GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Quail Run Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
My daughter used to go here, and she loved it! It was sad that we had to switch schools, but she seems happier with the one she currently has. Twin Creeks Elementary has O.K communication, but Quail Run helps me better in finding out what events are taking place. My daughter has been there for K-1st grade, and now she is in 4th grade. She misses Quail Run, but, like I said, is happy to be with her new school. Quail Run is better for its large community, great communication, and well education. I remember that the school principle had a principle of the year reward. Twin Creeks has that well education, but is small and has poor communication. The way I say what Twin Creeks is about doesn't make it a bad thing, actually, in real life, I think their tied even if Quail Run has more stars. Its tough for me, so I am going to put 4 stars.
—Submitted by a parent
Great communication with parents that encourages involvement. Integrated online curriculum helps parents stay involved with weekly syllabus progress.
—Submitted by a parent
We just finished our third year at Quail Run and love it! The parent involvement through the PTA, Learning Fund and classroom volunteers is amazing! We are like one big community all looking out for each other. The teachers are fantastic and truly care. The administration is AMAZING and supportive of everyone. My only problem has been Mrs Verbani, the PE teacher. She obviously doesn't like her job. I understand that to deal with that many children you need to be somewhat strict but she is over the top. I have witnessed her on many occasions and I don't like the way she treats the kids. Telling them to "stop being such wimps" after they get hurt (and still have swelling a day later from) is not conducive to a positive learning environment. Making children cry and be fearful of you is just plain bullying. I am too hesitant to take it any further though because I don't want my child to be targeted by her continuously.
—Submitted by a parent
Quail Run has just been approved for the first Mandarin/English immersion program in the district in May 2011! We will have the first 50:50 immersion program available beginning Fall 2011 for Kindergartener, and the plan is to add one additional level per year. This is awesome....understanding a second language is so important in this global economy, and we are glad that QR is on the edge of keeping up with this evolving trend.
—Submitted by a parent
I've had the privilege of long-term subbing at both Live Oak and Quail Run. As a Windemere parent of a future student, I'd prefer my child attend QR. I've worked with 4 different principals. Mrs. Loflin is at the top of my list in terms of her leadership. The teachers at QR do seem more approachable. I've had numerous students tell me they love it there! The after school programs offered there are a bonus.
—Submitted by a parent
My daughter went to Quail run last year in decemeber and I was amazed at the school and specially her teacher in 4th grade. she helped her so much in adjusting to the school and the class. she was so easily accessible for any questions i had. both me and my daughter loved it there. but since our home school was hidden hills we have this year moved here. I have to agree , my experience at quail run was much better. In hidden hills I have seen her teacher only twice , one at the back to school night and second the conference day. i found quail run more open and welcoming and the parents also more friendly. The principal and the admin staff are also very friendly and helpful.
—Submitted by a parent
Quail run has an awesome staff, and all that positive energy is truly reflected in the kids and their education.
—Submitted by a parent
One of my children is at Hidden Hills and my other is at Quail Run. They both have fantastic teachers and are both strong academically, but I'd have to say I prefer Quail Run. They have a more diverse "real world" population, teachers and the PTA spend more time developing the whole child (Hidden Hills is more test score driven), and the vibe is much more welcoming, open and friendly. The principal and PTA parents at Quail Run are much more in touch and involved with the families. I was also at Tuesday's PTA meeting and there was well over 300 parents and 15 teachers there. The principal and PTA really set a great tone there and it's contagious. The one drawback about Quail Run is all the construction that is going on, but homes are needed there and it's temporary.
—Submitted by a parent
My daughter has been there for 4 years. I have no other school to compare it to but I can say without a doubt that the teachers genuinely care about the students and are passionate about educating them. I think it comes from Ms. Lofin the principal because she and the teachers seem to have a wonderful bond and connection. They are real life heroes. The PTA and parent participation 2 years ago was very disappointing to say it kindly. A new group headed by a father took over the PTA last year and completely turned things around. I attended the PTA meeting a couple of nights ago and it was standing room only. I couldn't be happier or more pleased than I am at this school.
—Submitted by a parent
I wish we had had a great experience at this school. We did not. We actually requested a transfer to a different school in the district and were relieved when we received it. The facility is beautiful, the staff is lovely adn super nice but for some reason there was a complete lack of discipline and control. After numerous meetings with the school we had to remove our children from the situation.
