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Teacher quality
Principal leadership
Parent involvement
I just read the comment from 2/12 and it sounds as if this comment was written by a kid. LOL
—Submitted by a parent
My daughter is going into the 8th grade at Rogers. She has liked all of her teachers but one and I have liked all but one (different from the teacher she didn't like. Hence, 4 stars -pretty good odds, though). The administration has been fantastic. They actually hold the kids accountable for their actions! As a parent of a middle school kid (and one who has been a substitute teacher in the district), I, too, love Rogers. My daughter did not go to one of the nearby elementary schools, but has never felt like an outsider. She has made many new friends, most of whom I like as well. The office personnel has always been very nice and accommodating. We are quite happy with the staff, the faculty, and the student body.
—Submitted by a parent
I was saddened by the post made by a parent on 2/21/12. We currently have two boys at Rogers and couldn't be happier with the education they are receiving. My boys have had fabulous teachers who have given them a variety of assignments/projects, everything can't be exciting and fun but we have had some very creative projects and assignments over the years. The instrumental music program at Rogers is amazing, the kids work so hard to please their music teacher and the results are brilliant. My sons have been given many opportunities to perform, we support the music program whole-heartedly and we are a family with more time than money to give. We feel all solos/chairs are earned not bought and that these talented kids deserve their moment in the limelight. The administrators at this school are kind and just, they bend over backwards to help if needed, we will sincerely miss our current principal when he retires this year. The office staff is more than friendly considering what they need to deal with on a daily basis. We look forward to the next five years at Rogers and know they will be as wonderful as the last three. Your children will be lucky if they get to attend this school.
—Submitted by a parent
As a parent of an 8th grader I have seen the "boring" assignments aka worksheets and copying definitions as well as many opportunities and even requirements for creativity.. There are many projects which allow for individualized work. We are in he GATE program so I can't speak for the whole school. In GATE there are often options for the way the child wants to learn. I believe it is usually the class size that inhibits individualized teaching (and sometimes even teacher grading-- I understand having your peers grade your paper in math where there is one right answer,. But in english to have a weak writer critique a strong writer's paper?). Like any school there are some stronger and weaker teachers and some that are a good fit for one kid and not another. And even a good teacher can have a bad year (ever had a parent with cancer? Kind of affects your work). I have found the teachers to be VERY open to my questions and concerns. Except one....who is (drumroll) now gone. Yes, parent concerns were addressed! I have also gotten immediate action on both academic and peer concerns from administrators who listened very respectfully.they were also responsive to my child.
—Submitted by a parent
After reading the review from 2/21, I felt compelled to respond. I am one of those office workers that the writer thinks is rude. I think we have one of the best office staffs in the district and this is constantly confirmed by visitors. My only advise to this parent is that if you are this unhappy, why are you still here. We have a very long waiting list of students who would like to attend this awesome school, so we could use the space.
—Submitted by a teacher
It's such a shame that more parents don't have time to post reviews here, because one unhappy parent with plenty of time on their hands can completely skew the ratings. Rogers is an amazing school, the administration and staff are very caring, ESPECIALLY the office workers. The teachers work very hard to engage the kids in learning and provide opportunities for creativity and self expression throughout the year. The school's budget has been more impacted than many other schools during this time of crisis because of a loss of funding due to a slight socioeconomic shift in the population, and yet the level of education has remained the same or improved. The music program is phenomenal and a very small portion of the parents work very, very hard to raise the money necessary to provide the opportunities for all of the music students to be able to travel and participate in competitions. Of course, those parents are the ones who are too busy to post here, and those who have enough time to post negative reviews clearly are not involved enough in their child's education to know what is actually happening at Rogers. It is hands down the best middle school in Long Beach.
—Submitted by a parent
If you are stuck with a kid in this school, be assured that it seems not to be typical of LBUSD. The teachers give boring assignments. The administration is uncaring. Even the secretaries in the office are rude to parents and students alike. The emphasis is on discipline, keeping kids in line and passing standardized tests. Assignments discourage creativity; more often than not my kids are asked to do an assignment by filling out a template. Any variation from the template will bring them a bad grade. The music instruction in this school is great, but favoritism, often purchased through an annual fundraiser, is obvious and reigns. So you can have a kid who is talented, but if you aren't a music administrator in LBUSD, your kid will not be in a prominent position. You can buy your kid a good chair in the orchestra by bidding on a day with the music teacher at Disneyland. I have other children in elementary and high schools in LBUSD where there are caring teachers, kind administrators and even coaches who demonstrate profound interest in students. It is very, very hard to find anything like that at Rogers Middle School. If you can, stay away.
—Submitted by a parent
I am currently a student at Rogers Middle school and it is such a wonderful and amazing school! The teachers are so helpful and provide you with a wonderful educational experience! The teachers have so many excellent ways to teach us in a fun, but educational way! I love this school. I wouldn't want to be in any school other than Rogers.
