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Teacher quality
Principal leadership
Parent involvement
There are many problems at WGMS on many levels, but the core issue is that the school draws from both the local area and from downtown, so there are two very diverse populations - one which needs one set of supports, and the other which needs a different curriculum. The behavior problems are rampant and seem to be intractable. (Not much positive "social learning" going on apparently) The administration is difficult to reach and not open to suggestions. Teaching quality ranges from excellent to absolutely awful - and the administration doesn't want to hear if your student has had a bad teacher experience - their attitude is "Oh, well..." Send your student anywhere but WGMS!!
—Submitted by a parent
The administrators here do not communicate will with each other. I have requested meetings for my son's teachers and the principals they notified the other parent but did not notify me at all. The meeting was held without me. I met with the one teacher and reached out to her but she was not helpful to me at all. However another teacher was very kind and did provide the help I asked for and helped my student out a lot. I have struggled for two years with this school and feel they communicate with the other parent and exclude me. I cannot even get mail from the school or district even though they have my address and I have requested the DO to add my address. They have yet to do this. I suppose if your child does well in school and does not struggle the school is appropriate. However, I have had very little support.
—Submitted by a parent
My daughter just completed her 6th grade year at WGMS and I have been impressed on so many levels. I work in education and feel I have a good understanding of what's important in a school (it's not just the API score - what is often referred to as the Affluent Parent Index) and this school has it! The communication is excellent, curriculum is targeted to state standards with lots of project based learning, teachers are kind and caring, discipline is good and bullying is NOT tolerated. This is a public, city school so it's not like Challenger or Valley Christian where you can kick anyone out. This is an environment of learning but also social learning, being with a diverse group - that's life. Additionally, extra-curricular activities are amazing - more choices than most middle schools in the county.
—Submitted by a parent
They didn't include my son in his graduating year yearbook. All we got was a "sorry" and a refund. Besides that, it has been an ok school. Changing principals a lot.
—Submitted by a parent
ilove willow glen middle school im currently a student there all the teachers are nice the administration this year is strict and this year is going very good if you do not do your homework assignments they give you f's . so look at this middle school best middle school ever so i dont agree with the 2nd to last comment that is so not true SO LOOK AT THIS SCHOOL EVEN IF YOU COME FROM BOOKSIN OR ANY OTHER SCHOOL.!
I completely disagree with the previous posts regarding WGMS. This is a supportive, neighborhood school where bullying is not tolerated. PBIS, Positive Behavior Interventions and Supports is a system created to create a positive environment for all students on campus. This school challenged my child to obtain all A's in 6 semesters allowing her to sign the Golden Book. With 3 full years of science, she left middle school scoring advanced on the CST state test in math, science and language arts. Choose WGMS for the programs, stay because of the positive community involvement.
—Submitted by a parent
I agree with the last two reviews wholeheartedly. My child was not just bullied when she was in 6th grade there, she was grabbed by a girl in a crowd of girls surrounding her. The discipline was not there. I had to go back and forth and still nothing came of it. It IS the parent's responsibilty to instill tolerance and confidence, but why should the kids who possess these qualities have to fear school because other parents do not? Is school not supposed to be a safe place for children to learn and grow? It is appalling to hear that some parents excuse the school for being unsafe. My child did receive attention and nurturing from her teachers. There was no true preparation for high school and when she went on to high school, she said she felt like she was tossed into the ocean with no life raft. Academic preparation is important, but it is also important to give the 8th graders a more accurate portrayal of what demands high school has on homework, personal accountability, lack of teacher support and expectations from administration.
—Submitted by a parent
This school has rampant bullying issues. The problem has existed there so long that the student culture is broken and needs a major "reset". I would definitely NOT recommend sending your 5th grader to this middle school, especially if you are coming from a really nice, neighborhood elementary school, such as Booksin Elementary. You will be horrified and your student will be abused. The contrast is that sharp. Aside from the barbarous culture, our child tells us that most students in his classes don't bother turning in homework and still get 'C' grades in their classes. The teachers seem to "look the other way" at classroom discipline problems. In two words: Look elsewhere.
—Submitted by a parent
I have to say that I had absolutely no issues with sending my 6th grader to WGMS, and I have not regretted it one bit. My son has had a great experience thus far, and has adapted to the culture well. His teachers appear responsive and he has been involved in leadership and school sports. I have heard of none of my child's friends complaining of bullying, as they all are used to diverse environments. It is the parents' responsibility to teach tolerance and instill confidence so the student optimizes his/her educational opptys. I have another child going to WGMS next fall, and have no problem recommending the school to others, My son plays sports with kids from Booksin, Schallenberger, and Willow Glen Elem, and I have heard none of them say a negative word about the school.
—Submitted by a parent
great for training us to study for tests. My favorite teacher here at WGMS has been Ms. Garcia. She goes above and beyond in everything she does. She set up her classroom with amazing lights in her classroom with vases of flowers on desks and snacks for all to enjoy while we did the poetry slam, inpiring students to enjoy and appretiate poetry. The poetry slam was after we finished our poerty anthologies. We wrote about 15 poems about one subject (examples: lyric poems, elegies, sonnets, concretes, etc.). I also had an amazing social studies teacher who showed great videos and DVDs in relation to the subject. I was amazed to see all the citizens who perished during the civil war. That class inspired me to collect many of the state quarters - I now have the full collection. Thanks Willow Glen for all the great life lessons I have learned!
