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Teacher quality
Principal leadership
Parent involvement
The teachers are great at this school and the PE standards are one of the best in this area. Herman Intermediate is the best middle school in tue district!!!. Band is also an excellent one.
I am very pleased with the AdVENTURE program offered at Herman Intermediate. The quality of the teachers is outstanding. You culd not get more caring, well-prepared teachers, who go out of their way to make sure that my children succeed academically and socially. The students are challenged with projects that stimuate their minds. No more kids bored with school!
—Submitted by a parent
the failure of the students is the parents fault no one elses dont blame the teachers do your job as a parent
I have spent the two best years in this school,thank you very much to this school because it has excellent teachers.The counselers were always worried about finding the right path for every student.Thank you very much for everything.
Very disappointed that the STEM children's backpacks aren't allowed to be inside the classrooms during break or lunch leaving them subject to anyone and everyone going through them and stealing stuff out of them.
—Submitted by a parent
The STEM program, part of the Oakgrove school district & taught at Herman is a sure way to dissuade any high achiever from doing better. With lofty ambitions; the system has lost sight of teaching the basic facts and skills to the kids. The students spend a lot of time doing projects that lead to nothing tangible - while lacking basic skills. Math is one skill that is gone to the wind. Ms. Egan has no control over her class and lacks the basic class management skills. This leads to absolutely nothing taught in the class.
—Submitted by a parent
Please DO NOT leave the responsibilities of raising and educating our children solely on the teachers. We as parents need to know our children's progress at school and should be proactive on encouraging them to do well. Educators are NOT babysitters, they work with us in partnerships to help us bring up a well adjusted and academically well rounded child. It's not the school's fault that we don't have time to teach our kids manners, to help our kids with homework after school, or to keep track of what they do after classes. Those are the responsibilities as parents.
—Submitted by a parent
I think this school needs more staff to control the students because their is a lot of gossip around.
—Submitted by a parent
Herman is a great school, with good kids, that just needs a little more work from our principal and vice principal.
—Submitted by a teacher
This school lets students fall through the cracks and does not do a good job if a student is failing. They do not contact a parent as they have been requested.
—Submitted by a parent
Herman Intermediate is a great school. Most of the teachers are very dedicated in teaching and have a positive impact for the students to do their best.
—Submitted by a student
Our family loves Herman. The staff, the Principal and V. Principal as well as the secretaries are always very helpful. I appreciate that everyone at Herman works hard for the children and that they also work well with the parents. Our son is very involved in school activities and enjoys the attention he gets from his teachers and principal.
—Submitted by a parent
Students at Herman have ample opportunity to be engaged and successful students. The majority of staff connect well with and are concerned about the students and readily make themselves available for extra help. The extracurricular activities are fantastic there's something for everyone and nobody is excluded (as long as they make grades). I wish our local high schools would take a lesson from Herman!
—Submitted by a parent
Disappointing. Based on test scores and the school's reputation, you'd think otherwise, but the school is run by a small cadre of individuals who are largely insensitive to teachers' concerns. Reforms drag at a snail's pace, and students and teachers suffer. There are gifted teachers at this school, including some of the more amazing teachers I've met in my long education career, but their efforts are thwarted at almost every turn.
—Submitted by a teacher
Herman, is an amazing school that students will ejoy. The students and teachers are friendly and 7th graders will settle in fast.
—Submitted by a student
Herman is truely a great school to be at. The teachers show genuine interest in teaching and students which really pays off. As a Herman alumni, I was able to actually learn something from the passion of the teachers; they weren't usually plainly teaching out of a book but of experience and what would interest a teen.
—Submitted by a former student
Great school for activities, only drawback it seems is that the classes are a little crowded. But overall, we have been very pleased with the education they provided.
—Submitted by a parent
My daughter is a current student and seems that the school is good, however, there are a lot of kids for the classrooms. This takes away from children who need the extra help in certain areas. Overall, the academics are good, the staff are very helpful and they are working toward one common goal.
—Submitted by a parent
I love this school it is so much fun. To learn and the teachers are great. The teachers have strict rule but how else are we going to learn this is my first year at herman but I have bine having a blast. The kids are great to all my friends are having a amzing fun I love it...
—Submitted by a student
As a parent who went to this school in 1979 and had 3 children graduated from this school in 2004, 2002, and 2000, I can strongly say that this is an excellent school. Most teachers are still the same teachers I know since '79. The school called my work when my son missed 2 homework assignments. Teachers have high expectations, but that is good!
—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 63% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
30 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
61 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
340 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
303 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.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
387 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.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
37 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.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
386 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 | 86% |
| Females | 93% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 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 | 78% |
| Females | 63% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 63% |
| Males | 73% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 76% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 67% |
| Males | 53% |
| African American | 59% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 72% |
| Students with disability | 28% |
| Students with no reported disability | 61% |
| English learner | 0% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 35% |
| All Students | 55% |
| Females | 54% |
| Males | 55% |
| African American | 44% |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 66% |
| Students with disability | 33% |
| Students with no reported disability | 56% |
| English learner | 18% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 38% |
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 | 70% |
| Females | 76% |
| Males | 63% |
| African American | n/a |
| Asian | 96% |
| 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) | 79% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 60% |
| Males | 51% |
| African American | 37% |
| Asian | 82% |
| Filipino | 85% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 69% |
| Students with disability | 19% |
| Students with no reported disability | 58% |
| English learner | 5% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 62% |
| All Students | 34% |
| Females | 27% |
| Males | 40% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 37% |
| Students with disability | 23% |
| Students with no reported disability | 36% |
| English learner | 32% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 44% |
| Males | 40% |
| African American | 30% |
| Asian | 61% |
| Filipino | 73% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 56% |
| Students with disability | 6% |
| Students with no reported disability | 46% |
| English learner | 2% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 43% |
| All Students | 72% |
| Females | 70% |
| Males | 76% |
| African American | 57% |
| Asian | 93% |
| Filipino | 100% |
| 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) | 89% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 80% |
| Students with disability | 29% |
| Students with no reported disability | 75% |
| English learner | 37% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 62% |
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 5
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 | 42% | 49% | ||
| White | 29% | 28% | ||
| Asian | 14% | 8% | ||
| African American | 7% | 7% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 34% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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5955 Blossom Avenue
San Jose,
CA 95123
Website: Click here
Phone: (408) 226-1886
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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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