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Teacher quality
Principal leadership
Parent involvement
I attended Golden Empire for my entire primary education. I do remember from 2nd-6th grade and have to say it was a wonderful experience. I am 31 yrs old now and a Physician. I know this may or may not reflect the current standards of the school but I can only hope that the children are getting the same, or even better, education I received. Thank you to the wonderful teachers that gave me the stable foundation to peruse my dreams. To all the hard working and dedicated teachers...I salute you! Your effort is always appreciated! Thank You!
This was our first year here, and within the first quarter both my kids teachers had noticed that they were struggling and started doing after school tutoring with them (and a few other kids), which lasted most of the year. Both of them love their teachers (K and 3rd) and have made friends, however my 3rd grader has also been picked on/bullied by other kids and retaliated. When that has happened, the principal dealt with all children involved within that day. My 3rd grader has an IEP because of her reading disability, and was 2 years behind when she started. She is now about one year behind, so she made 2 years progress in 1 year. The RSP teacher seems to know how to get around my daughter's bad attitude and get her to comply (and even enjoy) reading. There are quite a few field trips, a carnival, family reading night, math night, a talent show, and many more events. The 3rd grade teacher puts on plays throughout the year, performing for family and younger classes. So cute! Both kids have "buddies" in other grades that they mentor or are mentored by. Of course there have been things I didn't like this year, but overall I like this school better than others we've attended.
—Submitted by a parent
I believe this is a good school, it has so many programs that have been cut from other schools due to the hard work of the teachers, principal, staff, parents and kids!! The emails I get about my grandsons weekly progress is GREAT and very helpful to aide him in his education!! It's nice to see the principal before and after school surrounded by the students waiting to give her hugs. She knows each child and has a real hands on with what the kids need. I love spending time in the classroom with the kids and seeing how well the teachers teach these children. I'm proud my son goes to this school and recommend it to any parent who cares about their child's education!!!!!
—Submitted by a parent
The teachers here are hardworking and communicate well with parents. I am comfortable on campus and feel it ais a friendly and effective environment.
—Submitted by a parent
I agree, attendance is the only concern for this school. I guess because there are funds to earn behind it. On other things I have no idea when my grandson acts on a certain day. If he is made to stay in a classroom for two weeks because he threw food in the lunch room, shouldn't I know about it?
—Submitted by a parent
Golden Empire's teachers (I can only rate the 5th and 6th grade, since this is when my granddaughter began attending GE) are AWESOME! They really want the children to succeed and volunteer personal time to the students who are falling behind. When I attended elementary school in the 70's, teachers Never stayed after school to provide additional lessons for students. I do however believe children these days are given waaay too much homework... but that's another issue. If you are looking for a great school... Golden Empire should be your choice!
—Submitted by a parent
I am very disappointed in this school. I strongly agree that the principal only cares about attendance, and crosses her professional line quite often. I feel that the teachers should communicate through email more with parents. I have never felt that any of my child's teachers have had a true open door policy at this school. I strongly feel that Golden Empire can benefit by obtaining a new Principal, someone needs to make some obvious logical changes.
—Submitted by a parent
This is my 8th year teaching at Golden Empire. The hard work of my talented and dedicated co-teachers (and their great students) was realized this year when we received The Blue Ribbon Award. This award was given to only 320 schools in the United States. Golden Empire is a neighborhood school with a great environment for learning. I would recommend this school to any parents looking for a school for their children.
—Submitted by a teacher
With all the schools are required to do and all the pressure to prove their worth by test scores, I feel that this school really trues to maintain a balance while meeting all the needs put upon them. It is an excellent school with a dedicates staff. I recommend it to anyone.
—Submitted by a parent
This school used 'open Court' reading program which is good if they actually spend some real time using it. But thier focus is primarily on math. The extra currricular activities are pretty limited and not enough to really show any kind of impact. My son gets more exercise then at school. Parent involvement is fine providing you agree with everything they throw at you. However, if you disagree you can be making your childs academic career at that school difficult.
—Submitted by a parent
I have had my child in Golden Empire for a little over 2 years now. In the beginning, it was a tremendous improvement compared to the school that we had just come from. However, if you are a parent like us who is very involved with your childs education, whatever you do, do not challenge the Principal of the school. Discipline is based on a child by child basis, not governed by what the District dictates. The main emphisis of the Principal of this school are the scores, and the revenue that is brought in by the attendance. Your child's welfare and academic achievements are secondary. You may as well teach your child to read yourself as math is priority!
—Submitted by a parent
We have been involved in this school for 7 years with our kids. We will move this year and will miss it.It is a great little school. They have always met the needs of our kids. The principal I feel goes out of her way to make things fair. The office staff is on the ball and it is only run by 3 people who do there jobs well. The teachers and all the staff, go out of there way to go that extra mile many getting involved personally of the well being of a child. They sent homecooked meals to our home when I was in the hospital and we have 15 kids. Thats alot of food. This is a family as well as a school. And they will be missed. It is a school that works. And I feel it is a good example of what to strive for.
—Submitted by CINDY BROWN, a parent
Great school, great staff, great community! This school has high test scores, also.
—Submitted by a parent
I been involved with the school almost 6 years. When I first got involved it was a great school. But in the the last couple years I feel it isnt up to par. The rules dont have to be followed (including handbook). Punishment is according to the child not the offense. I feel the school is falling apart. I love Golden Empire but its going to the dogs.
—Submitted by a parent
I have worked at this school in maintenance at this school for 10+ years. This is an excellant school for you learning children....
—Submitted by Ron S., a staff
As President of the PTO for the 2003-2005 school years, we are off to a GREAT Start with parent involvement, activities for families and students. We are in the process of building a committee for Traffic Safety at our school. I highly recommend this school for any child.
—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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
86 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
104 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
67 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
95 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 | 60% |
| Females | 59% |
| Males | 62% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 65% |
| 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 | 60% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 51% |
| Males | 73% |
| African American | 56% |
| 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) | 83% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 71% |
| 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 | 55% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| 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 | 59% |
| Females | 58% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 92% |
| 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 | 76% |
| Females | 79% |
| Males | 71% |
| African American | 73% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 50% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 83% |
| Males | 80% |
| African American | 64% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 83% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 81% |
| 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 | 65% |
| Females | 69% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 54% |
| Males | 66% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 69% |
| Males | 81% |
| 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) | 91% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 63% |
| 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 | 75% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 73% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 70% |
| 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
African American
Asian
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
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 37% | 28% | ||
| Hispanic or Latino | 31% | 49% | ||
| African American | 16% | 7% | ||
| Asian | 9% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 3% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 51% | 85% | ||
| Russian | 14% | 0% | ||
| Ukrainian | 9% | 0% | ||
| Arabic | 6% | 1% | ||
| Punjabi | 6% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Mien (Yao) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 16 | 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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9045 Canberra Drive
Sacramento,
CA 95826
Phone: (916) 228-5890
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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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