Rogers MIddle School is amazing! I luv it and am currently an eight grader and am so depressed to be leaving this great school. The gate program is awesome and the campus, although smaller than Stanford is acceptable with the huge field of grass. Our girl, boys soccer is the best and so are our girls volleyball. If you are advance in these sports and even track and field than i recommend that you attend Rogers. WE took it to the nationals all three years that i was here. The teachers are great especially the music teacher. All of his students love him and they advance day after day after attending his music class. I HIGHLY recommend him if you are interested in music. The teachers are great although some would need a little more effort than usual, but that is why you have your mates to talk to. :) You will instantly make new friends i guarantee it! The academic program is terrific and the neighborhood is amazing with Lowell Elementary right next door.
Rogers is a great school. i'm currently a 7th grader. Some of the teachers are mean and strict but there are some awesome teachers. they are really good teachers too, i learn a lot. i really hate the uniform. overall i definitely recomend rogers. ive had kinda fun for the 2 years ive been here.
—Submitted by a student
I hate this school it is a horrible enviornment the teachers are unexxperienced and un caring and the uniforms do not allow us to express our creativity i understand uniforms are to eliminate the 'my clothes ate better than yours' but still i think it reppresses students creativity there are also too many chick cliques so rude any way i do not recommend this school dont be fooled by its 'small school charm' that adds insult to injury.
—Submitted by a student
I have just joined Rogers Middle School as a 6th grader, and honestly, THIS SCHOOL ROCKS! We have sooo much fun there, and I highly recommend the school. And if, parents, you have a child who isn't in the age of middle school years, it is literally right next to the elementary school- Lowell. I also went there and it is so cool as well. At Rogers, the principal is so nice and kind, and so is every other staff. This is the middle school you should choose.
—Submitted by a student
I've just joined rogers as a 6th grader, its been truly amazing and fun! I might never want to leave! If you are looking for a good music program, this is the best place! The music teacher this year is the best. He is so funny and awesome! HE ROCKS! I think I've said too much, come see for yourself!
—Submitted by a student
I love my school! this year our sports teams were undefeated and our test scores were above our average! if u are looking for great teachers, sports teams, after school programs, or music programs we have them!
—Submitted by a student
I love this school. Everybody is nice and care about each other. But the people who takes the bus to come here aren't nice.
—Submitted by a student
Middle School can be scary as a parent. But at Rogers the safety and well-being of every child is top priority. Teachers greet students with a smile, and the students respond instantly. I have wandered the halls frequently this past year and find the teaching to be engaging and challenging. (And I wonder how these other parents know about the teachers, because I am there a lot and don't see many parents!) Fantastic administration, great teachers, and an atmosphere for learning that is both comfortable and inviting, even to the most apathetic teen.
—Submitted by a parent
this is the best school in the world! it is better than stanford! it has the best teachers in the world, who are educated and super duper nice!! there is nothing more that to say i am left speechless!
—Submitted by a student
I love this school and im am an 8th grader here everyone is so involved no bullies and the top school in long beach which is a blue ribbon distinguished scholar school it is the best you really learn a lot and it looks good for high school
—Submitted by a student
My children have been well prepared here for the Distinguished scholars program and have had a terrific experience academically and in the music program. Thanks to a great staff who care about their students.
—Submitted by a parent
My son went to Roger last year; he enjoyed every bits of his time at the school including all very helpful teachers and staffs. I had to move to Bakersfield, California because of the job. But you know my son and I missed the school a lot.........I want to encourage all parents to bring their kids to Rogers; you will not be disappointed.
—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 59% in 2012.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
292 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
274 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
275 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 Algebra I was 49% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
298 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
306 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
295 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 | 88% |
| Females | 87% |
| Males | 89% |
| African American | 81% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 82% |
| Males | 77% |
| African American | 63% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 88% |
| Females | 91% |
| Males | 86% |
| African American | 76% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 93% |
| Students with disability | 58% |
| Students with no reported disability | 90% |
| 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 | 86% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 82% |
| All Students | 79% |
| Females | 83% |
| Males | 76% |
| African American | 52% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 87% |
| Students with disability | 23% |
| Students with no reported disability | 82% |
| English learner | 36% |
| 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 | 64% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 73% |
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 | 89% |
| Males | 85% |
| African American | 83% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 75% |
| All Students | 84% |
| Females | 83% |
| Males | 84% |
| African American | 67% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 61% |
| All Students | 29% |
| Females | 23% |
| Males | 34% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 35% |
| Students with disability | 12% |
| Students with no reported disability | 32% |
| English learner | 9% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 8% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 79% |
| Females | 77% |
| Males | 81% |
| African American | 59% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 89% |
| Students with disability | 32% |
| Students with no reported disability | 82% |
| English learner | 0% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 44% |
| All Students | 84% |
| Females | 80% |
| Males | 89% |
| African American | 52% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| 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 | 92% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 61% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 - 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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 56% | 28% | ||
| Hispanic or Latino | 27% | 49% | ||
| African American | 8% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Khmer (Cambodian) | 12% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Samoan | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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365 Monrovia Avenue
Long Beach,
CA 90803
Phone: (562) 434-7411
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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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