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Find out what school district you are in and what school you are zoned for by exploring our school boundary maps. Note: School map boundaries may have changed for the current school year so please contact your school district to verify school assignment for your child.

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In order to accommodate IUSD students, each residential area is assigned to a particular school at each grade level. An assigned school serves all students from its assigned attendance area who wish to enroll there.  Intradistrict/School Choice , where seats are available, and Alternative Schools provide choices for students who wish to enroll in a school other than their assigned neighborhood school.

In some instances, assigned residential schools become impacted by enrollment.  Due to unavailable seats, a student may be requested to enroll in a school other than their assigned neighborhood school. In such cases, students have the right of continued enrollment at their new assigned school and it is treated as their neighborhood school. If there is an interest to return to their assigned neighborhood school when space becomes available, the principal of the neighborhood school should be contacted no later than noon on the fourth Friday in February.

Assigned Neighborhood Schools

Please enter your address into the School Locator below to find your assigned neighborhood school:  

School Locator 2023-2024

Attendance Maps

To view a printable map of the elementary school attendance areas effective 2023-2024, please click here   (pdf)

Please note that Culverdale and Westpark share a "Super Attendance" area, meaning both are considered that area's neighborhood schools. With that said, if Westpark becomes full in a grade level, Culverdale will be considered your neighborhood school, and vice versa.  

To view a printable map of the middle school attendance areas effective 2023-2024, please click here (pdf)  

To view a printable map of the high school attendance areas effective 2023-2024, please  click here  (pdf)

Assigned neighborhood schools for new developments

School Assignments for the 2023-2024 School Year:

Attendance Boundary Changes

The Board may consider changes to School Attendance Area Boundaries.

Changes are held to a minimum, but are prompted by such factors as:

Declining enrollment in a given section of the district

New housing development in a given section of the district

Changes in capacity at a given school

Movement of special programs from one school to another

Alignment of elementary, middle, and high school areas

Home-to-school transportation distances

School choice: what are your options?

by: The GreatSchools Editorial Team | Updated: September 20, 2023

Print article

School choice

School choice options available to parents have increased dramatically in recent years. There’s a growing national sentiment that promoting competition in public education may spur schools to improve and that parents who invest energy in choosing a school will continue to be involved in their child’s education.

How much choice do you have? It depends. The amount of choice varies from one school district to another, and varies from state to state. In most instances, it depends on supply and demand, and schools that are well regarded are generally in high demand. So if you are hoping to transfer your child to a popular school outside your home district, or a popular charter or magnet school, you may find it difficult.

What Are Your Options?

Your Neighborhood School

Generally, your first option is your neighborhood school. Each public school district sets up its own rules and boundaries for each school in the district, so it is best to check with your local district to find out which school your child will be assigned to, and what the rules are for attending charter schools, magnet schools, or other schools within or outside your local district. Be aware that school districts sometimes change the neighborhood boundaries for schools to balance enrollment, so don’t assume that if you move in across the street from a school that your child will automatically go to that school. (Read more about public schools )

Charter Schools

One of the most significant changes in public education in recent years has been the growth of the charter school movement. Charter schools are public schools that are liberated from some of the traditional school regulations required by the state. These schools are bound by charter agreements granted by local school boards. If they don’t meet the requirements of their charter, they can be shut down. Charter school enrollment is voluntary and is not governed by neighborhood boundaries, which means your child can choose to attend any charter school within your district, or outside your district, so long as there is space available. Schools that are in high demand usually have a lottery to determine who will be eligible to attend. (Read more about charter schools )

School Transfers

School districts generally set their own policies for intradistrict transfers (from one school in the district to another) and interdistrict transfers (to a school outside the district). Preferences are often given to children whose child care provider is near a particular school, or whose parents work in the city where the school is located. Most school districts have an appeals process if your request is denied. Space limitations often make transfers difficult, and each district’s process has its own regulations, so be sure to check with your local district for specific requirements.

