GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Horace Mann Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
A committed community of parents, teachers and administrators have created a learning environment that touches all aspects of learning. Using the International Baccaulaureate Primary Years Programme to highlight positive character traits and learning through inquiry and discovery,, the school has been able to teach beyond the standard requirements. That, paired with weekly art lessons, school choir, Lego robotics club,, and a top notch spring musical, this downtown public school has achieved what others only dream about- teaching the whole child. I couldn't ask for more.
—Submitted by a parent
Terrible!!! This school is only concerned about the lowest common denominator-kids who do not speak English. The bullying was so bad we had to move our kids to another school. Do not send your kids here-try Hacienda or Booksin-much better test scores too.
—Submitted by a parent
I love the school!! My kids feel safe, are thriving, have a lot of confidence and great friends who respect them. Last year's Spring Musical, "Annie jr." really ignited their love for theatre and acting. Every parent has an opportunity to let their wants/needs know; all it takes is a positive attitude and a willingness to share those at the PTA's board meetings. The new principal, Ms. Vanderhorst is a very promissing new leader of this wonderful neighborhood school. She is already streamlining some processes. I am glad that my kids are growing up in a very diverse environment. If all parents realize that together we can build an even better school for our kids, by joining forces, this school can really reach it's full potential.
—Submitted by a parent
This school is so bad, my kids wanted out, but it was too late to transfer them. Before the "snowplow" moms took it over, it was ok. Working parents pretty much have no say in anything that goes on. My kids were harrassed and the admin. did nothing about it. We went to the district police, and that almost put a stop to it. Oh, and the gangs....they are everywhere! Overall, not a good experience.
—Submitted by a parent
My children have enjoyed their experiences at the school and have done well academically. Both have scored advanced on their CST's every year. While students have always learned California State Standards at this school, the quality of instruction (differentiation, IB) has improved every year. The school also offers a variety of extracurricular activities as well, such as choir, lego club, spring musical, mariachi, and folklorico. There will be a new principal at the school in the fall. A committee of parents, teachers, and staff of the school will be part of the process of selecting a new, more effective leader of the school. The parent organization is lead by a group of dedicated parents who try very hard to engage the whole community. It has been a frustrating process to get other parents to volunteer for leadership positions in the organization and to get parents to spearhead activities that they would like to see at the school. There appears to be a group of parents who don't understand that the PTO cannot fund activities that aren't connected to the school and thus think it only funds activities it wants. These parents also don't communicate, but complain loudly.
—Submitted by a parent
THis school is not very good. My son is smart, so he was teased alot. Also, principal not very good either. He don't take care of problems when started. Some teacher are good, but some really bad, need to retire or move to different job. Not very niceto kids. Some of the parents control alot of things at this school and decide things only for their kids. Overall, you should try different school.
—Submitted by a parent
This school has many great attributes. Among them are the teachers and many of the parents. However the parent organization is tightly controlled by a small number of people who do not represent the population of the school. Also the International Baccalaureate Program implemented at the school is a liberal methodology that teaches that there is no right or wrong way of thinking and has its origin from pacifist principles. When I was a kid, I learned that I was a citizen of the United States, not a citizen of the world, as they do at Horace Mann. Finally the school district does not allow children who are excelling to move ahead. They all must learn a topic for the same amount of time. This, in combination with restraints placed on the school because it is in Program Improvement status, has caused my child to learn how to become bored about learning. It may also contribute to the violence on the play yard and in the classroom. When children are bored they stop listening to their teachers and begin to goof around and pick on others. None of these negatives are within the control of the principal or teachers, who do a great job of working with the tools they are given.
—Submitted by a parent
Do not send your kids here-it is full of kids that are rude, mean spirited, and below average. If your child is above average, there is nothing special here for them. It was ok up until about 3rd grade, and then my kids were constantly harassed and teased-nothing was done about it. There is no "science" or "technology"-it's all a big lie. If I could afford private school, I would have transferred them, but we were stuck until 5th grade. Thankfully, we got into a great Junior High, away from the "gang" mentality of the kids at Horace Mann.
—Submitted by a parent
The parental involvement at Horace Mann has really made this school great. Parents volunteer to teach a top notch art program and fundraise/volunteer to help support other great programs like drama, choir, PlayWorks, ballet folklorico, Japanese/Mandarin lessons and more. The atmosphere is safe and supportive and I love the fact that the school is in the heart of downtown. Kids walk to field trips at the Art Museum, Tech Museum, Discovery Museum and to see professional shows like SJ Ballet. As an International Baccalaureate school, the curriculum emphasizes self inquiry, compassion for others and and understanding of our role in the world. Couldn't be happier with the school.
—Submitted by a parent
my children used to go to horace mann alamentary school its such a wonderfull school the teachers are excelent .. and i felt very safe leaving my children there ...
