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Teacher quality
Principal leadership
Parent involvement
Our son loves this school! All his teachers are excellent and challenge him to do his best. Mr. Chapin's (7th grade world history) enthusiasm is contagious and my son makes extra effort to study for his class. Mrs. Z, has been very encouraging in her LA class. Mrs. Kennedy runs an interesting & interactive Science experience. Mrs Shirley is a solid & steady type Math teacher, using experience, patience and encouraging that practice makes perfect. Mr Anter's class (computer) has been a great learning tool and my son using what he has learned in class for projects at home. And we are very pleased with this school's PE activities, sports and clubs. Wonderful school!
—Submitted by a parent
I attended this school for 6th through 8th grade a couple of years ago and it was a great school. I was never bullied, the teachers I had were very supportive and challenged their students, and I really enjoyed my time there. I am not sure why some parents were saying that some of the library books were inappropriate. I was a library assistant and an avid reader while I was there and I do not remember seeing a book that was not appropriate for children of that age. The classes were excellent and challenging, and they did help me in preparing for high school. The GATE (GATE is the schools equivalent for AP/ Honors classes in high school) classes that I took were rigorous but fulfilling. I will say though that it does matter which teachers a student receives. I liked all of my teachers while I was there. Like I said before, they seemed to care about their students and wanted them to succeed. Also, PE was not simply just walking around the field. That was just our warm up while I was there. The teachers would talk while we did our warm up but then became involved after the warm up finished.
Am glad that my second child will NOT be attending Balboa! Most teachers are checked out and far from enthusiastic. I TOTALLY agree with the previous post! PE there is a joke and have heard about many twisted ankles on the field and the bullying! Pricipal is nice to your face but will not follow though, and the same with our counselor. It is an old and run down school! Parent involvement is questioned. I have 2 very inappropriate books come home from library with nothong done when I call....just glad it is almost over!
—Submitted by a parent
So far I have had problems w/the following: * An English teacher who does not following the AR program for her students, so the Principal had to pull her aside and explain it to her...because she was failing students unnecessarily. * A history teacher who doesn't know how to grade on percentages. * A P.E. Teacher who thinks she can try to punk me through my daughter because I had to call them on what they are not doing....and the teacher didn't like it. * A P.E. Staff who stands around during the P.E. period chatting while they make the classes walk the field in circles for the entire period and the non-supervision allows the bullies in class to get away w/things. * Last year a couple kids were trampled on the last day of school in P.E. when all the classes rushed to get their backpacks from the pen they were chained-up in at once. The teachers were across the school yard chatting w/each other while they left the teacher's aide (another student) try to control the issue. * Phone calls that are not responded to. * The field that is riddled w/gopher holes. * Calls to the District Office that have no impact. Get the point!?
—Submitted by a parent
My son says he can go to any teacher if he has a problem and truely helps him.
—Submitted by a parent
This school rocks!! they have the best teachers. I go to balboa middle school and my favorite teacher is ms. Antunez.
—Submitted by a student
Its a nice well cared school and the education is great
—Submitted by a student
Mr. Cragin runs a great tevhnology program. kids make movies , DVDs and more. Yearbook is created online in his computer lab. Lab is open after school three days a week for dids to do work or play. My son loves it.
—Submitted by a parent
While the language on all things sent home stresses the importance of standards, I have yet to experience a teacher who is actually preparing students to meet these standards. My child is in 8th grade this year and to say that Balboa Middle School is leaving him unprepared for high school is an understatement. Contacting teachers with questions only makes it more difficult for my son and 9 times out of 10, the ocntacted teacher becomes defensive and takes out frustrations on my child. His confidence level with regard to his academics has suffered. I hate to think what the kids whose parents cannot be involved are going through!
—Submitted by a parent
I am not happy with the teachers my son has had in the last 2 years for all core classes. The music teacher however is awesome. He has made learning music interesting and exciting. As for the other teachers, they appear to me to not care at all if my son succeeds, and have put in no extra effort. The grading system is unfair. I am considering home school for my son.
—Submitted by a parent
My 6th grader came to Balboa this year from Mound Elem., a magnet public school ranked first in the district with respect to test scores, etc. Balboa is the largest middle school in the district. She has found the classes not very challenging and the teachers very overloaded. We are attempting to get her a more stimulating schedule but the district policy appears to be not to move children if at all possible. As a result this very bright child is getting bored and frustrated. In addition, this school accents discipline with a very detailed rulebook all the incoming 6th graders must read. The place is over the top in this regard. It makes for a hard adjustment for children. The older kids bully the younger ones. It's intimidating.
—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 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.
376 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
376 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.
370 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
368 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.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
509 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.
275 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.
516 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
509 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 | 62% |
| Females | 68% |
| Males | 57% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| 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 | 44% |
| Non-economically disadvantaged | 76% |
| Students with disability | 4% |
| Students with no reported disability | 66% |
| English learner | 14% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 65% |
| Males | 61% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| 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 | 46% |
| Non-economically disadvantaged | 75% |
| Students with disability | 17% |
| Students with no reported disability | 65% |
| English learner | 14% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 70% |
| Females | 74% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| 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) | 81% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | 10% |
| Students with no reported disability | 76% |
| English learner | 16% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 58% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| 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 | 42% |
| Non-economically disadvantaged | 74% |
| Students with disability | 7% |
| Students with no reported disability | 65% |
| English learner | 8% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 79% |
| 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 | 82% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| 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 | 70% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 61% |
| Males | 63% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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 | 43% |
| Non-economically disadvantaged | 75% |
| Students with disability | 16% |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 38% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 49% |
| Students with disability | 7% |
| Students with no reported disability | 41% |
| English learner | 10% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 40% |
| 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 | 62% |
| Females | 54% |
| Males | 68% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 71% |
| Students with disability | 16% |
| Students with no reported disability | 64% |
| English learner | 5% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | 80% |
| 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) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | 32% |
| Students with no reported disability | 75% |
| English learner | 16% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 89% |
| 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
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 | ||
|---|---|---|---|---|
| White | 51% | 28% | ||
| Hispanic or Latino | 36% | 49% | ||
| Asian | 4% | 8% | ||
| Multiple or No Response | 4% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 32% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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247 Hill Road
Ventura,
CA 93003
Website: Click here
Phone: (805) 289-1800
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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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