Magnet Schools

Magnet schools are another school choice offered by many school districts. Magnet schools generally have a particular focus, such as art or technology, or follow a different structural organization, such as mixing different grade levels within one classroom, or operating on a year-round schedule. Magnet schools are not governed by neighborhood boundaries; they draw students from throughout the school district and must accept students on a nondiscriminatory basis.

Alternative Schools

These are generally schools whose educational philosophies are different from traditional programs. Typically, alternative schools have small classes, a social and emotional development curriculum and a self-paced academic curriculum. This title is used officially as well as informally to describe a wide range of schools, so it’s important to ask specific schools why they are classified as “alternative.”

Private Schools

Private schools are schools that do not receive funding from the state. They set up their own criteria for admission. Families of the students pay tuition or, in some cases, students receive scholarships to attend. The teachers, principal, board of directors (and sometimes the parents and students) decide upon curriculum, teaching methodology and enrollment requirements. Private schools are not required to hire credentialed teachers or publish their test score results. (Read more about private schools .)

Homeschooling

Another option is for parents to teach their children at home instead of sending them to a public or private school. Each state has different laws governing homeschooling. Many communities have organizations that assist homeschooling families with curriculum and opportunities to meet other homeschoolers. (Read more about homeschooling .)

assigned elementary school by address

Why your neighborhood school closes for good – and what to do when it does

5 things for Black families to consider when choosing a school

5 things for Black families to consider when choosing a school

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6 surprising things insiders look for when assessing a high school

Surprising things about high school

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School Assignment by Address

Your neighborhood school is assigned at the District Admissions and Planning Office, according to the location of your residence and the school attendance boundaries.  Boundaries may change, contact District Admissions to confirm the assigned school for your address or use the School Locator below.

School Locator by Address

Please use our Map Based School Locator to determine the school assigned to a specific address.

Step 1: Check the box for the school level. (Elementary, Middle School or High School)

Step 2: Click the magnifying glass in the RED box located top left that says Cherry Creek School District.

Step 3: Enter your home address and click on the full address that displays.

Step 4:  Zoom out on the map to see the address within a boundary for the assigned neighborhood school (Elem, MS or HS).

Please review the list of approved boundary changes and overflow situations listed below. 

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All boundary and overflow changes are handled by the District Planning and Enrollment Department. For more information on proposed and approved boundary and overflow changes, please visit the Planning Department page HERE .

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A student’s in-boundary school is based solely on the student’s home address. Every home address has an assigned elementary, middle, and high school. All students eligible for grades K-12 have a guaranteed right to enroll in their in-boundary school. To look up SY23-24 in-boundary schools, enter a student's current address in the address field below.

Many DCPS schools are part of a feeder pattern, meaning that when a student graduates from one school they have a right to enroll at the next school in the feeder pattern. A student’s feeder pattern is based on the school the child currently attends. DCPS students who will complete a transition grade (5th grade for elementary schools and 8th grade in education campuses and middle schools) in SY22-23 may have additional school rights for SY23-24 based on feeder patterns .

Note: On an ongoing basis, DCPS may update school boundaries and feeder patterns, grade configurations, school locations, and other details. For more information on school changes to be implemented in SY23-24, please see https://dcps.dc.gov/page/school-planning . All changes that impact school boundary and feeder assignments for SY23-24 have been updated in the My School DC Lottery.

For more information on specific DCPS schools, please visit http://profiles.dcps.dc.gov

For more information on enrolling in a DCPS school, please visit http://dcps.dc.gov/enroll .

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Chandler Unified school board accused of failing to act on 'Goon' attacks

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Two days after a southeast Valley parent whose child was beaten by a group of teens filed a $6 million notice of claim against the Chandler Unified School District, a dozen people spoke before the governing board and called on it to take action against teen violence.

