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GreatSchools Rating

Turner Ashby High School

Public | 9-12 | 1008 students

Student diversity

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Last modified
Community Rating

4 stars

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2014:
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2013:
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2012:
Based on 1 rating
2011:
Based on 1 rating

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12 reviews of this school


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Posted April 9, 2012

Turner Ashby isn't necessarily the worst school in the area. When I go to school every day, I do feel fine and safe, but that's me personally. However, bullying has gotten worse and worse at this school, and it's ridiculous. There's a fight once a week, at least. There's even practically a gang that starts violence for no reason, because they simply can. It seems like the school just suspends them and forgets about it, like they're smacking a kid's hand and saying "We forgive you, just don't do it again." Really, it feels like the faculty couldn't care less. The kids are very behind academically as well, and very few teachers seem to actually care. Very few teachers even seem to be passionate about what they do, and couldn't care less how well your child is doing. There are positive things, such as a great drama and athletic department, but... I really can't think of anything else. The school really could use a lot of improvement, and they really need to take a step back and watch what's REALLY happening in their school. TA has great potential, and it's embarrassing how little of that potential is taken advantage of.
—Submitted by a student


Posted May 22, 2011

We moved here from Maryland, as the county was becoming crime-ridden, along with the school system. Even though the State of Maryland boasted about "test scores', the AP scores averaged 1.5 our of 5 and 75% of the students that "graduated" had to take remedial classes. It's much different here. So much better. It's a great area in which to live, and the school system isn't filled with miscreants.
—Submitted by a parent


Posted October 13, 2010

Turner Ashby administration really cares about each student as an individual and it is reflected in the post graduation student results whether the students continue with higher education or vocational training, they receive personal guidance and attention throughout their time at TAHS.
—Submitted by a parent


Posted January 15, 2009

I go to TA and love it. I don't know what some of the other reviews are talking about. The dress code is not strict, the academics are good, and everybody fits in. We are very good at sports, and I think you'll find that band is generally unpopular at any school but our band is pretty good anyways. The staff and teachers are great here. Completely disregard the review under mine.
—Submitted by a student


Posted December 31, 2008

As a former student I would say that the students and their parents are very very small headed. Students are bullied on a large scale and the staff does nothing about it. They are also very behind academically and socially. - Band kid
—Submitted by a student


Posted August 29, 2008

Turner Ashby is just the best, we have amazing teachers great students...and the best activitys around...we are all polite but still have great pride in TA and all that it does...my blood runs black and white till I die
—Submitted by a student


Posted August 13, 2008

I am a parent with a similar experience to theone below. We moved here specifically for the school district as the one in our area was really quite bad. I have 1 child who will be a senior this year and another who is starting this year. I have found the teachers (for the most part) to be caring and responsive to any student who puts forth an effort. Both of my children have indicated that they were accepted at the school, and did not feel like outsiders at all. Both developed what I believe will be some lasting freindships quickly. In terms of strictness, I believe the school has reasonable rules but is perhaps if anything, a bit lax in enforcing them uniformly. Overall it is a great school and I think we made an excellent decision when we chose it.
—Submitted by a parent


Posted May 4, 2008

I went here for 4 years and it was a pretty good school. They have added a lot to it and they no longer have the mobile classrooms outside. the principals were a little strick at the time, but it was understandable. you can't wear clothes that show any mid-drift or your underwear, no crazy hairstyles or colors, and no observable piercings. A lot of the teachers are really great and really care about you. Most of the students are very welcoming, but there are a lot of cliques. The football players are not held to a higher standard as stated before, any student wishing to play sports must maintain a relatively high GPA.
—Submitted by a student


