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Teacher quality
Principal leadership
Parent involvement
I can't say enough bad things about this school. We pulled our child out and started home schooling for the rest of the semester last year. He was sent to the office multiple times for petty things that should have been taken care of by the yard duty or teacher. After the last ridiculous incident the principal admitted that they didn't have adequate yard duty staff, due to cut backs. He also told me he didn't trust my child so we pulled him out that day. The office staff have bad people skills. They look at you like, "What the heck are you doing in my office?" Our son is now enrolled at Sulphur Springs Elementary. This school is incredible. He is excelling and performing way above his grade level. We are thrilled with the staff, teachers, and the principal. The principal really runs things well. It is a safe and great learning environment.
—Submitted by a parent
Valley View School has a dedicated school staff that works tirelessly to ensure that the academic program meets the needs of their very diverse learning population. The teachers are caring and knowledgeable. My child attended VV and had the most wonderful teachers! The complaints that I have read here and also heard at the school, appear to be from individuals who act overly aggressive or just plain mean. For instance, last year at a school function two parents got angry at each other and started pulling each others hair in a cat fight! Some of the "parenting techniques" used by the guardians at this school are less than mediocre (just as it can be at other sites as well). This is not the school's fault. If your child misbehaves in the cafeteria, there is a consequence. The principal does an excellent job of maintaining order and safety at Valley View. He is very professional and takes his work very seriously. The staff and administration have a very positive affect upon the environment and the kids know they are safe each day. The great majority of the school community is pleased and has great experiences. Overall, Valley View is a great place for your child!
—Submitted by a parent
Every staff member at Valley View is as respectable as they are treated. Just like most adults are. It seems to me that the posts from unhappy parents just might stem from their own inadequacies. If your child is repeatedly shouting across the cafeteria it probably happens at home. Hmmmmm...
—Submitted by a parent
I must say... I had high hopes when i enrolled my child at Valley View. I have no complaints about my childs teacher however the office staff lack people skills. I agree 100% with a parents comment below about the admin staff and principal at this school. You know the saying.."it's not what you say but how you say it" they definately should take a class on common courtesy and how they interact with parents. Very rude and cold is the only way to describe. And the principle seems to have way to much time on his hands to call parents with petty complaints and nonsense. Example~ Your child was shouting in the lunchroom when he knew it's against the rules~ Seriously??? And you needed to call me at work for this???? He will also choose his words poorly when dealing with your child. Be careful parents. The yard duty staff seem to enjoy shouting and screaming at children when they misbehave rather than pulling them aside and teaching them communication skills. I am very displeased with the admin, principal and yard duty staff here at this school. The only reason this school received 2 stars from me is for the wonderful teacher.
—Submitted by a parent
As a parent of Valley View Students, I think it is a great school! Both my children are high achieving and have been acknowledged for their high state test scores. The principal, teachers and staff are courteous and always willing to help. I wouldn't choose any other school for my children to attend.
—Submitted by a parent
Valley view is a terrible underachieving school. The whole school from the principal down is mediocre, not to mention the fact that is part of sulphur springs school district, all the schools in that school district are underachiving they don't care for parent involvement, there is no communication, and the office staff at Valley View have no people skills, many parents feel the same way! We are all signing a pettiion to send to the California board of Education, with all are complaints, they are soo many and not enough space here.
—Submitted by a parent
I attended this school from 1985 - 1992. My brother attended back in the late 70's and I must say that it was an amazing school, teachers, staff, etc. back then and it is still great now! I enrolled my daughter and I am very pleased to still see some of the same staff working at this location. They still know my name 20 plus years later. My daughter loves this school just as my brother and I did back in the late 70's to early 90's.
—Submitted by a parent
We are new to the Sulphur Spring School District and I was hesitant to enrolling my son at Valley View because I wanted to enroll him at Golden Oak school but so far I am very please with the quick response from my son's teacher, office staff and new Assistant Principal Mrs. Farrell-Smith. They seem compassionate and highly interested. I just wish that the rest of the year run as smoothly and that the school keep-up academically.
—Submitted by a parent
My daughter has attended Valley View for the past 2 years. She will start 2nd grade next month. I think the teachers are fabulous. My other kids are 23, 20 and 18 - they never had as much homework and stuff but the difference of what my 2006 kids knows at 6 compared to my other kids in the 90's is amazing. Plus her math and reading skills are great. There is way more homework than my other kids had - just part of the times I believe but I think VV is doing an excellent job.
—Submitted by Stacie, a parent
This 2005 year was wonderful, thanks to a teacher named Mrs. Delgado. She's bubbly, exciting, and fun. I was happy to see a teacher taking the time to tutor her student's in math during lunch and after school. My son didn't need me to tell him he had to stay for tutoring! Thank goodness she had student's that saw a good teacher and hung on to her every word. Thank you Mrs. Delgado
—Submitted by a parent
My daughter has been attending for three years and the teachers have been very helpful giving her the attention she needs in her accademics and recomending programs that will help.My experience with her teachers has been great.They know my daughters weaknesses and have given me ideas on how to help her improve them at home.I would rate Valley View teachers very high.The office staff has also been wonderful. They are very prompt in helping with any questions I have and the office manager was great in helping me with emergency situations when my child was hospitalized and also with an emergency leave that I had. I am also very impressed witht he extracurricular activities they offer.There is a variety to choose from and my daughter looks forward to going to school every morning.I am very happy with Valley View and their staff.
—Submitted by a parent
Overall this has been a good school. We have had some issues getting the attention we needed for our special needs children. We have had great teachers.
—Submitted by a parent
My son has been going to valley view for three years now. I must say coming from lausd I expected this school to be much better. I find the staff to be very disorganized. I believe this is the fault of the principal. Everything is a mess from picking up your child to the way students are pressurred by so many exams. I would love to send him to another school.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
82 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
75 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
89 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
73 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 | 65% |
| Females | 76% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 55% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 42% |
| Females | 45% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 38% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
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 | 42% |
| Females | 46% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 8% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 66% |
| Females | 63% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 52% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
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 | 71% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 43% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 65% |
| Females | 68% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 29% |
| 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 | 62% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
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 | 68% |
| Females | 72% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 27% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 45% |
| Females | 44% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 0% |
| 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 | 42% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 65% |
| Females | 63% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 27% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
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 | 59% |
| Females | 59% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 8% |
| Fluent-English proficient and English only | 70% |
| 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 | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
| All Students | 53% |
| Females | 55% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 8% |
| Fluent-English proficient and English only | 62% |
| 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 | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 47% | 49% | ||
| White | 32% | 28% | ||
| African American | 9% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Korean | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Arabic | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Marshallese | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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19414 Sierra Estates Drive
Newhall,
CA 91321
Website: Click here
Phone: (661) 251-2000
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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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