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Teacher quality
Principal leadership
Parent involvement
This is my sons 3rd year at LBSS. 7th and 8th grades were okay, but I noticed problems beginning in 8th grade. 9th grade has been extremely difficult. My son is GT qualified and always has excelled academically but LBSS is so huge that he has gotten lost. There is no connection between students and teachers. My sense is that teachers are overwhelmed and students are expected to swim or sink on there own. Given his strong IQ and academic success thus far I had high expectations for LBSS, because the school does have a lot to offer. But it is too easy for kids to slack off and get involved in the wrong things, mostly because no one is paying attention. I have tried connecting with the school counselor to get help, but the counselors are also overwhelmed and I haven't gotten any help there. A school that size also has safety issues which we have run into. At this point I am considering transferring my student to a private school and this make me sad.
—Submitted by a parent
Former LB student for GT here. LOVED THIS SCHOOL. I sobbed when I left it after middle school. This place makes you feel alive. Some people don't like the size. I love it. If you don't fight to work hard, you will get swallowed whole, but there are so many options for support and extra-curriculars you won't even notice just how challenging it is. All of the instructors are world-class (this is Northern VA, anyway), but the older ones are academic gods. I'm talking truly gifted, strict yet compassionate people who deeply care for your FUTURE and WELLBEING, not just statistics and test scores (which LB excels in). Oh, and the reputation is pretty much the best you could ask for. LB is like a factory for math and science geniuses who end up going to the TJHS for Science and Technology (#2 in the ENTIRE U.S.) I get raised eyebrows when I tell people I'm a former Bruin. The parent group is incredibly organized for its gigantic size. You WILL find friends here almost immediately because of the variety of choices you'll have. LBSS will automatically give you an advantage in the long run.
My son just started middle school at Lake Braddock this year. At the start, I was really overwhelmed by the size and was worried it would be too much for him. To the contrary, he LOVES Lake Braddock! And I couldn't be any happier with the teachers and the outstanding quality of the education he's receiving. It still blows my mind how much this school has to offer and how well organized the parents are in spite of it's size. I look forward to the next ten years that my kids will be spending at Lake Braddock.
—Submitted by a parent
Having just moved to the area, we chose here because of the schools...so far we aren't too dissappointed. The academics are wonderful if you know in advance what you need. We transferred and missed the GT app. date, so my child isn't in the program and is taking quite a few classes he already took at his other school. GT only goes to 8th, so we can't do much about it. AP starts in 9th. The teachers seem to be very supportive and available online. Blackboard makes it easy to keep up with your child's day. There are a ton of extra curriculars as well. Not much in the way of late buses though, which makes it hard when both parents work. Confusing because of the size, but you get the hang of it.
—Submitted by a parent
I currently have four children in this school from 7th through 10th grade. We couldn't be happier with this school and are sad to be leaving it due to a military transfer. It will be hard to find a school in our new area that can favorably compare to Lake Braddock.
—Submitted by a parent
I couldn't have been happier with my Alma Mater, Lake Braddock. As a recent college graduate, I found that Lake Braddock provided good preparation for the rigors of collegiate academics. Even though the school was large: I was still able to make lifelong friends with students and even the teachers! I loved it so much I hope that one day my kids will also attend! My only wish is that I could have enjoyed the renovations that will make the school even better!
—Submitted by a student
everyone is nice to one another and even the toughest teachers arent so bad at all. i love how with the renovations, the school is so much cleaner and neater than other fairfax county schools. we have so much things we can take an advantage of because we have a great schedule system and teachers who are always glad to help students out.
—Submitted by a student
While overall I am satisfied with LBSS , its size is a huge negative. They offer many activities but be prepared to compete for these slots. The mentality to be the best is overwhelming. Much competition between competing FFX schools and the focus is not always on the student. This school would be much better if it were in a traditional middle school/high school setting. Middle school mixing with high school is not beneficial.
—Submitted by a parent
PROS: The curriculum is challenging - our daughter works hard to keep her grades up. The extracurricular activities are top notch. They have a fabulous music department with a first rate orchestra and band, phenominal sports opportunities and an overall supportive staff. CONS: If your child is shy or reserved, they can 'get lost in the crowd'. With an enrollment of nearly 4,000 students, it can be overwhelming. It is also easy to fall behind with academics - so stay in touch with the staff and your child. Blackboard is a big help, as are the weekely progress reports sent out via email. OTHER: This is my daughter's 3rd year at LBSS and I couldn't be happier. Most of the are great - couldn't be happier for my daughter.
—Submitted by a parent
This is an excellent school. It is tough though so make sure your students are ready for a challenging curriculum before you enroll them here. Over 30AP courses plus honors courses in every area, orchestra, band, guitar ensemble, every sport you can imagine, computer programming and many more classes offered. It is a large school but that is part or the reason that they school had so much to offer. They even have late buses to bring children home 3 days a week free of charge for after school activities or tutoring. This school had it all and it prepares the children for college!
—Submitted by a parent
I am a rising 8th grader at this school and I am more than please with this school. This school has great teachers and many great activities. We constantly place high in competitions such as Science Olympiad and MATHCOUNTS so you can tell our teachers put a lot work into our performance. The school day is wonderful. Classes are rarely boring. I would recommend this school to anyone.