—Submitted by a parent
I have 2 children that go to 2 different elementary schools in the district. Due to unavailable space, my younger got redirected to Quail Run, which I was initially upset about because my older goes to our designated home school (I will not name) that is much closer to our home. Teachers at both schools are EXCELLENT, however, I've noticed a big difference between the schools in other areas. Quail Run has a much more welcoming, caring and friendly feel. I feel like I m a part of an active community there. For example, the PTA at Quail Run has done some different things to bring the parents and teachers together to help our children. There was over 100 parents at the last PTA meeting and there wasn t even a guest speaker. The average of the 3 meetings I ve been to so far has been around 100, compared to our home school PTA meeting where we usually get the same 20 to 25 parents that always show-up. From what other Quail run parents have told me, there is a big difference this year compared to previous years when things weren t as good. Lucky for us. I d love for my older to transfer to Quail Run, but I don t think they would allow it. I just hope that my younger can stay at Quail Run as long as possible.
—Submitted by a parent
Quail Run was a great school for myself and my daughter, Bailey. We were new to the school and to California, so being a part of Quail Run, we both met and formed many great relationships with some of the most wonderful people from faculty and staff, to parents, to kids. I also praise them for the education Bailey received. It's been invaluable and made her ready for middle school this year. Thanks to everyone. We really appreciate you all!
—Submitted by a parent
Care and concern by the teachers and the parents. Working together preparing the children for the future
—Submitted by a parent
Great school with great principal & teachers. I'm very happy with the programs. They staffs are very professional, open minded, and helpful.
—Submitted by a parent
My daughter loves this school. The teachers are committed and they care a lot. Quail Run is a great school and it prepares kids to grow in all aspects.
—Submitted by a parent
Quail Run has the best teachers, staff and administration. Their program and dedication is outstanding
The teachers were teaching so effectively. They have taught experts and had many creative ideas to improve my kids. They were great!
—Submitted by a parent
I teach at Quail Run, and it is truly a privilege. Quail Run's administrators model hard work and respect every minute of the day; teachers and students follow that model. Our motto: Every Minute Counts is not just verbiage. All adults and students work hard each minute of the day: Students are placed in math and language arts groups at their 'Just Right' level daily, Readers and Writers workshop are taught & practiced daily, and keeping up with the high standards and using the latest research-based teaching, we are implementing Math Talks and Problem of the Month this year. This list goes on...a warm place with a rigorous curriculum.
—Submitted by a parent
The atmosphere at Quail Run is awesome. The principal, teachers, and staff are amazing! My daughter has become an independent thinker due to her attendance at Quail Run. The ethnic diversitiy and socio-economic diversity creates a global setting for our children. The teachers are diligent, open-minded, caring, and hardworking. The parking lot is still scattered with cars at 5 o'clock when I go to pick my daughter up.
—Submitted by a parent
Each child has his/her own laptop the PTA meeting had over 200 people at first meeting. It is Almost unheard of
—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.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
182 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.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
178 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.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
168 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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 90% |
| Fluent-English proficient and English only | 89% |
| 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) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 87% |
| Males | 89% |
| African American | n/a |
| Asian | 95% |
| 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) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 90% |
| Fluent-English proficient and English only | 88% |
| 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) | 68% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 75% |
| Males | 67% |
| African American | 45% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 43% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 88% |
| African American | 58% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 76% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 94% |
| Females | 91% |
| Males | 95% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 74% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 90% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 85% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 83% |
| Females | 86% |
| Males | 81% |
| African American | n/a |
| Asian | 94% |
| Filipino | 50% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 54% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | 95% |
| Filipino | 58% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 57% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 77% |
| Males | 79% |
| African American | n/a |
| Asian | 89% |
| Filipino | 50% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 46% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 48% | 8% | ||
| White | 24% | 28% | ||
| Multiple or No Response | 12% | 3% | ||
| Filipino | 6% | 3% | ||
| African American | 5% | 7% | ||
| Hispanic or Latino | 4% | 49% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 25% | 1% | ||
| Mandarin (Putonghua) | 16% | 1% | ||
| All other non-English languages | 15% | 1% | ||
| Cantonese | 7% | 2% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Spanish | 7% | 85% | ||
| Farsi (Persian) | 4% | 0% | ||
| Hindi | 4% | 0% | ||
| Japanese | 3% | 0% | ||
| Cebuano (Visayan) | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Dutch | 1% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 6 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
4000 Goldenbay Avenue
San Ramon,
CA 94582
Website: Click here
Phone: (925) 855-5700
To start a new list, click OK. Otherwise click Cancel.
Venture (Alternative) School
San Ramon, CA
Hidden Hills Elementary School
San Ramon, CA
Live Oak Elementary School
San Ramon, CA
Coyote Creek Elementary School
San Ramon, CA
Walt Disney Elementary School
San Ramon, CA
Montevideo Elementary School
San Ramon, 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 Quail Run 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!

