GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Tom Matsumoto Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
Excellent school. The teachers care so much about the kids and go the extra mile to ensure that each child is accommodated. Top notch education always looking for way to keep the parents involved in our kid's success. They communicate very well. We receive updates each week via a individualized breakdown on each assignment and test/quiz grade. They are on top of their grading and never let anything fall behind. Weekly newsletter points out important dates and items specific to child's class. This school from k-6 are really involved with each student and their success. Even with a school of this size all of the teachers and staff know every student and have a singular focus towards offering a 1st class experience for all. Many parents are involved in the school through PTA and other organizations that help to shape the future of the school to meet everyone's needs. Very welcoming for new families and encourage involvement from the beginning to make this the best elementary school in the South Bay!
—Submitted by a parent
Teaching is so horrible! Too many drama as what my child said to me! Also, some lunch lady cannot give my son lunch because of "low balance of money"! How are they going to eat? They're going to starve!
—Submitted by a parent
The teaching here is ridiculous! You better have a stay at home mom or dad. The teachers just throws the homework at students even if he/she doesnt' understand. Not all kids learn at the same rate. Some might understand quickly and some might have a difficult time. Shouldn't every child understand the material that is being taught in school? Not get sent home with materials and have you as a parent teaches them. What if your family have both working parents? Not every household has a stay at home mom/dad. On top of that providing a roof and food for your family, you have to come home and teach your kids. Another concerns is the amount of homework given to students. Enough is enough! Do not overload the students just because some parents feel the work isn't enough for their child. You do not boost the amount of homework just because some parents thinks that their child have too much free time at home. Like I said, every student learns at their own rate. This schools only pushes students to pass the STAR test for a higher ratings. That means ALOT OF STRESS for the STUDENTS AND PARENTS! If your child doesn't do well, its the parents fault! They do not care!
—Submitted by a parent
When we were shopping for a house in 1997, we looked at Cupertino and Fremont and Evergreen. We chose Evergreen because we thought the area has a good mix of all races and the schools were just perfect: not too competitive but not too easy. However, Evergreen schools these days no longer have a good mix of student population. More Asian, especially Indian and Chinese have moved in. These two groups make up about 70% of the student population at Matsumoto. The school is focusing on academic performance, just like other schools in Cupertino or Fremont. Matsumoto school's API is getting higher and higher every year. The students have a heavy load of homework. Teachers routinely give homework on the weekend. I kids should be able to have fun on the weekend. Weekend should be reserved for church, for music, for sport, for birthday parties,... NOT for doing homework. I hope Matsumoto teachers and the principal realize that the kids and the parents do not want homework on the weekend.
—Submitted by a parent
Aside from having a high API score, parents at Matsumoto are very happy with the leadership of the current principal, Mr. Sherman. Students having excellent academic performance is wonderful but what really matters is the genuine concern and care Mr. Sherman gives to all the students. My child is now in middle school but I still have nephews and nieces who attend Matsumoto. My nephew has challenges, school does not come easy for him, but with Mr. Sherman and his team's support, my nephew is doing very well! Mr. Sherman genuinely only wants what is best for all the students. As a parent, he has always shown warmth and goes an extra mile for whoever needs help. Thank you Mr. Sherman! Keep up the great work! Our community is so lucky to have you!
Great school. My two kids go to this school and I am very happy with the curriculum and teaching staff.
—Submitted by a parent
this is a really good school.my daughter has been learning alot.they also have fun activities and the students really enjoy and learn here
—Submitted by a parent
My son has been in this school for 3 years now and TM has done wonder to him! He is confident and positive about school. Very caring principal, good teachers and admin. They are making it the best it can be! Though PTA is struggling for parental support, it's not the problem of the school - it's the parents!
—Submitted by a parent
My daughter has attended TME, for the past two years and I have to admit that she has had a better year this year as apposed to last year, but I honestly feel that they, the school teachers, suffer from lack of Staff development and this show in the way that they teach our children.
—Submitted by Diana Morales, a parent
I have had three children attend this school and I am sorely disappointed in this school's performance. In my experience with this school, many teachers do not teach the material enough, rather they rely on parents to teach the children the concepts at home. Also, there is a profound communication problem between parents and most teachers. When any issues arise, the teachers do not communicate the difficulties the child is having until it is far too late. There are a small handful of teachers that truly live up to the expectations of a school with this reputation, but the rest just fall down flat. The music program available is fantastic, but it is only because of the generosity and willingness of the volunteer music teacher to donate her time and personal resources to this program. Once her children have graduated or moved on, so will the entire music program.
