GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Great Valley Academy - Modesto on Facebook.
Teacher quality
Principal leadership
Parent involvement
Wow, bad experiences here! I know for a fact that no one school can make every single parent happy, so if it doesn't fit go somewhere else. My perspective is that I have been very pleased overall. I have one child who was in high school when GVA started, so I also have that experience to compare with. My two younger kids have gone to GVA from the start. It has not been perfect - both of them have had teachers that I didn't think were the best fit, but that happened outside of GVA as well. My middle child has a math disability and the traditional school she previously attended just told me I would have to work with her at home to bring her up to grade level...I could get no extra help because she was not far enough behind. At GVA we did not request extra help because they started her where she was and then moved forward from there, as opposed to sitting in a class that had moved on without her - leaving her feeling "stupid". After 5 years, she is now at grade level and we are happy with that. She is far above grade level in all other subjects. Once she realized that not being great at math did not define her worth and intelligence, it was a whole new world for her.
—Submitted by a parent
I am very pleased with my daughter's progress at this school. There are a lot of negative reviews on this site, but I feel there are more happy parents than unhappy. The school is very different from the traditional school system. My child is receiving an education in subjects the public schools have had to drop due to budget cuts. These include, foreign language, sign language, physical education and music. She is flourishing in all aspects, doing work above her grade level, and enjoys going to school. The school has had several administration changes this year. Each one had me question the school's direction, but the bottom line is my daughter is doing well so they are doing something right. I have no day to day interaction with the administration, but I do with her teacher and the Kids Care staff. Both are amazing in every way. My confidence in the school lies with them and the caring, nurturing environment they provide to my daughter. Both have excellent communication with me. I know within minutes, via email or phone call of any incident (big or small) that should be brought to our attention. We love the school and understand that it might not be right for everyone.
—Submitted by a parent
horrible couple of years for GVA DO NOT ENROLL YOUR KIDS HERE please ....last year for my son in this school very disappointing
—Submitted by a parent
The principal leaving was the worst possible thing that could happen to GVA. The life and soul of GVA are gone now. The teachers are demoralized, and now are scared to ruffle any feathers. What a mess they have created, vice principal clueless. This school is just going to be another mediocre school down the street- my kids are out next year.
—Submitted by a parent
I really have always loved this school fought hard to get my kids in here celebrated when they did our first year was great BUT this year no:( been through two principals gossip what's really going on here? My oldest son has struggled since the beginning nothing new this year and I asked for him to be tested however no because they don't see a learning disability I do! He is very different from other kids and I'm tired of watching him struggle and kinda be punished when he tries his best. He was in IVL which didn't carry over this year:( he's had no extra help however has had packs of homework because he doesn't get it done in class and his teacher doesn't know how to help him. Since last teacher conference I've heard he was at a third grade reading level a second grade level now fourth grade level. I'm so confused. There is a bad communication here and I've been really discouraged here:( However my other son couldn't love his teacher more. Always is approachable very happy there. The school in general love the community family safe loved and learning idea but this year it has fallen short.
—Submitted by a parent
I'm still trying to convince myself that I made a good decision to send my children to GVA.
—Submitted by a parent
What a huge relief to hear the principal resigned. I have been worried for years about the outcome of the administration's decisions/actions regarding the education of GVA's school children. I just hope the school begins to hire administrators and board members with educational experience. As it stands now, I don't believe there is an educational expert among the administration or board, with the exception of one, and he is not in a decision making position. Up until now the only person making decisions for every aspect of GVA has been the, now ex-principal.
Unprofessional, poor leadership, and unable to address the needs of students adequately. If you have a special education child, and if your child is getting vision therapy at GVA to address their needs, you may want to read what the American Association of Pediatrics says about vision therapy. Then ask GVA what are they really doing to help the special needs students.
Our daughter has gone to GVA since it started the Principal was always hard to deal with, not apoachable, or would not listen to your concerns, she was in Special Ed, but each year would just get a song and dance about why she was still so far behind, just recently we were looking into placing her in another school, just checking out our options, and the Principal and office staff took it upon themselves to give us 1 days notice and kicked her out of school, in which she was schoolless, and 2 grade levels behind. The other Principal that was there for a while was good she would listen and address your concerns. Posting this as do not want anyone else's child to experience the heart break of been told you cannot be at this school anymore, as this was devasting to the child as didn't understand why. Now we know why there was such a high turn of staff at GVA. Safe loved caring enviroment, not!!! this school needs to have more over site, or be closed, they place to much importance on money, and if you have the money, rather than whats best for the kids. Stanislaus County OO Ed needs to over see more of what they do, as they sponser the charter. Would not recommend GVA to anyone, beware
—Submitted by a parent
What is the current starting pay for teachers? Everyone I've talked to says that the pay is less than standard but no one is willing to give up a number.
We knew going into GVA that as a new school and charter it would take a long time for it to develop. It is going in the right direction, there is still room for improvement as with all organizations. Knowing all this I have implemented much enrichment and additional learning for my children to enhance and build on what GVA does. As for the change in leadership at the Modesto campus last week, it really is not fair that there was a firing. Mr. Cole the present principal is very capable and experienced and will do an excellent job of leading GVA forward. Oh, and there is plenty of time for children to have lunch and its longer than 15 minutes! That comment was a bit silly!
—Submitted by a parent
My daughter has been there since kindergarten. I decided to give GVA a chance for the simple fact of being a charter school. They seemed to be heading in the right direction but they have implemented many changes during the past 2 years. Their employee turnover rate is high; teachers are quitting because of pay and inconsistent curriculums. GVA is trying to do many things at once and is failing at them all. For example they started a home school program this year, last year they opened the Manteca campus, they also hired and fired a new principal for the Modesto campus all in one year. Overall bad decisions and management have been the highlight of this year. I am moving my daughter to a private school where she will get experienced teachers. One more thing the whole no cafeteria situation is ridiculous, teachers only allow the kids to eat lunch for 15 minutes, not reasonable. This school needs to focus on the problems they got at hand rather than embarking on new ventures.