—Submitted by a parent
Why do you love Horace Mann Elementary School? The teachers are wonderful and there is a lot of parental involvement.
—Submitted by a parent
We're new to the school this year, but I like the strong parent involvement. My son enjoys his days at school and is excited to attend Horace Mann Elementary!
—Submitted by a parent
I have two children that attend this school. My son has been doing well and has had for the most part good teachers. Now my other boy, is a different story. He has a learning disability and the school has made it impossible for my child to get tested for learning disabilities (others than the one he already has). I am very dissapointed in the way my son and I have been treated by the staff (including principal) at this school. This is an okay school if you have a child that is perfect or almost perfect and never has any issues. However, if you have a child that needs a little extra help or has any type of learning disabilities then this is not the school you want to take your child to. They will not help you in any way or manner.
—Submitted by a parent
This is my third grader's third school, and so far, his experience has been excellent, both with the faculty and the after-school staff. He finally feels at home at HMS!
—Submitted by a parent
My Kinder student is thriving in his class. All grade level teachers work together to ensure that all children's needs are meet. Students are divided among three reading groups: advanced, gradelevel and needs extra support. The advanced students are being challenged. After reading a book, students take a comprehension test on the computer and receive points for correct answers. Kids are getting introduced to the computer, understanding the importance of truly comprehending what they've read and feel a since of accomplishment as they see their point totals rise. It's a great reading program that the whole school participates in.
—Submitted by a parent
My daughter has had a wonderful year as a kindergartner at Horace Mann. She is in the top of her class and improves every day! She is constantly challenged to learn more, but she is never stressed. She loves going to school and plays with every child in her class. The kindergarten teachers at Horace Mann are dedicated to their classes but also teach as a team and treat all the kindergartners as their own students. There is a very balanced and safe feeling at the school. We look forward to my daughter's and son's future years at Horace Mann!
—Submitted by a parent
We are extremely pleased with the academic structure of the school and the progress our children are making at Horace Mann. In addition, Horace Mann is a true 'community' where everyone knows and respects one another, and a place where the dedication to the welfare, safety and success of every student is shared by staff, parents and teachers. As the test scores indicate, despite what many consider to be constraints of test score improvement, Horace Mann continues to post scores reflecting the academic focus of the principal and staff. My sons play supervised sports there every day, one of my sons took a survey of the Japanese language this fall and my other son thinks of the school as his second home. There is still a lot of work to do, but I feel my children are challenged at Horace Mann to learn and to become positive members of a community.
—Submitted by Paul Murphy, a parent
My family is very happy with Horace Mann. We are pleased with the overall education, speaking as a parent of above average children. The community is excellent, the teachers devoted, and the educational experience comprehensive. The campus has a very positive, safe, and inviting feel to it. There is always room for improvement, but this school keeps getting better and better.
—Submitted by a parent
We are so fortunate that Horace Mann is our neighborhood school. My son has been very lucky to have had all great teachers from Mrs. Brewer in 'K' to Ms. Tottori in the 1st and 2nd grade. The parents group at this school is terrific and the communication between parents and teachers is wonderful. My son enjoys going to school everyday. My son's education is #1 for us and I feel Horace Mann is doing a wonderful job in contributing to his success not only academically but as a good citizen in our society.
—Submitted by a parent
Great school if you have an average student. If your child is of above average or gifted then this is not the place for them. Meeting the test score is the primary goal here and all else falls by the wayside.
—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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
118 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
93 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 | 35% |
| Females | 35% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 34% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 45% |
| Females | 45% |
| Males | 44% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 43% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
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 | 24% |
| Females | 22% |
| Males | 25% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 17% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 42% |
| Females | 38% |
| Males | 45% |
| African American | n/a |
| Asian | 75% |
| 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 | 37% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 38% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
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 | 49% |
| Females | 54% |
| Males | 44% |
| African American | n/a |
| Asian | 91% |
| 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 | 41% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 19% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 40% |
| Females | 43% |
| Males | 38% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 22% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
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 | 62% |
| Females | 67% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 17% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 52% |
| Females | 49% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 13% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 60% |
| Females | 65% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 13% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
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 | 75% | 49% | ||
| Asian | 8% | 8% | ||
| White | 7% | 28% | ||
| Multiple or No Response | 4% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 52% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 75% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
55 North Seventh Street
San Jose,
CA 95112
Website: Click here
Phone: (408) 535-6237
To start a new list, click OK. Otherwise click Cancel.
St. Patrick Elementary School
San Jose, CA
Lowell Elementary School
San Jose, CA
Grant Elementary School
San Jose, CA
Selma Olinder Elementary School
San Jose, CA
Empire Gardens Elementary School
San Jose, CA
Rocketship Mateo Sheedy 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 Horace Mann 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!

