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Teacher quality
Principal leadership
Parent involvement
I can tell from previous posts that the old principal was very different from the new principal. However, I do not feel just because she is not jumping up and down with excitement does not mean she is not passionate about her job. I very like the current principal and feel she does her job well. As for the comment about her non-presence on campus I do not agree. I would see her on campus very often and if I needed to speak with her I was able t get an appointment with her. I like her being more seasoned and not taking a lot of guff from people or students. My son's teachers so far have been good. I loved his second grade teacher. Her and another teacher formed a group of their students needing some extra reading help and set up extra time to help them. I also hear that the third grade teachers are both great. Getting certain academic issues resolved could be a slight problem but some I suspect take longer because of district issues. There is a very active PTA, so plenty of opportunities are available to participate as parents. Way more PTA presence then at my son's previous school.
—Submitted by a parent
Contrary to other posts, I like the current principal of the school. She is more seasoned and knows all about the methods that teach our children discipline, respect, and the importance of education. Although parents think that the previous principal was more engaging, I did not like the fact that he was too engaging. The kids don't need "a pal" and he only encouraged their bad behavior by not disciplining appropriately. Their were a few instances of grafitti that laced the campus during his time. That has never happened since he left. Knock on wood it never returns. I love Cleminson the way it is.
—Submitted by a parent
I went to this school from third grade to the sixth grade and now about ten years later I can still go there and find familiar faces. They have a good amount of their old staff but i do agree that the principal isn't what the school needs. Mr. Hanson was the perfect principal for the job, he had been there for years, he was my fifth grade teacher. Even before Mr. Hanson they has Mr. Dunn, he was very energetic and caring toward the students, I just wish this school could be what it used to be.
For this 4 years, I only find good teachers/staff and very happy with them. They are very positive and helpful. I agreed the current principal is very different to the last one because the last one has a lot more communication with the parents; especially we got use to receive voice mail update very often.... Hope there will be a balance on it.
—Submitted by a parent
I agree with the comment about the principal for the school year 09 - 10. She is not as energetic, engaged with the kids, or parents, and hardly ever has a presence on campus, unless it is a planned event. She may be an excellent principal, but the prior principal was excited about his job, it was very evident in all his actions. We were Very sad to hear that he wasn't returning.
—Submitted by a parent
I don't like the principle for the year 2009 - 2010. She's not that energetic and encouraging. I like the principle prior the current one. The other parts of the school are fine.
Highest scores in its district; caring, informed and prepared staff; involved parents
I am a grandparent and very proud to say my grandkids go to Cleminson. The Principal and Staff are Great!
My school is awsome. Mr.hanson is soo nice. I don't even want to leave Cleminson. Cleminson is: Clean The Best In the World Awsome Fun Friendly ~A Sixth Grader C.S
—Submitted by a student
This school is incredible. I can't believe how hard this staff works for our children. They just had an incredible Open House and every room looked fantastic. I am proud to have my children at this school. Even teachers who've never had my kids offer help and have a friendly smile. They have great enrichment and music programs now. The principal seems to really know how to rally his staff. It is a fun, positive place to be. It really is like a private school without the tuition. No wonder they have the highest test scores in the district. Parents work so hard at this school. The PTA is very active. The academic excellence and curriculum can be seen in every classroom. I saw first graders' writing! Blew me away! Love this school!
—Submitted by a parent
I posted a comment here over 4 years ago..and my thoughts are the same. I love this school. Mr. Hansen who is the current principal use to teach my oldest child. He was a wonderful Cleminson teacher then and is an outstanding principal now. The principal describes his school as a family and that's exactly what it is. Those teachers have my child more awake hours I day than I do. My child loves going to school and learning. That I credit the teachers and staff for. The teachers there are the best around. It's my last year as a parent there..but my heart will always remains filled with Panther Pride. M.R.H.
—Submitted by M.R.H., a parent
Cleminson is a very good elementary school. The previous principal, Mr. Dunn, did a very good job of establishing a solid foundation. The current principal, Mr. Hansen, is continuing the tradition of keeping parents involved with their children's education. Teachers are good at keeping parents informed about homework and upcoming tests, etc. The curriculum is challenging but not overwhelming. The school tries to provide extra activities to make learning fun. It provides the some of the qualities of a private school without the cost of tuition!
—Submitted by Ann Thai, a parent
Cleminson is one of the best elementary schools in Los Angeles.The teachers work hard to educate their students.
—Submitted by a parent
Cleminson School has changed. The cirriculum is ridiculous and liberal based, the teachers are unaware of how certain disabilities affect a child. The staff is just there to get a paycheck, not to teach.
—Submitted by Cathy Nign, a parent
This school has made great strides to improve its CAT scores. It has consistently met its target under the leadership of Mr. Dunn, the principal. Unfortunately, Mr. Dunn retired this past year. But the remainder of the staff has longevity at this location with 10+ years of service. The new principal has taught at this scholl in the past and has 20+ years with El Monte School District. Overall, this school has the best academic performance of any elementary in this district. Extracurriculars are offered through the the City of Temple City. Music and Art are basic. The school heavily relies on parent involvement for shortfalls from the district.
—Submitted by a parent
This is a very parent/child/school team kind of school. The principal knows everyone by name and can tell you how to hone into your child's strengths and weaknesses. The teachers are very involved and zealous. No child remains unchallenged here!
—Submitted by a parent
Cleminson school is a great school. I went there as a child and I knew as soon as my child was old enough to go that Cleminson school would be where I would send her. The teachers are great and I love the fact that it is a small school and that it is a very family orinated school. The current principal is outstanding and he brings a lot of possitive things to Cleminson. I would recommend Cleminson School to anyone with a child ages K-6
—Submitted by Tiffany Martin, a parent
I have 2 children that attend Cleminson. The school really excels in getting our children ready for what the future has to offer.
—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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
55 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
49 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
55 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
51 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 | 45% |
| Females | 48% |
| Males | 42% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 27% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 69% |
| Males | 58% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 54% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 49% |
| Females | 43% |
| Males | 54% |
| African American | n/a |
| Asian | 43% |
| 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 | 38% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 5% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| 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 | 62% |
| Females | 48% |
| Males | 73% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 47% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| 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 |
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 | 63% |
| Females | 71% |
| Males | 58% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 43% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 79% |
| Males | 71% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 64% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 74% |
| Males | 83% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 45% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 61% |
| Males | 79% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 73% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 57% |
| Males | 76% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 18% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 70% |
| Females | 77% |
| Males | 64% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| 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 | 78% |
| Females | 81% |
| Males | 76% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 77% |
| 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 | 75% |
| 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 |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 52% | 49% | ||
| Asian | 32% | 8% | ||
| White | 10% | 28% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| African American | 1% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 31% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 65% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 54% | 85% | ||
| Cantonese | 17% | 2% | ||
| Vietnamese | 10% | 2% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Punjabi | 4% | 1% | ||
| Chaozhou (Chiuchow) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Indonesian | 2% | 0% | ||
| Toishanese | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5213 North Daleview Avenue
Temple City,
CA 91780
Phone: (626) 575-2327
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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