—Submitted by a parent
My child's 6th grade teacher has focused on writing and reading, math and social studies, sports and art projects and occasionally involved parents as needed. My child's grades improved overall since she was in this class. My other child's 3rd grade teacher also did a fantastic job in informing parents how their child progressed by doing weekly progress reports. Overall, the school has done a fine job with reading/writing. In math, school can teach simpler techniques in solving a math problem. The classroom text books have a very lengthy problem solving techniques. The science program can get a boost, although school encourages it. Parking/Driveway has been and nutrition services have been an issue. The education students get, the standards the teachers/principal have set to achieve high standard goals, overcome the minor drawbacks like parking and nutrition services.
—Submitted by Usha, a parent
Highly dependent on teacher. Some teachers encourage students to participate in optional programs(Reflections, Young Authors, Science Fair, Student newspaper, Math contests). Some do not even respond to parent queries about these. Homework: Some grade it with useful comments. Some just don t return it. Some adapt it as year goes by or some kids move faster. Parent volunteers in classroom: Some welcome, some discourage till parent opts out. Using free resources: example: onlineintervention.com some use it. Some refuse to. Reading levels: Some evaluate students periodically, so kid can pick appropriate books. Some lump the whole class in 1 level for the whole year. Communicating: Some teacher have a detailed weekly newsletter Some monthly, some not at all. My wife looks after kids afterschool ( same grade, different rooms) Can see the progress kids make with a good teacher, and how they regress with a not so good one.
—Submitted by Justin Lee, a parent
Matsumoto teachers,Principal and staff work in unison to make this school one of the top rated schools in this area. Teachers work hard to motivate the kids to excel above and beyond their capacity. This years test scores shows the results of the teachers and students involment in their education. Parents and PTA's involvement in the school is surely an added point for our school's outstanding results. Matsumoto is the only school in the Evergreen school district that has an in school music lessons for the whole school which is taught by a parent volunteer (Mrs Hawker)surely is the icing on the delicious cake that Matsumoto offers to its student body.
—Submitted by Suganda Iyer, a parent
Good academic programs. Very poor parent participation. No accelerated programs for kids who are ahead.
—Submitted by Mohana Devi, a parent
Good student pool. Some teacher is better than other.
—Submitted by a parent
What a wonderful school to send my kids to. We love this school. Teachers are great!
—Submitted by a parent
Its a wonderful school. One of the top rated elementaries in the area.
—Submitted by a parent
Its the best school I would ever send my children to
—Submitted by a parent
Strong academics in an academically-oriented neighborhood. High standards of behavior. Ethnically and linguistically diverse. Active PTA and Student Council. Large parent volunteer base. Kindergarten curriculum incorporates parent volunteers. Many other teachers use volunteers in and out of the classroom. Incredible volunteer music teacher adds much-needed element to the school. Could use more art, although the curriculum is already quite full and teachers would need financial and volunteer support. Principal has a hands-on style. Teachers are enthusiastic and caring.
—Submitted by a parent
We have a very active PTA that sponsors Family Math Night, Choir, Book Club and Multicultural Night. Our principal is wonderful and very supportive.
—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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
124 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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 English Language Arts was 67% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
127 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
144 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 | 93% |
| Females | 94% |
| Males | 92% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | 90% |
| Fluent-English proficient and English only | 94% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 94% |
| Males | 95% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 93% |
| Fluent-English proficient and English only | 95% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 99% |
| Females | 99% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 99% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 99% |
| Females | 100% |
| Males | 97% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 97% |
| Males | 97% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 97% |
| Females | 97% |
| Males | 96% |
| African American | n/a |
| Asian | 97% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 99% |
| Males | 97% |
| African American | n/a |
| Asian | 97% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 96% |
| African American | n/a |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| 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
Asian
Filipino
All students
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 83% | 8% | ||
| White | 6% | 28% | ||
| Hispanic or Latino | 5% | 49% | ||
| Filipino | 4% | 3% | ||
| African American | 1% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 38% | 2% | ||
| All other non-English languages | 20% | 1% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Cantonese | 7% | 2% | ||
| Spanish | 7% | 85% | ||
| Hindi | 5% | 0% | ||
| Korean | 4% | 1% | ||
| Urdu | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Bengali | 2% | 0% | ||
| Gujarati | 2% | 0% | ||
| Punjabi | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
4121 MacKin Woods Lane
San Jose,
CA 95135
Website: Click here
Phone: (408) 223-4873
To start a new list, click OK. Otherwise click Cancel.
Evergreen Elementary School
San Jose, CA
Laurelwood Elementary School
San Jose, CA
Cadwallader Elementary School
San Jose, CA
Millbrook Elementary School
San Jose, CA
Cedar Grove Elementary School
San Jose, CA
James Franklin Smith Elementary School
San Jose, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Tom Matsumoto Elementary School on Facebook.
Welcome to GreatSchools!
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.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