Posted March 31, 2008

I have no clue what the previous post is talking about. TA is a great school to go to; there are plenty of opprotunities for extracurricular activities and there is no shortage of teachers who are able to teach you the info you need to know. The dress code is actually pretty lenient, as are the principals. And if you have a problem with not having your nose ring or whatever it is, maybe you should move to a city school...as for new students being looked down upon-As a freshman I had so many upperclassmen friends because they enjoyed being around me. maybe you just don't have a very personable attitude. The only thing I can agree with in your post is that athletes are looked up upon at our school, for the most part. But I guess that's a fact of life your just going to have to get over....
—Submitted by a student


Posted July 13, 2007

We moved here from another state mainly becuase the schools in our area was so bad. All the best students went to private schools there. We researched areas that had good schools. Charlottesville ranked the highest, but right behind them was Rockingham school district. We are very pleased with the the schools. We have 3 kids in the schools here, one at TA one at Pence and one in Wayland. As outsiders we were treted very well at all 3 schools (staff and students) and our kids have said the same thing. My oldest said this was the best HS he could ask for. We have considering moving for better jobs, but will stay here for our kids to have a great learing experience. I like the fact that the schools are strick on lots of areas. It means they care and want a good clean environment for our kids.
—Submitted by a parent


Posted January 15, 2005

I disagree with the other post about my high school on this site. I went to Turner Ashby for 3 years and while they are very moderate when it comes to dress codes and the like, it is probably the best high school I ever went to. I still go back when I am on leave from the Marine Corps, and I wish I could go back in time to be a student again. New students are not looked down upon but I'll bet that the other reviewer just had a bad social life and is just considered an outcast like in most high schools. Semper Fidelis Turner Ashby High School -A US Marine
—Submitted by a former student


Posted July 22, 2004

This school is very behind in all areas. The dress code is very strict and new students are looked down upon. But we hold all our athletes in the highest regard, especially the football players and cheerleaders. And a warning to new students, you will not be welcomed. I've been going to TA for 2 1/2 years, and many times, I am still seen as an outsider. The principals are overly strict any student that does not look the part of a 'southern belle' or 'southern gentlman.' No body piercings are allowed nor are many of todays fashionable clothes. In the simplist of terms, this is not the great school that it claims to be.
—Submitted by a 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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.
  • In 2009-2010, this school was rated "Fully Accredited".
  • In 2008-2009, this school was rated "Fully Accredited".
  • In 2007-2008, this school was rated "Fully Accredited".

About the tests


Virginia school accreditation ratings reflect student achievement on Standards of Learning (SOL) tests and other assessments in English, history/social science, math and science. The 2009-2010 ratings are based on passing rates on tests taken during the 2008-2009 school year or on overall achievement during the three most recent years. Schools are identified as either Fully Accredited, Accredited with Warning, Conditionally Accredited or Accreditation Denied.

Source: Virginia Department of Education

Algebra I

The state average for Algebra I was 76% in 2013.

228 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
94%

2011

 
 
99%

2010

 
 
99%
Algebra II

The state average for Algebra II was 76% in 2013.

211 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%

2011

 
 
99%

2010

 
 
97%
Biology

The state average for Biology was 83% in 2013.

223 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
94%

2011

 
 
92%

2010

 
 
87%
Chemistry

The state average for Chemistry was 86% in 2013.

152 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
93%

2011

 
 
93%

2010

 
 
92%
Earth Science

The state average for Earth Science was 83% in 2013.

264 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
90%

2010

 
 
90%
English: Reading

The state average for English: Reading was 89% in 2013.

259 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
97%

2010

 
 
96%
English: Writing

The state average for English: Writing was 87% in 2013.

256 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
96%

2010

 
 
96%
Geometry

The state average for Geometry was 76% in 2013.

187 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
90%

2010

 
 
93%
History and Social Science

The state average for History and Social Science was 77% in 2013.

2013

 
 
n/a
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a
Science

The state average for Science was 59% in 2013.

2013

 
 
n/a
Virginia and United States History

The state average for Virginia and United States History was 86% in 2013.

245 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
84%

2010

 
 
92%
World Geography

The state average for World Geography was 85% in 2013.

