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Teacher quality
Principal leadership
Parent involvement
Fantastic community school. We moved to Murrieta in January and were concerned about our daughter's transition into another kindergarten, but her new teachers did a wonderful job of helping her get oriented and settled. The school has great community partners that help it raise extra money (Be sure to bring your cash on Thursdays for Juice It Up!) The principal if well-loved by the kids in my daughters class. He is very nice. Ms. Miller and Ms. Gonzalez do a FABULOUS job with their kindergartners. They are good communicators and partner with parents to reinforce skills at home.
—Submitted by a parent
We moved to this specific area to be in this school zone and much to our dissapointment, we found that Cole Canyon is overcrowded and is the typical "one size fits all" education.
—Submitted by a parent
All three of my children have attended school here since kindergarten since we live in the neighborhood. I have had mostly positive experiences with the school and teachers. All of my children's teachers seemed to genuinely care about the children, but they are held to a very high and rigid expectation for performance which makes them a little stressed out. The same can be said about the new principal. There are many entitled and mean kids at the school, but I don't blame the school for that. They have implemented a character counts and anti-bullying program at the school, so hopefully that will help. I haven't been happy at all with the homework. The math is ALL thinking and very little rote practice. I would like to see more balance or a return to the Saxon math from a few years ago. On the other hand, they have helped my middle child with issues through their group counseling program and they have an absolutely wonderful band program and choir program. They even have an art club and yearbook club for fifth graders and big year end events. This year they implemented a fifth grade science camp and online skills practice program. So overall, I think this school is great.
—Submitted by a parent
We moved here Dec. '09 and I am not very happy with the way the kids are allowed to treat one another. My daughter hasn't had too many problems, on occasion she tells me someone wasn't being very nice on the playground, but my son is in 4th grade and has had a lot of problems with other kids being mean, unwelcoming and bragging about how rich they are. I am currently in the process of changing his class because his teacher (Mrs.Waller) is horrible!!! She is mean and is well know for it. She told the class to tell on and to tell my son and his friend that they are not allowed to speak to one another in class or on the play ground. So in other words she's not only allowing the other kids to bully my son, but condoning it! Needless to say I am not a happy camper! My son cries at night because the children are being so mean! On the other hand my daughter has had amazing teachers k-2nd grade. She is in Mrs.Jaspersons class and she loves it! She is a great/caring teacher. I recently had an issue with a little girl saying mean things to my daughter on the playground and the principal never returned my calls. So, I'm on the fence about this school.
—Submitted by a parent
We moved to Murrieta in June and I spent a lot of time researching all the elementary schools in the area. I selected Cole Canyon based on all the positive reviews. What a huge mistake. My daughter started first grade on Aug 11 and was bullied by 2nd graders on the playground for the past 3 weeks, she finally got the courage to tell me and I spoke with her teacher about it and she reassured me it would be taken care of. That day my daughter came home and said one particular second grade girl made her afraid to play on the playground, afraid to use the bathroom all day and this girl called her names and put her down and made rude comments about her clothes as well. My daughter suffered there for 3 weeks and no one cared. To make matters worse when I told administration why after that day I moved my daughter to a charter school they walked away from me claiming they were too busy and did not have time for this serious matter. I guess it was not serious to them. Thisgirl should never be allowed to intimidate someone like this and the school did not even care what this has done to my daughter. I would think twice before sending anyone to this school.
—Submitted by a parent
Traffic is a NIGHTMARE. Parking spaces are very few for the number of students attending there. The neighborhood is overwhelmed when it comes time to drop off and pick up kids each school day. Other than that, it is a good environment for the kids. We had a good experience there. But we are glad to be moving on to Middle School now!
—Submitted by a parent
the teachers are fantastic! The academics are one of the highest in the state
—Submitted by a parent
My Daughter has attended Cole Canyon Elem. since 4th grade and is now in 5th grade. The school is excellent academically and they continue to challenge her and push her to do her very best at all subjects. She has had very good teachers and the parent involvement is very high forming a very positive environment for the childern. I have had my childern attend murrieta unified schools since 1998 and I have to say this is the best school we have attended and the most positive environment for developing young minds.
—Submitted by a parent
I haved my daughter last year and she learn a lot on this school, this school is the best in Riverside County. I am very sad to move her to another school but we move to another town for my husban job.
—Submitted by a parent
The teachers my child has had have been wonderful. My child is reading, writing and doing mathematics at a higher level than most his age from other districts. I greatly appreciate the teachers for the effort they give their students each day. The school could work on extracurricular activities for all ages not just for the older kids. I also would like to see something done about the parking drop off and pick up not exactly a safe one.
—Submitted by a parent
My first three children have all attended Cole Canyon from the first year it opened in 2000/2001 and we could not be more pleased. The faculty is top notch, caring, and dedicated. It helps that there is a tremendously high level of parent involvement.
—Submitted by a parent
My son has attended Cole Canyon from first to fourth grades. The quality of the teachers is excellent. The principal and teachers strive for the best in the students and provide any help needed to get them to their best. Everyone is very caring and the parents are very involved.
—Submitted by a parent
My daughter has been at Cole Canyon for 4 years now. We all love it and are very pleased with the school. The parent involvement is amazing and we have had incredible teachers every single year!
—Submitted by Heather, a parent
My son has atttended Cole Canyon Elementary from the middle of the 2nd grade through the 3rd grade. CCE is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She attends parent conferences and is involved in what they call interventions. Student interventions consist of the parent, teacher, principal, and two other staff members who all meet together to discuss the best possible solutions to help the students achieve their best. Teachers give extra attention to students who need it, and offer an early class once a week for students who need the extra help in a particular subject.
—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.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
182 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.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
181 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.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
199 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.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 79% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 81% |
| Students with disability | 56% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 77% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | 52% |
| Students with no reported disability | 83% |
| 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 | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 73% |
| Males | 59% |
| 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 |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 70% |
| Students with disability | 25% |
| 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 | 47% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 87% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 87% |
| Students with disability | 91% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 86% |
| Females | 83% |
| Males | 89% |
| 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 |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 89% |
| Students with disability | 82% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 85% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 94% |
| Students with disability | 88% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 87% |
| Females | 87% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 88% |
| 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 | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 88% |
| 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 | 100% |
| 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 | 92% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 82% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 88% |
| 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 | 98% |
| 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 | 89% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 65% | 28% | ||
| Multiple or No Response | 16% | 3% | ||
| Hispanic or Latino | 12% | 49% | ||
| Asian | 3% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 80% | 85% | ||
| Cantonese | 8% | 2% | ||
| Arabic | 4% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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23750 Via Alisol
Murrieta,
CA 92562
Website: Click here
Phone: (951) 696-1421
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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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