—Submitted by a parent
Very disappointed with the new leadership at the school. Principal blows concerns off, fails to get back to parents and overall seems annoyed if she doesnt get her way. Current teachers need to be paid more and new teachers need to be selected at a higher standard. Overall I like the way the school is headed, but it still needs a LOT of work. Contemplating removing my child if this next year doesnt improve.
—Submitted by a parent
I agree with the poster on June 9. The school needs to improve their dicipline standards. I believe they need to make rules and follow those for each student. Principal is new to the school, but is trying her best. I believe that is a good thing. There has been many changes with teachers for the up coming school year. I hope that will be for the good. Also, my children like it at GVA and that is the deciding factor that keeps me there.
—Submitted by a parent
GVA has positives and negatives, like any school, and I don't expect perfection. The pros: smaller class sizes, emphasis on physical education, Spanish, music class, art class, and caring teachers. I also like that they don't send the younger grades home with huge homework packets every week. Also, they try to tailor learning to the individual student. For instance, my son just finished up 1st grade but he was reading at a 5th grade level, so they pulled him out of class every week to join in a special reading group for students that were reading at a higher level than their classmates. Cons: Low API test scores, no school nurse on site, no school counselor on site, discipline is too lax, and, although this may seem trivial, I really hate that they picked khaki for the uniforms - - they stain SO easily. For our family, the good outweighs the bad with this school. I am hopeful that the things I have concerns about will change and get better as time goes on. My son certainly likes his school, and that goes a long way for us.
—Submitted by a parent
They say they care about our kids but actions speak louder then words and the special ed dept is a joke. They couldn't help a child in need if they tried it's all politics & money at this school. Kids come first what a joke! Their are a few great teachers but they all leave because there not paid what there owed and aren't aloud to help the kids the way they need it. The state needs to shut this school down! It's damaging these kids........Rating F
—Submitted by a parent
It is our 4th year at GVA and so far we are very happy with this school. My child has great attitude about school everyday and enjoys learning . Beside basic academic, he is also learning Spanish and music. The teachers go above and beyond to help the students achieve their maximum potential. I feel that the school is very different in a way that it has provided my child all well round education .
—Submitted by a parent
I have 3 grand children attending this school , will be 4 next year,as a whole i dont see any difference in them then children that attend public school.There will be Bullies,and Harassment in any school as long as there are differences in the size,color,and ability to learn, of the child.I do believe a stronger learning ability starts at home, so many of the parents today need to both work to make ends meet and lack the time to give to there child development basics,it is not the schools responsibility to teach certain things as politeness, hygiene, etc.Brothers and Sisters will have differences as long as the sun rises in the east and sets in the west,I do think the school is going in the right direction and i hope my grand children continue to blossom in this environment. P. S. My eldest grand son completed Public School with a 3.75 grade average.
I have 2 boys that attend GVA. I still have mixed feelings but overall feel I made the right decision for my children to attend this school. They came from the public school system. We have not experiened any bullying. My children feel loved and safe. They are happy and are gaining confidence each year. I do have concern about the accademics. They do not have homework but I am able to monitor what they study with the work that comes home in the weekly folders and I also keep in touch with the teachers by email and good old fashion communication in person. I also create my own homework for my kids each day. I believe it is also the responsibility of the parent to teach and keep informed. My biggest concern is hoping my child will be prepared for high school and will be able to keep up with the homework,time management and organization needed to suceed.
—Submitted by a parent
My daughter attended GVA ever since they opened, she loved going to school, but over time we did notice that she lacked confidence. She didn't complain much and is pretty smart kid, but we always wondered what was suppressing her, found out from couple of comments she made that most of these white girls and boys tease her about her skin color which isn't too dark by the way. No offense to any ethnicity, but children are very emotional. The school lacks diversity in student and teacher population. Now that we have moved her to a different school, she is again a great student, but with the right mix of kids, she enjoys speaking and more confident. Another problem at GVA is NO HOMEWORK, good for student and parent, but ends up that parents are clueless on kids progress. This could hurt in the long run as homework teaches the kids to be accountable for their work. At her new school, kids get sent home weekly with what they did in the class and homework for the week. We did enjoy the Spanish and sign language classes. GVA is a new school and lacks solid data for me to trust my kids future, but then I don't know if choice theory and others sales pitches can change your decision.
—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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
115 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
74 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
71 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 | 56% |
| Females | 63% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 62% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 66% |
| 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 | 39% |
| Females | 38% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 49% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 66% |
| Females | 66% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 68% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| 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 | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 72% |
| 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 | 64% |
| Females | 73% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 47% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
| All Students | 46% |
| Females | 50% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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) | 39% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 66% |
| Females | 64% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | 47% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
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 | 68% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 1 | N/A | 11 |
| Average years teaching | 4 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
3200 Tully Road
Modesto,
CA 95350
Website: Click here
Phone: (209) 576-2283
To start a new list, click OK. Otherwise click Cancel.
Woodrow Elementary School
Modesto, CA
Catherine Everett Elementary School
Modesto, CA
George Eisenhut Elementary School
Modesto, CA
Elihu Beard Elementary School
Modesto, CA
Agnes M. Baptist Elementary School
Modesto, CA
Mountain View Baptist Academy
Modesto, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Great Valley Academy - Modesto on Facebook.
Welcome to GreatSchools!
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.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!