12 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
94%

2010

 
 
90%
World History I

The state average for World History I was 84% in 2013.

26 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
89%

2011

 
 
97%

2010

 
 
94%
World History II

The state average for World History II was 85% in 2013.

246 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
71%

2011

 
 
68%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

Source: Virginia Department of Education

Algebra I

All Students85%
Female students89%
Male students79%
Black studentsn/a
Asian studentsn/a
Hispanic85%
Multiracialn/a
White students84%
Students identified as economically disadvantaged85%
Not economically disadvantaged85%
Students with disabilities44%
Students without disabilities88%
Limited English proficient students82%
Proficient in English85%

Algebra II

All Students90%
Female students93%
Male students87%
Black studentsn/a
Asian studentsn/a
Hispanic84%
Multiracialn/a
White students90%
Students identified as economically disadvantaged81%
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities90%
Limited English proficient students77%
Proficient in English92%

Biology

All Students87%
Female students83%
Male students91%
Black studentsn/a
Asian studentsn/a
Hispanic84%
Multiracialn/a
White students87%
Students identified as economically disadvantaged77%
Not economically disadvantaged92%
Students with disabilitiesn/a
Students without disabilities88%
Limited English proficient students70%
Proficient in English88%

Chemistry

All Students88%
Female students86%
Male students90%
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students87%
Students identified as economically disadvantaged79%
Not economically disadvantaged89%
Students with disabilitiesn/a
Students without disabilities87%
Limited English proficient students70%
Proficient in English89%

Earth Science

All Students89%
Female students90%
Male students89%
Black studentsn/a
Asian studentsn/a
Hispanic87%
Multiracialn/a
White students90%
Students identified as economically disadvantaged79%
Not economically disadvantaged95%
Students with disabilities45%
Students without disabilities91%
Limited English proficient students77%
Proficient in English91%

English: Reading

All Students91%
Female students93%
Male students89%
Black studentsn/a
Asian studentsn/a
Hispanic75%
Multiracialn/a
White students92%
Students identified as economically disadvantaged82%
Not economically disadvantaged95%
Students with disabilities63%
Students without disabilities93%
Limited English proficient students73%
Proficient in English93%

English: Writing

All Students92%
Female students94%
Male students89%
Black studentsn/a
Asian studentsn/a
Hispanic82%
Multiracialn/a
White students92%
Students identified as economically disadvantaged86%
Not economically disadvantaged94%
Students with disabilities61%
Students without disabilities94%
Limited English proficient students78%
Proficient in English93%

Geometry

All Students95%
Female students96%
Male students93%
Black studentsn/a
Asian studentsn/a
Hispanic96%
Multiracialn/a
White students94%
Students identified as economically disadvantaged92%
Not economically disadvantaged96%
Students with disabilitiesn/a
Students without disabilities95%
Limited English proficient students100%
Proficient in English94%

History and Social Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Math

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Virginia and United States History

All Students85%
Female students85%
Male students86%
Black studentsn/a
Asian studentsn/a
Hispanic75%
Multiracialn/a
White students87%
Students identified as economically disadvantaged71%
Not economically disadvantaged92%
Students with disabilities46%
Students without disabilities88%
Limited English proficient students71%
Proficient in English87%

World Geography

All Students100%
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%

World History I

All Students96%
Female students100%
Male students93%
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged91%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English96%

World History II

All Students85%
Female students80%
Male students90%
Black studentsn/a
Asian studentsn/a
Hispanic88%
Multiracialn/a
White students84%
Students identified as economically disadvantaged74%
Not economically disadvantaged89%
Students with disabilitiesn/a
Students without disabilities86%
Limited English proficient students78%
Proficient in English85%
Scale: % proficient or advanced

About the tests


In 2012-2013 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.

The different student groups are identified by the Virginia 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.

Source: Virginia Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Oops! We currently do not have any student information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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800 N Main St
Bridgewater, VA 22812
Phone: (540) 828-2008

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