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Teacher quality
Principal leadership
Parent involvement
This is a great little school that I would recommend to others. I love that is is so small and community and family based. The principal is a very caring and gentle person. The middle school teachers are awesome and really care about the student's success. This is my daughter's 3rd year at Museum. We love it!
—Submitted by a parent
This school is all about parent involvement and it is led by a fantastic and caring principal. For the most part it has an amazing staff that is dedicated and caring. It truly is a community school! The only reason that I don't give the school 5 stars is that when it comes to teachers, there are weak links.They care, however due to teaching style or burnout, I don't feel they are the best fit for this school. I would like to see some changes made in a couple of the grades, but I don't think it will happen. Overall, If you are active and involved, overall, it still by far one of San Diego's options.
—Submitted by a parent
We are so lucky to be a part of this dynamic and engaging school. The community is vibrant and welcoming. The teachers and admin are involved, committed and caring. The curriculum is thoughtful and precise... The children learn by engaging in meaningful activities that make them learn by doing. The incorporated extra activities like tap dance, sewing, and music are phenomenal. We couldn't be happier!
—Submitted by a parent
2008 is my son's last year at The Museum School... He is at The Museum for almost 3 years and we just have great things to talk about it! It is, so far, the best school/life experience for my son and our family. I am pretty sure that he is very greatful for being there, he talks all the time how lucky he is for being part of the 'Museum family'. It is understood that once you are a Museum School Kid, you are always a Museum School Kid... Adriane
—Submitted by a parent
I love the Museum School for the following reasons: great student/teacher ratio, small school (one class per grade level), all teachers and admin know each student's name, the teachers want the very best for the students, the school believes in the importance of the arts (sewing classes, art, music, cooking, dance, etc are all offered during the school day), the best kindergarden teacher in all of US, and the school has a pretty diverse student population. I love the energy of the school!
—Submitted by a parent
We are very lucky to have found this amazing school. My daughter absolutely hated going to the traditional public school. Now she tells me not to pick her up early. WOW. Teachers, parents, and students are dedicated to a quality education. I could go on and on.
—Submitted by a parent
Amazing school with an energetic staff and an engaging type of teaching!
—Submitted by a parent
This is an exceptional school well-suited for children with highly inquisitive minds. The director, teachers and support staff nurture kindness, global and individual awareness and respect. Unconventional and innovative instruction with a tremendous amount of warmth!
—Submitted by a parent
The staff is the best in all of California and the programs are next generation.
—Submitted by a parent
My child was literally withering in the 'no child left behind' environment at her school. She hated school, and I didn't blame her. The administrator's fears over test scores meant little to no creativity allowed in the classroom. The Museum School's project based, creative curriculum not only gives her a reason to get up in the morning, but gives her access to skills and knowledge she would never get in a traditional classroom. The teachers and administrators motivated, and therefore, so are the kids. If you or your child wants/needs a more rigid, structured environment, this school won't be for you. But for those who thrive otherwise, it's a God-send. Be prepared as a parent to be involved with your time and resources. Like all charter schools (and all public schools with the present cut backs), it takes the whole village to make things run.
—Submitted by a parent
My daughter has been at charter schools all her life, including 4 years here. The Museum School was, by far, the best of the lot--and she's now at one of the charter school darlings, High Tech High. But charter schools are not for every student (or parent). Enter with your eyes open, recognize the differences from traditional schools (relative strengths AND weaknesses), and be ready to help. Enrolling in a charter, then lamenting whatever it ISN'T, really misses the point! The Museum School provides an extraordinary diversity of creative opportunities, including world music and dance, an art program that leverages resources of their nominal sponsor (San Diego Children's Museum), and digital media classes, with experienced and inspired teachers. As a charter, there is not much infrastructure for things like parent volunteer associations. Yet, there is great opportunity for parent involvement. If you understand and appreciate that difference, you should do well.
