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Teacher quality
Principal leadership
Parent involvement
This school is the horrible;I had to go to the district about the school marking my kids tardy before 8:10 because I could not get results from the principle.If it wasn't for my daughters teacher being honest about marking the kids tardy before 8:10 they would have continued to say it was not true.My daughters tardies were reversed but other students tardies were not because parents were not informed.Also the office staff on several occasions didn t call home when my daughter got hurt or became ill at school.Subsequently on all of those occasions my daughter had to see a doctor due to the illness or accidents at school.This was another issue I had with the office staff that the principle did not handle in which again I had to go to the district.When you have a problem & go to the principle she never really deals with the issue,she just tells you what she thinks you want to hear.The kids bully other kids,the upper graders conversations are x-rated,also profanity is prevalent on campus & not much is done about it.There is no such thing as parent involvement PTA,PTO does not exist.There are a few teachers that try to make a difference,but I am sorry to say they are Lone Soldiers.
—Submitted by a parent
This is a very nice school that has gone through some tremendous changes in the past few years. Three principals within the last three years, teachers coming and going due to district issues, and yet it still delivers the best for my kids. Don't get discouraged the tide is turning and you will be on top again. Hang tough! Don't lose heart. Great schools need to go through transitions to become the best!!
—Submitted by a parent
The school has taken a turn for the worst with the new principal. Ms. Whitington as well as some of the teachers there seem as if they do not enjoy their job. She along with another 2nd grade teacher have such a short fuse when it comes to the children. You can see it in their face that they generally do not care for the children and rather are there for the paycheck. I am deeply sadend that the old principal had to retire as I think he was the best thing to ever happent to that school. If you can help it, DO NOT enroll your child there. The rest of the office staff is amazing! There has never been a problem with them and no matter what time of day you visit, they are always on top of their game.
—Submitted by a parent
Yorba has been nothing but the best to my children. This school has offered the best that is to the school abilty, The teachers are the best. They worry about each and every child and try to make them the best the the child can be. The office staff has been wonderful when i need to get information. The new principal has brought alot of good changes for everyone.
—Submitted by a parent
I am a very pleased parent. I have two children attending Yorba and I am impressed with the teacher/student involvement I have seen over the years. This year I have seen improvements throughout the school. The new principal brings great comfort to our school. By greeting students and parents every morning inviting any voices of concern. Parent involvement has increased as well. I have noticed more participation at school functions compared to previous years. Keep up the good work principal and parent booster!
—Submitted by a parent
I was going to transfering my kid, when I find out that a new principal was coming.I give Two thumbs up to Ms.Whittington. For the short time that she has been, she has done noticible changes. More parents involvement, the after school program is great, she is always by the entrance greeting every student and parent,and always participating in any of the programs very proffessionally.I am positive that her energy and sense of purpose will go to the students. On the other hand, the school office staff are very unproffessional, unpolite and uncooperative. It feels very unpleasent to walk to the office to get any kind of form or information.I wish the new principal will make the whole school a better place to be for everyone.
—Submitted by a parent
Yorba has excellent teachers that push the children to do their best. They have annual science fairs & all grades are required to participate (K-6). I would say that previous reviews both have it right when they say the principal is caring yet firm on the school rules. That being said I also feel he did not push the envelope to improve area such as student drop off & pick up; after school sports; PTA; better playground equipment; more computers; qualified in-room tutors...he just was not a visionary of his domain. He retired June 2007, & I am very anxious to see what changes the new principal, Ms. Whittington will enact her first year. I hope she hits the ground running hard!
—Submitted by a parent
Unfortunately this school is behind the times, it lacks technology, quality after school care, preschool classes, and parent participation. Who is responsible? The Pomona School District and the school's administrator....good teachers, no leader.
—Submitted by a parent
The principal is really a friend to all parents and always available for you to speak to him about any issue.
—Submitted by a parent
It all starts at the top with the principal and it is quite obvious that he is simply coasting on his tenure while waiting for his retirement to kick in. This school offers students absolutely nothing. Most classrooms do not have computers for the students to use. Music, art and sports programs simply do not exist. The No Child Left Behind Act means absolutely nothing as there aren't any tutors to assist the students that need help. Tutoring or after school mentoring programs, extended child care are programs that simply do not exist at this school. Try to get involved as a parent - no PTA or any other group in which you can get together and voice concerns. Parent teacher conferences simply do not exist. The principal and your child's teacher will decide what is best for your child without any input from you.
—Submitted by a parent
All three of my children went to Yorba and now my Grandson attends this school. I think the quality of the education has decreased over the years and this may be to a number of factors. Pomona does not put a lot of money into their schools and even though the 'Yorba District' is still considered a big plus as far as real estate goes, I feel that the school could raise the bar on the academics. The children are taught to value others but mostly they are told to obey the rules. The school has a rigid disciplinarian as a principal. There seems to be more emphasis on 'following the rules' than on reaching out and making the students feel like special little human beings. Even the teachers seem to be afraid of 'getting caught' breaking a rule. This mentality takes away from the 'fun of learning'.
—Submitted by a parent
I recently found out that Yorba Elementary School will be increasing the combination classroom classes to meet budgetary contraints. I find this decision unacceptable. I have also been informed that there will be classes consisting of 3 grades per one teacher (ex: 4th,5th &6th). Teachers had no time for preparation of this change. I'm sure that it is impossible for the students to focus in class when the teacher has to teach at 3 different level each day. As a parent I am greatly concerned.
—Submitted by a parent
This school is wonderful. The teachers are great and so are the kids. Everyone is so respectful my two daughters and I have gone to this school, and when I was a kid I loved it. My kids love it to and the principal is the best he pushes the kids to try there hardest and do their best. This school is wonderful.
—Submitted by a parent
We have had two children at Yorba since K1 with great success. The teachers are first class and the principal, though tough, is great. What makes Yorba special is that they had a spectacular teacher there for over 30 years (Mrs. T, retired in 2002). The principal required that new incoming teachers be trained by her and this resulted in teachers sharing her standards and dedication. The campus is clean and safe.
—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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
33 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.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
27 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
25 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.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
30 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.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
38 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 | 42% |
| Females | 50% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 36% |
| 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 | 64% |
| 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 | 39% |
| Females | 36% |
| Males | 45% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 27% |
| 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 | 64% |
| 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
| All Students | 37% |
| Females | 50% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| 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 | 48% |
| Females | 63% |
| Males | 27% |
| 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) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| 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
| All Students | 44% |
| Females | 58% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 33% |
| 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 | 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 | 40% |
| Females | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 33% |
| Fluent-English proficient and English only | 46% |
| 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
| All Students | 40% |
| Females | 33% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| 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 | 18% |
| 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 | 26% |
| Females | 17% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| 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 | 36% |
| Females | 25% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| 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
| All Students | 29% |
| Females | 31% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| 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 | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| 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 | 24% |
| Females | 38% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| 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 | 23% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| 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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 67% | 51% | ||
| Black | 23% | 7% | ||
| White | 6% | 27% | ||
| Asian | 2% | 11% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 80% | N/A | 54% |
| English language learners 2 | 35% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 84% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
| School Leader's name |
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| Fax number |
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| Extra learning resources offered |
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250 West La Verne Avenue
Pomona,
CA 91767
Website: Click here
Phone: (909) 397-4684
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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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