"It is not enough to react to incidents as they occur," said speaker Angela Rogers, who urged the board to conduct a deep dive into assault and suspension data. "We must understand the patterns and causes, for there is a connection between on- and off-campus behavior that we cannot afford to ignore anymore."

In the notice of claim, which was sent to prospective defendants on Monday and is a required step before a lawsuit against a public entity or employee in Arizona, a Chandler Unified parent alleged school officials were warned his son had received death threats and made no effort to stop the harassment before he was beaten in August at an In-N-Out Burger in Gilbert , leaving him with a severe concussion and other injuries. 

Jamie Lander, the principal of Riggs Elementary School, was named in the claim and is now on leave, the district told parents on Tuesday . Her stepson was arrested in connection with the August beating outside the In-N-Out.

Lander, who has not responded to The Arizona Republic's calls or texts, also has been named in two lawsuits.

The first, filed last week on behalf of the victim of the August In-N-Out beating , accuses more than a dozen young people identified as "Gilbert Goons" of assaulting unsuspecting victims, recording attacks, and sharing photos and videos of them on social media. It accuses their parents of negligent supervision.

The second, filed Monday, targets Goons for their alleged involvement in a  May attack on a 17-year-old in a Mesa park.  The  suit claims  Lander's stepson "set up" the attack and threatened another.

A Dec. 14 investigation by The Republic first detailed a string of vicious attacks by the Goons, who recorded their attacks on teens in parks and parking garages, outside fast-food restaurants and at house parties. The Republic also outlined the group's potential ties to the fatal beating of 16-year-old Preston Lord outside of an Oct. 28 Halloween party in Queen Creek.

Since The Republic's report was published, at least 15 adults and juveniles have been arrested in connection with Goon attacks by authorities in Gilbert, Mesa and Pinal County.

Students, parents address board and offer ideas to lessen violence

At Chandler Unified's Wednesday evening board meeting, parents and community members accused the board and superintendent of a pattern of silence and inaction around teen violence.

Trisha Young, a parent of a student at Riggs Elementary School, accused the governing board of supporting Lander.

"This district's silence on Mrs. Lander's involvement has been consistent and deafening," Young said. "As parents, we were told it was not our business, and Mrs. Lander was unilaterally supported by this board."

There were calls for the governing board to adopt a policy requiring students to turn their phones off during school hours, increase substance abuse prevention education, better promote the district's anonymous reporting tool among students, and focus on diversion programs rather than suspensions.

Casteel High eighth grader Maryn Glenn, 14, told the board she wanted more awareness about teen violence at her school, specifically in classrooms and assemblies.

"Before I saw videos, I didn't understand the situation, and I didn't know how serious teen violence was," Maryn said. "If people don't know what is happening, they won't care.

"The victims need support, or they are stuck in fear," she said. "We need to put a stop to the threat and keep our communities safer."

At the meeting, Superintendent Frank Narducci announced several initiatives related to school safety: stickers for students' IDs with information about the district's anonymous tip line, mental health training for juniors across the district that includes a 90-minute lesson on violence, bullying and traumatic events, and a training for all of the district's social workers on social media, reality TV and influencer culture.

District says 'when legally allowed' it will clear up 'misinformation'

In a statement released Wednesday, the district said it is "both appalled and saddened by the serious reports of threats and violence occurring within our community, particularly among our youth, and adds its voice to the collective chorus calling for an end to this violence."

The district said it has jurisdiction and authority to take disciplinary action in response to any district student who "engages in threatening behavior on District campuses and properties, at school-sponsored events and activities, or when such misconduct interferes with the District’s ability to maintain order."

The statement said that in matters where the district "lacks jurisdiction and authority to take disciplinary action," the district cooperates with parents, police departments and prosecutors. Suspected criminal behavior is referred to local law enforcement, it said.

Accusations lodged: $6M claim: Chandler school officials, Gilbert police failed to stop 'Gilbert Goons' attack

The statement said the district cannot comment on personnel matters or pending litigation but that "when legally allowed," the district "intends to address the significant misinformation now circulating on this topic."

