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Teacher quality
Principal leadership
Parent involvement
my 6 yr old daughter in grade 1 is fantastic doing--basically since she herself by hard work is very advanced in reading math writing --just that her teacher is quite encouraging to her--so she quite likes school.
—Submitted by a parent
As a prior substitute teacher at this school, I am both saddened and appalled at the atmosphere and the administrative staff at Miner. The lesson plans were unstimulating and filled with worksheets. The administrative staff was unresponsive to requests for help and the office staff was often rude. The students were bright, but clearly lacked a positive environment which showed in how they treated the staff and each other. My son was supposed to attend this school and I am so glad I headed the advice to get him into another school.
I would say overall the school is okay... Not really nothing to write home about. I've seen better schools and a principal who is available to speak with you when need to be. The staff is not that helpful at times, however, I notice the school lacks the ability to take charge when it comes to disciplining the students. They 'push back' to the parents whenever they can't resolve a problem. Children act out... young children like to test the water and up to you to prove to them you are not a push over. The miner staff does not know how to do that. So they like to tell you your child has problems as way for not dealing with whatever problems they are having at school or just overall in the classroom. There is a lot of 'blame' game going on.
—Submitted by a parent
The academics taught and teachers are outstanding. I know my child is gaining more than a typical school year. All teachers are very dedicated and approachable. A very high quality public education with a focus of cultural appreciation.
—Submitted by a parent
This is our first child's, first year in Kindergarten. I was really worried, but it has been a pleasant experience from the Kindergarten side of the school. Kindergarten teachers are absolutely incredible, I know all 4 of them.
—Submitted by a parent
This school is full of ineffective administrators. The principal never returns calls and doesn't enable you to discuss your children's issues. The curriculum is behind other schools in the Bay Area. Children are allowed to pummell other children with no reprecussions for their actions. The teachers take a 'let's all be friends and don't hurt each other's feelings' attitude instead of taking actions against the bullies and protecting the other children. This school feels it does not need to notify parents in the case of a 'Code Blue' alarm in which the school is locked down because of a threat to the children (maniac outside with a gun, car accident, or whatever it happens to be). I feel that the parents should know when our children are at risk, unfortunately Miner School does not think the same way. I have had nothing but problems with this school.
—Submitted by a parent
The Staff at Miner has made my childrens first experience away from home, away from me, one I will always be thankful for. There is not one staff member at this great school who hasn't been a positive rollmodel for my family. Both of my children started Kindergarten at Miner, and one has already graduated and is in the 7th grade now. My son still has this year and next, thank goodness! I know that day will be filled with many happy and sad tears. I feel privilaged to have met these wonderful teachers, employees, and other parents and there children at Miner. You have helped me to raise two beautiful children that are starting there life with all of the beautiful qualities a parent could ever dream of. You have planted seeds in the most precious gift of all, Our children. Thank you-L.Bernardo (poud mom)
—Submitted by Linda Bernardo, a parent
We had a lot of problems with the lack of sensitivity when it comes to notifying parents about the grades if they are starting to dip. This school is so focused on reading that they have forgotten about the mathematics that also go with our children. There isn't one focused course on math at all. The principal is not at all helpful, but instead condensding to parents when trying to obtain answers. I'd hightly recommend that parents go to other schools before letting your child attend and have declining grades or in playyard battles, which are also a daily thing with poor supervision as well.
—Submitted by a parent
I do believe that this school needs alot of attention. I have had nothing but problems with this school since my child had started attending it, that is why we are transfering.
—Submitted by a parent
This fine elementary school reflects the diverse community of California's children. All children do well and are supported in all of their efforts. Students are happy at Miner and everyone is commited to providing each child with the best education possible. The principal, a highly skilled teaching practioner, is able to maintain positive relationships with the parent community, know each child by name, and provide the instructional leadership to her staff to be certain that teachers are providing the best classroom instructional program possible. The school's writing program, 'Every Child a Reader and Writer' is one example of the school's excellence and responsiveness to current reserach. Any child is fortuante to attend Miner School.
—Submitted by a parent
An excellent school with a great principal(Mispagel) and very good teachers like Imada and Mozzer.
—Submitted by K L, a former student
This school has such spectacular people who help the school and who has volunteered for educational events that take place here. I wouldn't be surprised if every student became successful people that will give their time to volunteer for the community. The students have good grades and we have such grateful teachers that give up their free time to help the kids get smarter. Everyone, I am sure of it, donates at least one item to the school (ex: Money, drinks, food, clothing). This school is also proud to have a clean playground and blacktop because of our happy-go-lucky janitor and an understanding principle. The staff are extremely nice and funny so it's only obvious that middle school and high school students visit us almost everyday. That's why this school is so special and unique in its own way! I am a proud Miner student and I love Miner!
—Submitted by Diana Pham-Le, a student
With regards to the negative responses involving George Minor Elementary, I also agree that there does seem to be a very high tolerance for bullying at this school, and that it does seem that certain things, in our opinion, do not get dealt with appropriately. Our major concern regarding Minor Elementary is the promptness at which we are informed of our child s decline in grades or learning habits. In any case we also agree that there needs to be some major changes done at this school before we could even begin to recommend, this school as being a good one, to other parents.
—Submitted by Jason, a parent
I am very upset with how things operate at George Minor Elementary, and even more upset with the administrative staff there(I.E the principal). I have experienced my share of issues with regards to the well being of my children who attend classes there, as well as to the education that they are receiving. How is it that a child can be passed to the 5th grade with very poor reading, writing, and math skills and not once ever have any mention of it, or even why there is such a high tolerance to violence on school grounds? Despite all my efforts in having something done about this I have yet to see any constructive changes on the schools part. I advise other parents to really do some research on the school and staff before enrolling your child there. Talk to other parents their, including there children, and I am sure you will find that there are others that are just as disappointed as I am.
—Submitted by a parent
Our daughter has attended Minor since Kindergarden. We have experienced the dedication of the teaching and administrative staff first hand. All of our experiences with her teachers have been wonderful. They truley care about your childs succcess and want to aid them in their goals. We love the Reading, Writing and Math programs that have helped our daughter enormously. She left second grade at a mid third grade reading level. The teachers have always tried to not only attend to the class as a whole but also to studends who might be a bit more advanced by having them 'tutor' fellow students and challenging them with their homework. The school always has something going on, BBQ's, spagetti nights, a great family atmosphere. The principal is very approachable and you can find her in any aspect of the school helping out.
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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
64 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 English Language Arts was 67% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
68 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
60 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
78 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 | 61% |
| Females | 61% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 47% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 69% |
| 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 | 61% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 56% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 85% |
| 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 | 34% |
| Females | 45% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 18% |
| 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) | 58% |
| 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 | 60% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 61% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 92% |
| 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 | 47% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 23% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 48% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 20% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 64% |
| 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 | 58% |
| Females | 60% |
| Males | 56% |
| African American | n/a |
| 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 | 75% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 14% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 51% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 18% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 48% |
| 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 | 47% |
| Females | 43% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 5% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 48% |
| 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 |
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 | 52% |
| Females | 64% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 19% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 30% |
| Females | 32% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 11% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
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
Hispanic or Latino
All students
Economically disadvantaged
Non-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 - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 66% | 49% | ||
| Asian | 12% | 8% | ||
| White | 10% | 28% | ||
| African American | 6% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 45% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 71% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5629 Lean Avenue
San Jose,
CA 95123
Phone: (408) 225-2144
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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