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Teacher quality
Principal leadership
Parent involvement
The new principal is horrible...she called me in her office (like i was a child) and labeled me for being an outspoken person. .She did it the whole time with a smile on her face. When I walked out the secretary looked like she was happy the principal fixed my wagon.That being said...The staff is horrible here...very bossy, they think they own your kids and if you don't like them or act different or talk loud...they think your that way to your kid or that you have some problem that needs to be corrected...very intrusive. However the teachers are the only thing that saves this school from this horrible principal...they are great and hold no judgement against different people.
—Submitted by a parent
Adams is an excellent school the teachers and staff are great they care for the children and their education my grandchildren really enjoy going to school
—Submitted by a parent
I am a parent who has been involved with Adams for almost 10 years. I currently have 2 children enrolled at the school. The teachers, staff, and principal are awesome. They truly care about the education our children receive. How can you not like a school that encourages involvment by Dads and other male role models in our students lives by hosting a monthly Dads Night!?! The tests scores at the school are not the best but they are improving thanks to the dedication of the teachers, principal, and ALL support staff (including Ms. Leona and Mr. Angel). I am a parent that believes you get out of an education what you put in. Be an involved parent, get to know the staff and administrators at Adams, and I promise you will LOVE this school. I no longer live in the neighborhood but I commute 20 minutes everyday to take my children to Adams. Keep up the good work Adams. Go Tigers!!!!
—Submitted by a parent
We are visitors from Denmark and have our two girls in Adams Elementary School. Before we chose Adams my husband visited some of the other schools in the district, but he had a good feeling about Adams from the very beginning. We have not been disappointed, on the contrary, we are astounded by the spirit, leadership and teacher quality of this place. You have the feeling that everybody wants the very best for your child and our girls just love their school! Compared to Danish standards the level of and focus on Math and Science is higher and i'm sure our children will benefit from this when we get home again. The school has a high level of Spanish speaking students, however, the tutoring of the English language programme is very professional and has made our girls speak and understand English after only three months. Glad we chose Adams! Annemarie Dalgas.
—Submitted by a parent
As an educator of over 20 years, I have never seen a more dedicated staff, or better principal then Derek Murchison. Adams has state of the art technology, a PTCO, and involved community. I feel fortunate to work at such an amazing school.
—Submitted by a teacher
I have one child at Adams Elementary and I Love this school everyone including staff and principal are so friendly. I am happy to say that my son is in first grade and thanks to his teacher Mr. Giffin For helping me and my son to better understand the strategy he needs improvements on for him to be successful this year. He not Only helps when we need it but he always offers and lets everyone now as a parents that If theirs anything he can help us with he is Their no matter what. Overall, My son Has had The best Help from his Teachers I am HighlY satisfied With this school and altho I moved, he still attends this school. I have a School Walking distance but since feel very proud of what Admas offers I drive him every morning here. Thanks to Mrs. Niknejad For helping Him Preschool and Mrs. Dargin For kindergarden and Present with Mr. Giffin. They are Wonderful as well as the school. This school Is The best They have Every single tool to help students become better and better everyday Thanks to the Principal and staff.
—Submitted by a parent
As am educator in this district for close to 20 years, I have never worked with a more dedicated staff or a better principal then Derek Murchison. Adams has state of the art technology, a PTCO, and an involved community. I feel very fortunate to be part of this amazing school.
—Submitted by a teacher
We have excellent teachers that have been here for a long time. The principal is a great leader and supporter of parents and teachers. Parents come here from out of district. It is a great community school.
—Submitted by a teacher
I love sending my 3 children to Adams Elementary. The teachers and the principal hold high expectations for my children . They are caring, nurturing and compassionate. The staff is dedicated to helping my children achieve their personal bests. One of my children receives special education services. I couldn't be happier with the amount of support my child receives in general education classroom.
—Submitted by a parent
Fabulous principal, hard working teachers and staff, great parents and students make up this wonderful community. It is an honor to be working at Adams Elementary school. We have high expectations for ALL students.
—Submitted by a teacher
I had two children at Adams(one moving on to 6th grade) and I must say that this school has come a long way since my oldest was in kindergarten. I have seen my youngest come out of her shell with the support and understanding from her teachers and from the principal. I am thankful that my child had Mr Giffen for her 1st grade teacher. I believe that he helped put her on the path towards great things. With the current principal, Adams will definitaley continue to improve.
—Submitted by a parent
Adams Elementary has wonderful teachers who are knowledgable, caring and go above and beyond every day. The school climate is wonderful with high expectaions for all students.
—Submitted by a parent
Excellent school with caring and experienced teachers and an amazing principal. Very safe and clean campus. Great use of technology at this school and a lot of support for parents.
—Submitted by a teacher
I am a teacher at Adams and of all places I have taught, Adams is by far the best. The teachers are passionate and the rest of the staff does wonders in supporting our students. There is definitely proper discipline, but it is important to remember that discipline is not the purpose of school. Students at Adams learn the meaning of respect through daily interaction with culture and academics.
—Submitted by a teacher
There is minimal discipline given to the students; they are unruly. I am educated, and I was reared to be respectful; however, many of the teachers classify everyone the same. As a result, instead of being treated as a responsible parent, they are condescendingly rude, abrupt, and at times, unnecessarily disrespetful and cruel. The secretarial staff is highly unprofessional (ex., having to wait until they are finished with their personal phone conversations). Though the principal and vice-principal are personable, it does not make up for the rest, who should take classes in tact and professionalism (or the principal and vice-principl who should have more of a handle on their staff). I have actually seen two staff members looking at my child angrily, because she chose to use her umbrella on a particularly hot day. If the magnet schools were not so far away, I would place my child in one.
—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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
56 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
58 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
37 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
50 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 | 59% |
| Females | 61% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 54% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 83% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 68% |
| 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 | 69% |
| Parent education - some college (includes AA degree) | 76% |
| 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 | 38% |
| Females | 33% |
| Males | 42% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 22% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 57% |
| Males | 79% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 50% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | n/a |
| 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
| All Students | 76% |
| Females | 93% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 65% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| 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 | 81% |
| Females | 93% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 82% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| 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 | 42% |
| Females | 43% |
| Males | 41% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | 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 | 45% |
| English learner | 16% |
| Fluent-English proficient and English only | 68% |
| 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) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 34% |
| Females | 36% |
| Males | 32% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 20% |
| Fluent-English proficient and English only | 48% |
| 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) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 54% |
| Females | 46% |
| Males | 64% |
| African American | 73% |
| 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) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 36% |
| Fluent-English proficient and English only | 72% |
| 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) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
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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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 71% | 51% | ||
| Black | 12% | 7% | ||
| White | 7% | 27% | ||
| Asian | 6% | 11% | ||
| Two or more races | 3% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 81% | N/A | 54% |
| English language learners 2 | 64% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| All other non-English languages | 8% | 1% | ||
| Burmese | 2% | 0% | ||
| Hmong | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Lao | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
ELL/ESL Coordinator Nurse(s) Special education coordinator Speech and language therapist(s) |
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| Students typically attend these schools after graduating | Wilson Middle Hoover High School Henry High School |
4672 35th St.
San Diego,
CA 92116
Website: Click here
Phone: (619) 284-1158
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