The district also encouraged people to report any "suspected threats and violence" through its anonymous tip line, Speak Up for Safety, by calling 480-573-8808 or emailing  [email protected] .

Conspiracy alleged: 17 'Gilbert Goons' and parents sued over attacks

Katey McPherson, a parent of four students in the district and community organizer who has been rallying people in response to Lord's death, called the district's response disingenuous and too late.

In April, McPherson sent an email to Chandler Unified officials, as well as leaders of other southeast Valley school districts, warning them about a teen involved in an attack. That teen acknowledged multiple instances of planning assaults for no reason, according to court records.

"I do not expect them to comment on legal cases that are underway," McPherson said. "I do expect them, as leaders in the community, the minute this happened, to come out and to acknowledge the loss of life, the tragedy that has tentacles all over the school district."

McPherson said she wants school leaders to join with parents through focus groups and listening sessions to find reasonable solutions.

"We have assailants on campus. We have victims on campus," McPherson said. "On every campus, there's a touchpoint to this violence, this harassment and Preston."

Fallout: Chandler Unified principal on leave as 'Goon'-related legal claims stack up

Republic reporters Robert Anglen and Elena Santa Cruz contributed to this article.

Madeleine Parrish covers K-12 education. Reach her at [email protected] .

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K-12 students learned a lot last year, but they're still missing too much school

Cory Turner - Square

Cory Turner

Headshot of Sequoia Carrillo

Sequoia Carrillo

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From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. LA Johnson/NPR hide caption

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent.

It's going to take aggressive interventions to repair the pandemic's destructive impact on kids' schooling.

That's the takeaway of two big new studies that look at how America's K-12 students are doing. There's some good news in this new research, to be sure – but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know:

1. Students are starting to make up for missed learning

From spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

That's according to the newly updated Education Recovery Scorecard , a co-production of Harvard University's Center for Education Policy Research and The Educational Opportunity Project at Stanford University.

6 things we've learned about how the pandemic disrupted learning

6 things we've learned about how the pandemic disrupted learning

The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

In an interview with NPR's All Things Considered , Stanford professor Sean Reardon said that's surprisingly good news: "A third or a quarter might not sound like a lot, but you have to realize the losses from 2019 to 2022 were historically large."

When the same team of researchers did a similar review last year, they found that, by spring of 2022, the average third- through eighth-grader had missed half a grade level in math and a third of a grade level in reading. So, the fact that students are now making up ground is a good sign.

These results do come with a few caveats, including that the researchers were only able to review data and draw their conclusions from 30 states this year.

2. Despite that progress, very few states are back to pre-pandemic learning levels

The Harvard and Stanford study of student learning includes one sobering sentence: "Alabama is the only state where average student achievement exceeds pre-pandemic levels in math." And average achievement in reading has surpassed pre-pandemic levels in just three of the states they studied: Illinois, Louisiana and Mississippi. Every other state for which they had data has yet to reach pre-pandemic levels in math and reading.

"Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

3. Chronic absenteeism also improved in many places ... slightly

The rate of chronic absenteeism – the percentage of students who miss 10% or more of a school year – declined from 2022 to 2023. That's according to research by Nat Malkus at the conservative-leaning American Enterprise Institute (AEI). He found chronic absenteeism declined in 33 of the 39 states he studied.

Yes, "the differences were relatively small," Malkus writes, but it's improvement nonetheless: "the average chronic absenteeism rate across these states in 2023 was 26 percent, down from 28 percent for the same 39 states in 2022."

Glass half-full: Things aren't getting worse.

4. But, again, chronic absenteeism is still high

Malkus found chronic absenteeism was at 26% in 2023. Before the pandemic, in 2019, those same states reported a rate of 15%. That adds some painful context to the "good news" two-point decline in absenteeism from 2022 to 2023. Sure, it's down, but it's still so much higher than it was and should be.

