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Teacher quality
Principal leadership
Parent involvement
I also agree with the reviews regarding the principal. I have seen her walk around in the mornings and just speak with the staff and not once make eye contact or greet any parents OR children. Even on back to school night it looked like she was giving a tour to a district employee. How about at least keeping that time open to reach out to parents and students? Step it up! I have had some good experiences with the teachers. I don't see the "diversity" being a problem here-like was stated in another post. I think some parents are involved in their children's upbringing, and some aren't-period.
—Submitted by a parent
This school is amazing! My child has gone here in kindergarden and is going to finish as a 5th grader! i <3 this school.
The teachers are wonderful and very approachable. Both of my children are excelling 'above grade level'.
—Submitted by a parent
We have been at Jackson going on five years now. I wondered if the diversity might be a problem and it has been an adjustment as we have had to deal with my son learning gang signs in 1st grade, witnessing others tagging the school, but it has been very minimal. The only problem I truly see is the difficulty for the staff regarding communication as it is very weak sometimes. Now I am doing lunch time yard duty for k-5th grade and there are very few kids out of line. The ones that are are fairly simple to deal with but they are not getting better so that is a concern. Parents are enjoying the detention as at least their child is doing their homework. So I do beleive it is the parents that are not stepping up for their kids.
—Submitted by a parent
I agree with the previous comment regarding the principal. She doesn't seem interrested in getting to know the children or parents. My child doesn't know her name and still recalls Mr. See and Turnage, and we've been at Jackson since Kindergarten.
—Submitted by a parent
I have to say I am dissatisfied with the current principal, Tammy Rankin. I do not see her making so much as eye contact with the children, much less speaking with them. If as a parent, you have an issue, it is very difficult to contact her. Once you finally do meet with her you will need to follow up with her yourself as her 'promises to correct any situation' are never fulfilled. You would be lucky if she even recalls your conversation. It would be nice if started acting like her first priority was the children and not pushing papers. With that said, I think that the teachers my child has had have been wonderful and the personel in the office have been very helpful, courteous and pleasant also.
—Submitted by a parent
For the 3 years I have been in JAMS I have to say it is one of the nicest elementary schools in Livermore. It has a very nive staff and the campus is very nice.
—Submitted by a student
Jackson Avenue is a much better school this year (2006) due to a principal change. The principal this year is back out with the kids at recess and involved. I have found that he is much easier to talk to and the kids seem happier. The teachers overall are pretty good and do care about the students, although there are a few better areas in Livermore. There are very little if ever 'gang tags' on the school, the area is rather clean and we have lived here for 8 years.
—Submitted by a parent
I have been very satisfied with the way JAS is. We have had wonderful teachers as well as principals. Mr. See was wonderful and has made some great changes to the school that benifits all. Mr. Turnage is a great addition to the school to keep the school going forward rather than backwards. I have been at the school for 8 years and have been involved and seen some great changes. The PTO is wonderful because they have been able to help the teachers and students with classroom supplies and equipment. We have been very lucky to have such a great group of parents. We could always use more parents to make things better and enable the PTO to do more family things. I would like more afterschool programs for kids which needs volunteers as well. I'm very proud of our school. It is a great school to be at.
—Submitted by Stephanie Waggener, a parent
Jackson Avenue has some really good teachers as far as caring. Academic wise, they are not up to par with say Pleasanton or Fremont schools, but the community is a nice one. Arroyo Seco is better if you have a choice.
—Submitted by a parent
We have two boys now at Jackson for their 2nd year. The reading academy has done wonders for both of them. Mrs. Parker, 4th grade, last year was truly awesome, learning each child to perfection. Mrs. Claus, K-1 has more spirit than I have ever seen. 32 kindergarteners last year and she sang the whole way through. The new principal, Mr. Turnage is blending right in, loving the kids and full speed ahead with his 'character counts' program. Mrs. Mac Queen new this year 1st and k has my son laughing and learning everyday. He loves her. Mrs. Myllenbeck, a true trooper for the 5th grade class. We are so glad that we have our children here now as Almond Avenue closed and we had now idea what we were missing out on in the academic department! They have science, music as well as some P.E. Things are looking up.
