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Teacher quality
Principal leadership
Parent involvement
My son is a current student at mtm as a 6th grader. New school, new friends, new understanding of how class periods work, he started the year off as a "below average" student. I was shocked! My son may not be dougie houser, but he for sure is an advanced student! Last year in the 5th grade he was a straight A and B student, GATE classes and was student Vice President! I can't understand where we went wrong?!?! I almost never hear from his teachers about any trouble failing classes, and his report cards are almost all F's!! Not to mention the front office staff are very rude, and now he has wasted his 1st year as a middle school student! There was supposed to be a field trip to Catalina Island at the end of year, we did all kinds of fundraising for months!! Than all of a sudden they cancel it and nothing is compensated for all the effort used to raise the money for my son's "individual" Catalina savings account. To this day he has yet to go on ANY field trip at all!!! I am also very disappointed about no 6th grade camp too! No 6th grade camp? I feel very mislead by this school and will not be allowing him to continue to the 7th grade here.
—Submitted by a parent
After 2nd year of having my son attend this school, I have decided its time to move on to another school. There are a couple of issues with this school. Great principle, however the teachers employed there are mediocre at best. There were way too many surprises when it came to my kid's grades. One week his online grades are great, the next week, the grades aren't posted, and then the week afterwards he's failing....Noone bothered to email or call..I go to the school and it seems like everything is going perfect in his classes..at least thats what im being told, and then 2 weeks later a report card comes out and he's doing terrible! I would have to say that the teachers here have been around a while and some do care, but there are a few who seems like they are just waiting to retire. I sat in my kid's class numerous times and with 33+ kids and 1 teacher, I couldn't hear anything she was teaching! There is way too much of what I call Online learning at this school and not enough of get up and teach to the students like a traditional school does. I see the API of this school, but really wonder.. I appreciate everything they have done for my kid, but its not enough for my standards.
—Submitted by a parent
i'm actually a graduated student from Millennial Tech and i can say there is like 1 good teacher but they rest does not care about you they assign homework and expect you to be finished with it the next day when we have 7 other classes that has homework, in PE you have to do journals and essays. like what happen to just working out. the vice principle literally gives referrals for the smallest things. like if your shirt is untugged. grades are only put in when teachers feel like putting them in. teachers especially the Spanish teacher doesn't reply back to you email within a day. it takes her about 3 days up to a week just to reply. teachers have no control over there class. kids do whatever they want whenever they want. my mom came and sat in my Spanish class and she was not happy how the teacher just let our class run wild she had to ask for her attention more that 5 times, she started counting for time owing after school and kids still did what they pleased. then my sister came for the whole day and she said she didn't want to come back they kids were wild. and she just hated they classes and she's in college.
The principal is just a figure she has no pull at all no matter how nice she is...the teachers give all the homework they want no restrictions. The principal can't control that or the grades. Even if the principal knows the teacher is wrong. The teachers here seem to be "culturally challenged" .most of them can't even send an e-mail, spell correctly, or update Zangle or Moodle. When a student misses assignments 98% of teachers do not inform the parent! My concern is that teachers don't respond to e-mail as they should. I emailed one teacher for four weeks. NO RESPONSE. Zangle is never up to date . The physical ed teacher gives homework, essays, journals and reports. Since when do kids have to do? What happened to good ole exercise? When I enrolled my child in their school they were all promised netbooks to assist with homework. First of all they didn't receive them until 7th grade, 2nd thing is they are not monitored at all so your kid can do whatever they want on them. No restrictions. I don't want my child to attend for 8th grade.. I am desperately searching for a school that will care about my child as a person not a money maker for the darn system. The kids are suffering.
—Submitted by a parent
My son attends this school, he's now in the 7th grade ... he started this school in the 6th grade after completing Johnson Elementary. The principal is dynamite, however I can not really say the same for the teachers. The teachers here seem to be "culturally challenged" ... and seem unable to 'spark' the children, never mind 'illuminating' them. Perhaps some Ruby Payne techniques need to learned and applied ... or maybe some Marzano training. Over the past few months i sat in a couple of classes ... B O R I N G! ... Anyway, my son will attend next year, as I'd like to seem him graduate with his class.
—Submitted by a parent
My son started in 6th grade this year, the teacher here is not concerning about student at all. They have interactive white board that the student sit in the back cannot see at all, and the teacher don't bother to ask if the student can see it or not. Student misses assignment the teacher and the school don't even inform the parent. I regret that I send my son here!
—Submitted by a parent
I am actually a student at MTM and it is a great school. Even though it is hard to get A's you can try and you will get an easy A. It is the BEST SCHOOL EVER. I could say a lot more about this school, but I want to stop here.
WORST school ever. They treat the 7th graders horribly. Only 1 field trip and most were not able to go. Many say "The sixth grade teaching is amazing". They truly do not care about other grades. Teachers do not teach, and the "Zero tolerance policy" is just a scare. Theirs been students expelled and were allowed to come back on "good" behavior. All they do is play around and fight. They say 3 suspensions and we start talking about you visiting another school. I know many students that have been suspended 8 times and expelled 2 times and came back to school. If your a parent TRUST ME. DO NOT SEND YOUR CHILDREN HERE ALL THEY WILL DO IS FAIL AND BE FED LIES!