Think of it this way: In 2023, roughly 1 student out of 4 was still chronically absent across the school year.

In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. That's a crisis.

Research shows a strong connection between absenteeism and all kinds of negative consequences for students, including an increased likelihood of dropping out of school.

Chronic absenteeism also hurts the students who don't miss school. That's because, as the learning study's authors point out, when absent students return, they require extra attention and "make it hard for teachers to keep the whole class moving."

5. Poverty matters (as always)

Both the learning and the chronic absenteeism studies capture the headwinds that constantly buffet children in poverty.

"No one wants poor children to foot the bill for the pandemic," said Harvard's Kane, "but that is the path that most states are on."

On learning: Reardon told NPR "the pandemic really exacerbated inequality between students in high-poverty and low-poverty districts and students of different racial and ethnic backgrounds."

In 2023, students' academic recovery was relatively strong across groups, which is good – but it means "the inequality that was widened during the pandemic hasn't gotten smaller, and in some places it's actually gotten larger," Reardon told NPR.

In fact, the report says, "in most states, achievement gaps between rich and poor districts are even wider now than they were before the pandemic." The learning study singles out Massachusetts and Michigan as the states where those gaps in math and reading achievement widened the most between poor and non-poor students.

Similarly, Malkus, at AEI, found that, between 2019 and 2022, rates of chronic absenteeism rose much more in high-poverty districts (up from 20% to 37%) than in low-poverty districts (up from 12% to 23%).

"Chronic absenteeism has increased the most for disadvantaged students," Malkus writes, "those who also experienced the greatest learning losses during the pandemic and can least afford the harms that come with chronic absenteeism."

6. Families must play an important role in learning recovery

Both studies acknowledge that families must play an important role in helping students – and schools – find a healthy, post-pandemic normal. The problem is, surveys show parents and guardians often underestimate the pandemic's toll on their children's learning . "Parents cannot advocate effectively for their children's future if they are misinformed," says the learning study.

To combat this, the learning researchers propose that districts be required to inform parents if their child is below grade-level in math or English. Those parents could then enroll their students in summer learning, tutoring and after-school programs, all of which have benefitted from federal COVID relief dollars. That funding is set to expire this fall, and some of these learning recovery opportunities may dry up, so the clock is ticking.

7. There's a "culture problem" around chronic absenteeism

Reducing chronic absenteeism, Malkus says, will also depend on families.

"This is a culture problem," Malkus tells NPR. "And in schools and in communities, culture eats policy for breakfast every day."

By "culture problem," Malkus is talking about how families perceive the importance of daily attendance relative to other challenges in their lives. He says some parents seem more inclined now to let their students miss school for various reasons, perhaps not realizing the links between absenteeism and negative, downstream consequences.

"Look, the patterns and routines of going to school were disrupted and to some degree eroded during the pandemic," Malkus says. "And I don't think we've had a decisive turn back that we need to have, to turn this kind of behavior around, and it's going to stay with students until that culture changes."

How do you do that? Malkus points to some low-cost options — like texting or email campaigns to increase parental involvement and encourage kids to get back in school – but says these, alone, aren't "up to the scale of what we're facing now."

Higher-cost options for schools to consider could include door-knocking campaigns, sending staff on student home-visits and requiring that families of chronically absent students meet in-person with school staff.

The learning study goes one step further: "Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to lower student absenteeism." Because, after all, students can't make up for the learning they missed during the pandemic if they don't consistently attend school now.

What both of these studies make clear is there is no one solution that will solve these problems, and success will require further investment, aggressive intervention and patience.

Malkus says, even the high-cost, high-return options will likely only drive down chronic absenteeism by about four percentage points. A big win, he says, "but four percentage points against 26% isn't going to get us where we need to go."

Edited by: Nicole Cohen Visual design and development by: LA Johnson and Aly Hurt

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