—Submitted by Valerie Nelson, a parent
My daughter was new to the school last year. Going to a new school when you are in 4th grade can be very scary and stressful for a child. Her teacher, Mrs. Dozier was great. She help put my daughter at ease. The staff at Jackson is phenominal. Everyone is kind and does their job well. My daughter is now starting 5th grade and my 5 year old son just started kindergarten and I feel so at ease knowing they both are getting a great education and learning experience.
—Submitted by a parent
Jackson Ave. is a good school. The PTO is incredibly well organized and works to improve life for the students. A parcel tax just passed in Livermore so next year we should see Science, Music and hopefully PE back in the schools. Jackson has done a good job offering science by using volunteers from the Lab for the older students. I think next year with smaller class size will only be a benefit for the school. The principal works hard and is very visible and loved by the children.
—Submitted by a parent
Jackson Avenue School has dedicated, hard-working teachers who are always looking out for the best interests and individual needs of each student. They spend many long hours outside of the class day preparing materials and lessons for their students. They attend outside conferences to improve their educational leadership and knowledge bases. They spend much of their own money to insure the students have the materials and activities that make learning meaningful.
—Submitted by a parent
The teachers are very busy. I'm worried about how the larger class size will affect their stress levels, but they sure do care a lot about our kids, and thar's important to me. The bilingual program is very innovative, and I love the diversity. My only wish is that more parents would get involved. Teachers have been very thankful when I stop by to help, even if it's only for a half hour.
—Submitted by I T, a parent
Jackson is a great school. The teachers / staff are wonderful and the school has a great atmosphere. The library and computer room (and staff) are impressive and they have a great bilingual program and FAME program. Jackson needs more parent volunteers.
—Submitted by a parent
My child is having a great time learning at Jackson. His teacher has sparked his interest in reading. She does many extras like hatch chicks in class and put on plays. She and the other teachers like her at Jackson go beyond the basic required standards. I like the multi-ethnic mix of Jackson.
—Submitted by a parent
My children love this school, the teachers and the principal. It is a caring place that challenges students, and is safe and well managed. They have a lot of good programs to help all students, whether it is those needing help or children that excell. The principal is very visible and interacts with the kids.
—Submitted by a parent
This is a good school: most of the teachers, parents, and staff really are involved. This school is every bit as good as Almond, and the quality of teachers at Jackson is definately better. However, there is a strict, no-tolerance dicipline style (enforced by the principal) which sometimes overlooks individual childrens' needs.
—Submitted by a parent
My daughter seems to be receiving quality education and life skills from this school as well as the after school program run by the parks and recreation. It seems that primarily the only parent involvement this school (and district)solicit is financial. I would like to be involved with her education and school life in more than just a financial way. I can understand the need for funding, but on occasion the personal situation in which approached for funds has become awkward.
—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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
85 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.
87 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
78 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
65 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 | 74% |
| Females | 73% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 55% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 86% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 79% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 95% |
| 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 | 65% |
| Females | 63% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 13% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 80% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 95% |
| 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 | 74% |
| Females | 77% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 42% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 58% |
| 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 | 69% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 75% |
| 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 | 71% |
| Females | 70% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 75% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | n/a |
| 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 |
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 no reported disability
English learner
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| White | 48% | 28% | ||
| Hispanic or Latino | 36% | 49% | ||
| Asian | 7% | 8% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Farsi (Persian) | 6% | 0% | ||
| Punjabi | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Korean | 1% | 1% | ||
| Pashto | 1% | 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 | 11 | N/A | 11 |
| Average years teaching | 15 | 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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554 Jackson Avenue
Livermore,
CA 94550
Website: Click here
Phone: (925) 606-4717
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