The cheerleaders at willow glen middle are absolutely not racist and have become positive role models. Willow Glen Middle has so much to offer it's students. Teachers really do make an effort to offer extra help to their students.
—Submitted by a student
I think this school is amazing it teaches you al lot principal malina is the best and so is mrs.Saldana I think kids looking for a school to go to should go to WGMS
—Submitted by a student
Willow Glen Middle School has provided excelent and creative opportunities for my child to grow and learn; and the teachers seem to really care about the kids.
—Submitted by a parent
Willow Glen has a handful of teachers that are really excellent, but too many teachers teach at an excruciatingly slow pace. If your an overachiever or or excell in academics, I warn you that the only advanced classes this school are those in math. However, willow glen is an overall good school. There are a multitude of different, engaging electives and a good sports program. There is a small problem with swearing and bad behavior among the student body, but there are almost no violence issues. I can't understand why any student would not feel 'safe' at this school.
—Submitted by a student
This is a great school. Recent changes in district policy have made this a 'neighborhood school' that now draws on highly-ranked elementary schools Booksin and Schallenberger. Watch for rapid growth in test scores. Lots of parent involvement and committed teachers. I am very happy with this school, have sent my daughter and will send my son.
—Submitted by a parent
This school is much better than its local reputation. Because of the advanced math program, my son was able to take 3rd year high school math in 9th grade and he is currently getting an A. The foreign language program is excellent and he is in 2nd year high school Spanish. My wife who teaches advanced High School Spanish at a different school was very impressed by Ms Undeen's performance. My son previously attended a local private school and the students from that school that joined him in HS are far behind him. The instrumental music program under Mr Williams is outstanding and the robotics/technology program is also outstanding. The campus is well managed and the principal is very approachable. It's no wonder the API is growing.
—Submitted by a parent
WGMS is making great gains. They raised their API 22 points this last year. This year they are focused and doing fantastic things for kids this year. The staff is awesome, and the new members this and last year had added to the school climate. We are excited our two boys have another year at WGMS. We are looking forward to even better things to come!
—Submitted by a parent
As a parent and teacher at WGMS, I was surprised in reading the school deserves and F posted 5/21/2008. The school had approximately 400 sixth graders in the 07/08 year. All the 6th grade teachers I interact with are teaching to their respective 6th grade standards. You may find the CA Standards online and confirm this fact. Teachers do not have choices about the grade level standards, only how they are presented and taught.
—Submitted by a parent
I think that the school is getting way better. The track coach is awsome. The PE teachers- outstanding! School has uniforms, free dress days every two months (about). The Language program is great. You can take French, or spanish. I took the intermediate class in half year spanish half year french, and was really fun, and I learded a lot. Yes, I have to admit, there have been about a fight every month, but my friend who goes to Vally Cristian says thesame thing happenens @ her school. I take 7th grade math, when i'm in 6th grade, and that works out wel.. There are 4 other sixth graders in my class, the rest 7th graders. Overall: Teachers are great, I learn a lot. Homework - usually a good hour a night. Sports - Excell!
—Submitted by a student
I am in shock that someone who has stayed at WGMS for any period of time is giving the school an F. The staff and administration have been very open and engaging. I know any parent had expressed this to the administration, they would take this very seriously and work with the family to make the child's experience a positive one. I have met several times with the administation regarding my son and have always felt satisfied with their prompt actions and intervention. If we work together with the school as team, rather than against them, our children will be the ones who benefit. And really, it is about the kids.
—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 59% in 2012.
361 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
364 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
413 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
318 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.
322 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.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
63 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.
406 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
389 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 62% |
| Females | 62% |
| Males | 61% |
| African American | 68% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 30% |
| All Students | 57% |
| Females | 53% |
| Males | 61% |
| African American | 73% |
| Asian | 71% |
| Filipino | n/a |
| 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) | 74% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 76% |
| Students with disability | 18% |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 20% |
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 | 74% |
| Females | 76% |
| Males | 73% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 73% |
| Males | 62% |
| African American | 75% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 80% |
| Students with disability | 36% |
| Students with no reported disability | 70% |
| English learner | 10% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 50% |
| All Students | 45% |
| Females | 43% |
| Males | 47% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 59% |
| Students with disability | 23% |
| Students with no reported disability | 46% |
| English learner | 13% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 39% |
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 | 22% |
| Females | 21% |
| Males | 22% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 32% |
| Students with disability | 20% |
| Students with no reported disability | 22% |
| English learner | 8% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 13% |
| All Students | 60% |
| Females | 67% |
| Males | 51% |
| African American | 59% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 80% |
| Students with disability | 44% |
| Students with no reported disability | 61% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 54% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 88% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with no reported disability | 92% |
| Fluent-English proficient and English only | 92% |
| Gifted and talented | 93% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 47% |
| Males | 48% |
| African American | 54% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 68% |
| Students with disability | 14% |
| Students with no reported disability | 50% |
| English learner | 2% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 36% |
| All Students | 72% |
| Females | 71% |
| Males | 73% |
| African American | 86% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 88% |
| Students with disability | 58% |
| Students with no reported disability | 73% |
| English learner | 34% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 52% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
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 | 55% | 49% | ||
| White | 30% | 28% | ||
| African American | 5% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 22% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 9% | N/A | 2% |
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2105 Cottle Avenue
San Jose,
CA 95125
Website: Click here
Phone: (408) 535-6277
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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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