grade and my oldest in the 5th. Both children are very different but receive mutual respect from the school principle. The principle understands the parents point of view and her staff (teacher, counselor, volunteers, PTA members etc.). Whenever I have concerns regarding my children academic achievements or social enviornment they are on top of things. I love Madison Elementary School.
—Submitted by a parent
I have had three children go through Madison Elementary and have been very pleased with their ability to perform as they transitioned into middle school. They were academically prepared as well as being socially and emotionally prepared. The entire staff helps to create a warm atmosphere which brings out the very best in the children.
—Submitted by a parent
Great school w/ awsome teachers. The kids are great-they have an awsome PTA-and good teachers!
—Submitted by a parent
I have two daughters, one in 2nd and one in 4th grade at Madison. So far, they have had very positive experiences there. The teachers are dedicated and are very nice. They really love the kids and know how to make education fun and interesting. The PTA is very involved. The music program is a welcome extra.
—Submitted by a parent
Both of my children attended this school from k-3, and one thru 5th grade. They provide music, have a great pta and some wonderful teachers. The principal was fairly new when I left last year, but she was trying to implement good changes. As with any school you have great teachers and some that need to retire. Overall I was very satisfied with the education received at this school.
—Submitted by Rachel, a parent
I am proud to have two daughters in this school. The teachers are awesome with a true concern for the academic well being of the students. They have wonderful field trips from museums, science centers, the aquarium, plays and much more. There are a good group of parents that participate and love to be a part of the school.
—Submitted by a parent
Madison is a good school. The teacher my child has is highly qualified. There are many PTA sponsered programs. The PTA has helped to make this school.
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 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.
86 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
103 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.
91 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.
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
| All Students | 69% |
| Females | 69% |
| Males | 69% |
| African American | 53% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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) | 55% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 77% |
| All Students | 76% |
| Females | 75% |
| Males | 79% |
| African American | 60% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| 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) | 64% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 49% |
| Females | 51% |
| Males | 44% |
| African American | 65% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| 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) | 35% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 92% |
| African American | 95% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 88% |
| Females | 84% |
| Males | 92% |
| African American | 77% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 93% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 93% |
| African American | 78% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 89% |
| 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 | 90% |
| 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) | 89% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 72% |
| Females | 73% |
| Males | 73% |
| African American | 55% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 79% |
| African American | 62% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 58% |
| Males | 68% |
| African American | 50% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| 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
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 31% | 49% | ||
| White | 25% | 28% | ||
| African American | 23% | 7% | ||
| Asian | 14% | 8% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 4% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 42% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Khmer (Cambodian) | 15% | 0% | ||
| Thai | 10% | 0% | ||
| Arabic | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | 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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2801 Bomberry Street
Lakewood,
CA 90712
Phone: (562) 420-7731
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