—Submitted by a parent
My daughter attended the school for 4 years. She truly enjoyed it. Her scores were very high (especially Math). The school also offered a sense of community and family. She is now in 7th grade and misses the school very much. As a parent I could speak with the Principal and other staff at anytime. They will be moving into the new school in Sep and I think this will make it and even better school. The school like all others is what you put into it. Dessa
—Submitted by a parent
This school is a huge disappointment academically.We assumed small school environment would offer curriculum for students seeking challenges yet we received 'one size fits all'---for three years Art-Nutrition classes-great.Core subjects disorganized. Everyday Math works, has gaps. Parents have little input--question what is taught... Parents have nowhere to turn for support. Kids with behavior problems given inordinate amount of attention, taking teachers away from kids eager to learn. Parents discouraged to unite in valid concerns. Don't trust scores alone. If your child is bright,needs challenge,GATE, this school may not be a fit.
—Submitted by a parent
This school claims to focus on things that are more important than standardized testing: collaborative projects, art, music, community service, really the liberal arts holy grail of 'learning how to learn.' They also recruit and welcome a diverse student body, and their entire curriculum incorporates multicultural themes that never appear on standardized test matrices. How amazing then that the school ranks among the highest in the state for standardized test results. I think it's a combination of their educational philosophy and a tiny but extraordinary staff. I am deeply grateful that my daughter was able to attend this school for four years.
—Submitted by a parent
This is my son's first year at The Museum School, and he is very happy. He loves his 'homeroom' teacher and she has been great at engaging him in classroom activities and making him feel like he belongs. This school cares about each child and has an individual approach to dealing with a child's particular problems. My son has a history of behavioral problems and the teachers have focused on his positive attributes instead of simply labeling him as 'difficult.' All children are respected as human beings and their uniqueness is celebrated. Above all, learning is made fun,interesting, and dynamic, and there are lots of 'hands on' opportunities to learn.
—Submitted by Leonora Calsada, a parent
This school is lovely, it inspires so much creativity and compassion, they also help kids communicate with each other and work out thier own dissagreements.
—Submitted by Andrea, a parent
My daughter Brianna attended a non charter school for 2nd grade last year and her academic scores were just average and they don't have extended extracurricular activities that the children would even like coming to school for. Although, that changed when I no longer wanted her to go to a public school since there teachings and curriculum did not appeal me so, Brianna took the intiative to find her own school and she found the Museum Charter School. Brianna felt very comfortable there and enjoyed every moment of her school. I feel that these children enjoy going to the school because they are all involved in extracurricular activities that no other non charter school offers! It's amazing how a 3rd grader learns to cook but also recieves education on health and awareness, they experience public speaking by having a show case where each group performs and speaks about their topic, all ages are able to interact with each other so easily. These children are not faced with gangs in the school, crimes and/or harrasement from other kids because of discrimination and age groups. They have art & music classes where they are able to express themselves in their own way. It leaves me a greater joy to know and feel so secure about the school, their curriculum and their excellent and caring teachers, after school YMCA teachers and Director. It also makes me feel great inside to know that every morning my daughter wakes and wants to go to school because she loves to go and everyday for her is a new and different day. I believe we should have more Charter Schools like the Museum School Curriculum because it generates educated and knowledgable students who will excel in each level of their education. In conclusion the non charter schools are a very old tradition/curriculum that plainly bores childrens attention. They know what everyday will be like, it's an open book but very boring with no extracurricular activities to enhance their learning capabilities! This needs to change soon or the Drop Out Statistics are going to rise every year. Gina Hansen
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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
26 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
26 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
22 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.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
23 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
24 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 | 62% |
| Females | 57% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 64% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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 | 73% |
| 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 | 57% |
| Females | 73% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| 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 | 66% |
| Females | 67% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| 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 | 82% |
| Females | 78% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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 | 73% |
| Females | 67% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| 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 | 66% |
| Females | 67% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| 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 | 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 | 65% |
| Females | 64% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| 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 | 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 | 70% |
| Females | 57% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| 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 | 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 | 68% |
| Females | 64% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| 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 | 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 | 46% |
| Females | 38% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| 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
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
Grade 7
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| African American | 10% | 7% | ||
| 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 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 86% | 85% | ||
| Portuguese | 14% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 12 | 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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211 Maple Street
San Diego,
CA 92103
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Phone: (619) 236-8712
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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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