This is my oldest daughters 2nd year at MTM and my youngest 1st year. The first year of MTM (2010) was a great year, although the school's promise of laptops was not kept. During this past year, 2011, the school has seriously let both my children, myself & husband down: The new teachers seem to not care as much for their students academic success, as oppose to the original teachers, who challenged their students academically. I was told that the previous "good" teachers have "gone on to different schools", from my daughter. The school has also overshot their promises, yet again, to their students and parents regarding laptops/ipod touch/parent connect (updated & available to check students progress & homework)/ & proper teacher communication, yet sadly MTM kept none of these promises! Sadly, the teachers seem far too overwhelmed with the numereous behavioral issues of the students within their classes; and those children eager to listen, learn & behave both suffer & are often neglected (as both of my daughters experienced), spite many attempts to communicate with both principle & teachers. We, unfortunately, have chosen NOT to have hour children return to MTM next year.
—Submitted by a parent
It is too overprotective of the students and are quick to punish. They make promises that they cannot keep and the students are unhappy.
—Submitted by a parent
I enrolled my son because it offers STEM program. He is doing a good job in Math and has Algebra courses which will prepare him for high school. My concern is that teachers don't respond to e-mail as they should. My son is not doing so good in some classes (more due to his own choice) But I would appreciate it if his teachers would show a little more concern in keeping ALL students up to date. Zangle parent connect isn't always up to date so it is hard for me to realize what homeworks need to be done especially for one class where the teacher puts in a list of tasks and says that they are all due in one day??!! Another thing is that when I enrolled my son the school promised laptops and iPODS to assist with homework. Till this date no apology or explanation has been given. I have to drive my son to school each morning and pick him up, my route is about 20mi each way so I'm wondering if he should continue next year. This is his second year but I dont feel I am getting my "miles" worth.The school is great but just needs to turn it up a notch to help my son from failing. Please note, This is my personal experience. Other than that, its a great school.
—Submitted by a parent
We have been at MTM since day one and have watched this school grow. This is a great school and our son loves the school. We were thinking about moving him last year closer to home, but he wanted to come back even though he would have to get up earlier. This says a lot about the schoool and I will let you judge. Over the next couple of years this school we be competing with some of the best schools. We are happy with the education and the teachers and staff really care.
—Submitted by a parent
My 6th grader thrives at this school. In addition to the regular curriculum they offer advanced course work (differentiated learning) so kids can go beyond the grade level if they need to. We chose to come here for the STEM and GATE programs (and small school size), and I'm happy to say we have not regretted it. Because of the smaller size (classes too) they are able to give the kids more attention and.... they actually do! Kids are held to a high standard here and I frequently hear the prinicpal in assemblies or roaming the halls talking to the kids about positive behavior and their futures. She is a truly inspirational leader for these kids. The teachers are experienced and seem to really enjoy teaching and they welcome curious learners! That was just what we needed for our child to succeed. Go MTM!
—Submitted by a parent
We LOVE this school. Great in ways but 1... The location. We are choice in and my daughter uses the bus... But we might move and if the school in the area is ok we might pull her.. She is soaring here.. I wish they would move... I think they would benefit very much from doing sooo..
—Submitted by a parent
The staff is totally awesome and the kids love the technology, their like little sponges. And you should come to Saturday School, you would think its a regular school day!
—Submitted by a parent
It's awesome, there's so much technology, and next year all the students there are getting their own laptops.. It's so cool!
—Submitted by a student
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 59% in 2012.
176 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
175 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 Algebra I was 86% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
126 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 Algebra I was 49% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
160 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 | 65% |
| Males | 66% |
| African American | 55% |
| Asian | n/a |
| Filipino | 77% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 74% |
| Students with disability | 45% |
| Students with no reported disability | 67% |
| English learner | 18% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 56% |
| All Students | 57% |
| Females | 46% |
| Males | 62% |
| African American | 42% |
| Asian | n/a |
| Filipino | 77% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 24% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 92% |
| Females | 85% |
| Males | 96% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 86% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 63% |
| Males | 51% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| 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 | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 52% |
| All Students | 42% |
| Females | 39% |
| Males | 43% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| 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 | 39% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
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 | 31% |
| Females | 27% |
| Males | 34% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 65% |
| Females | 57% |
| Males | 70% |
| African American | 59% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 9% |
| Females | 0% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| 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 | 56% |
| Females | n/a |
| Males | 59% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 54% |
| Fluent-English proficient and English only | 56% |
| Gifted and talented | 59% |
| 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 | 50% |
| Females | 37% |
| Males | 58% |
| African American | 43% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 69% |
| Students with disability | 22% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 61% |
| Females | 48% |
| Males | 70% |
| African American | 50% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 77% |
| Students with disability | 22% |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 40% | 49% | ||
| African American | 36% | 7% | ||
| White | 14% | 28% | ||
| Filipino | 6% | 3% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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1110 Carolina Lane
San Diego,
CA 92102
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Phone: (619) 527-6933
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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.
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