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Teacher quality
Principal leadership
Parent involvement
I agree with the last person's entry (06/01/12). My oldest just finished her last year there (8th grade) and during her time we often had "meetings" and it seemed that it was the teachers issues (some personal as well) being taken out on my child. Ridiculous. I am so glad she is done with that school! The teachers critisize and humilate children rather than teach them. Not very organized with their student charts either. I had to fax over my child's emergency card and update it more than once - when it was already done at the beginning of the school year. I started keeping copies to keep track and have proof things were being submitted on my end. They just couldnt get it right. No offense to others that havent had these experiences, but there either needs to be a good sweep of staff there. What happened to back to teachers that want to teach children? not belittle them....
—Submitted by a parent
Geez... I cant even type ... below I meant to type "close" to my work..... And I was going to say that I CANNOT BELIEVE THAT SCHOOL HAS A 4 STAR RATING? REALLY? That is far too generous in my opinion.... and yes, I know that I am entitled to it. I do not mean to offend those who are satisfied with school, or even like it... I just am not of that group.
—Submitted by a parent
EXTREMELY unhappy with this school!!, they think its teaching when they criticize a child, and publicly humiliate them. they don't accept late work, or give test back to correct what was wrong. I give this school an F
—Submitted by a parent
Anacapa has a new, young principal whose lack of experience and judgement really show Many of the teachers and administration are just biding their time until retirement--they assign little to no homework, do not pass back corrected home work or tests so that the student can learn from their mistakes and provide little to no communication with the parents. This is the perfect example of why tenure is ruining the public education system. We received no feedback when addressing a problem with the principal and then none when taking it to the superintendant. Time for new blood top to bottom(including school board). Let's get back to teachers that want to teach(i.e. history) and not those just biding their time to retirement.
—Submitted by a parent
The school is small and the staff is really involved with the kids.
—Submitted by a parent
I love thi school it rock i would recommend sending your chil to AMS they have great programs live Avid and ASB i love this school
—Submitted by a student
I am a student at AMS and went to this school ever since 6th grade. Thankfully, I will be attending Foothill Technology High School. But sadly for Anacapa, I would not recommend this school for your child because most of the teachers do not challenge their students(except the 6th grade GATE Language Arts teacher who is an excellent teacher). The schools campus is also very dirty. There are trash and gum on the sidewalk, the boy's bathroom smells terrible, and campus beautification doesn't help at all. Although the teachers are not the best, they are very kind and are willing to help you if you are in a tough situation. Overall, if you would like your child to attend a great UC(such as UC Berkley or UCLA), an Ivy League, or college, it is best that you do not send your child to this school
—Submitted by a student
This school can be excellent or terrible depending on what programs you are in and what teachers you have. The GATE program is the best guarantee that you will have a good academic experience at this school and that you will not end up in the wrong crowd (but beware the 6th grade GATE Language Arts teacher he has high expectations and provides a class that is hard to pass. I suggest you take your child out of GATE in 6th grade or just out of his class) . If you want to ensure further that your child will walk the right path, ASB is one way to do it. The Leadership program at this school has only the best role models in the class, but you can only apply to be in leadership in 7th and 8th grade.
—Submitted by a student
this school is very cool and fun. you also can learn a lot from these talented teachers and students.
—Submitted by a student
Had four kids go through. Great teachers..no trouble for us
—Submitted by a parent
Thsi school rocks! There are great staff and high expitation. If you are starting sixth grade this is the place to go! The teacher, students, staff, and everyone else are really nice and helpfull. Oh yeah, and the food rocks too!
—Submitted by a student
My child transferred to Anacapa from Balboa at the start of 7th grade after being physically attacked without provocation at Balboa premises by a fellow student with martial arts training. We wanted a less threatening environment. She had a wonderful experience at Anacapa, which has a progressive atmosphere, with a new IMAXC program stressing academic excellence. The teachers are young and attentive to student needs. She was placed in an accelerated math program immediately and challenged academically. The music program is fabulous and underappreciated!
—Submitted by a parent
Anacapa is now under new and improved leadership. Our last Principal, and two assistant principals have relocated. This school has the potential of being a great school.
—Submitted by a parent
I was not impressed at all with the campus, the office staff or the teachers. It was a terrible experience for my child's first year of middle school. I do not recommend this school to anyone.
—Submitted by a parent
Anacapa isn't the best school around. There are no lockers, like most of the other middle schools, and the office staff are rude, as are many teachers.
—Submitted by a former student
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
275 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
276 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
294 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.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
336 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.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
342 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
336 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 | 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 |
| Samoan | 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 | 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 |
| Samoan | 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 | 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 |
| Samoan | 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 |
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 | 51% |
| Females | 55% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 63% |
| Students with disability | 14% |
| Students with no reported disability | 54% |
| English learner | 9% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 43% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 49% |
| Students with disability | 14% |
| Students with no reported disability | 44% |
| English learner | 15% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 54% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 65% |
| Females | 66% |
| Males | 64% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 78% |
| Students with disability | 24% |
| Students with no reported disability | 69% |
| English learner | 22% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 55% |
| Males | 66% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 75% |
| Students with disability | 16% |
| Students with no reported disability | 65% |
| English learner | 35% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 67% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 68% |
| Males | 55% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 17% |
| Students with no reported disability | 66% |
| English learner | 15% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 33% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 31% |
| Students with disability | 6% |
| Students with no reported disability | 38% |
| English learner | 20% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 53% |
| Females | 53% |
| Males | 53% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 63% |
| Students with disability | 17% |
| Students with no reported disability | 57% |
| English learner | 12% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | n/a |
| Asian | 82% |
| 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) | 77% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 74% |
| Students with disability | 14% |
| Students with no reported disability | 71% |
| English learner | 24% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 78% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 43% | 49% | ||
| White | 43% | 28% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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100 South Mills Road
Ventura,
CA 93003
Website: Click here
Phone: (805) 289-7900
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Ventura, CA
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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.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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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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