—Submitted by a student
I'm a rising sophmore in LB. The teachers/counslers and administators are more invovled with the student. I've gotten help from many of many techers, and there are also tutors programs. The counslers are willing to sit down with the parent and student, to discuss whats going on with grades, classes the student should take and anything that will help the students future. Also the leadership here is strong. I'm personally a strong leader now, then I was before. Taking in examples from teachers and students. The curricular here is top notch. Students are offered advanced programs here like AP, honors and GT. Yes the grading is hard, but I personally take it as a challenge and a preperation for college. As sports, music etc. It's a great way for students to learn and make new friends. I'm invovled in swim and chorus, and from both i learn a lot.
—Submitted by a student
One of the highest performing schools on the East coast of the US! The standards of learning test results mark LB as a standout. The wide variety of high quality programs available to the students is remarkable. Our student has really grown here.
—Submitted by a parent
I am a former student and I have to say that although most local residents think highly of this school, I found it to be very difficult to succeed there. I only began to do well once I went to college. The teachers are spotty, there is a drug problem underneath the surface, it is very easy to fall through the cracks due to the size. My brother had a worse experience than me because he was labeled LD.
I think that Lake Braddock is a great school to get a quality education if you are willing to work hard. There is also a wide variety of classes and extra-cirriculars availiable to all students. I think the school is big, but when you go there for a month or so you definately do not get lost. I transferred to this school a couple of years ago and I'm glad I'm at a school that values education.
—Submitted by a student
It is my first year at Lake Braddock and I think that it is a wonderful school! If you want your kids to get a good education then send them to LB!
—Submitted by a student
I am a student at Lake Braddock and I think, overall it's a great school. If you're willing to put in the effort into your work you will get good grades. The music department is excellent and has encouraged me to want to go on with music in my career. I'm kind of upset with the parents commenting on how the school is poorly run. Yes, LB has some administrators that arent the best, but what school doesnt? I've done fine in my years so far, and I believe I will continue to do fine in my last couples years of high school
—Submitted by a student
Grading is almost impossible for those wanting to go on to great colleges. Interim grades usallly arrive about two weeks before the end of a quarter, so it is too late to help adjust any problem areas.
—Submitted by a parent
It appears that there is no room for students to just have fun. Massive school where good kids can easily get lost.
—Submitted by a parent
Very good school. Band program is excellent. Roy Holder is a top-notch instructor; one of the best in the country.
—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.
Grade level
The state average for English: Reading was 88% in 2012.
732 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 88% in 2012.
2012
The state average for Math was 58% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, science in grades in 3, 5 and 8, and history in grades 3 through 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.
See Virginia's state standards
Source: Virginia Department of Education
The state average for English: Reading was 89% in 2012.
706 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 88% in 2012.
687 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 88% in 2012.
10 students were tested at this school in 2012.
2012
2010
2009
2008
The state average for Math was 60% in 2012.
428 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 92% in 2012.
706 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, science in grades in 3, 5 and 8, and history in grades 3 through 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 95% |
| Female students | 96% |
| Male students | 93% |
| Black students | 96% |
| Asian students | 97% |
| Hispanic | 82% |
| White students | 97% |
| Students identified as economically disadvantaged | 81% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 75% |
| Students without disabilities | 97% |
| Limited English proficient students | 78% |
| Proficient in English | 97% |
| Not migrant | 95% |
| All Students | n/a |
| Male students | n/a |
| Black students | n/a |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Proficient in English | n/a |
| Not migrant | n/a |
| All Students | 54% |
| Female students | 50% |
| Male students | 58% |
| Black students | 42% |
| Asian students | 67% |
| Hispanic | 40% |
| White students | 63% |
| Students identified as economically disadvantaged | 38% |
| Not economically disadvantaged | 60% |
| Students with disabilities | 31% |
| Students without disabilities | 63% |
| Limited English proficient students | 40% |
| Proficient in English | 60% |
| Not migrant | 54% |
In 2011-2012 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, science in grades in 3, 5 and 8, and history in grades 3 through 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.
The different student groups are identified by the Virginia Department of Education. Data is not reported when there are fewer than 10 students in a particular group in a school.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 98% |
| Female students | 98% |
| Male students | 97% |
| Black students | 97% |
| Asian students | 97% |
| Hispanic | 96% |
| White students | 98% |
| Students identified as economically disadvantaged | 93% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 86% |
| Students without disabilities | 99% |
| Limited English proficient students | 90% |
| Proficient in English | 99% |
| Not migrant | 98% |
| All Students | 95% |
| Female students | 97% |
| Male students | 94% |
| Black students | 94% |
| Asian students | 97% |
| Hispanic | 85% |
| White students | 98% |
| Students identified as economically disadvantaged | 86% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 66% |
| Students without disabilities | 99% |
| Limited English proficient students | 77% |
| Proficient in English | 98% |
| Not migrant | 95% |
| All Students | 100% |
| Male students | n/a |
| Black students | n/a |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | 100% |
| Proficient in English | 100% |
| Not migrant | 100% |
| All Students | 82% |
| Female students | 88% |
| Male students | 76% |
| Black students | 69% |
| Asian students | 84% |
| Hispanic | 79% |
| White students | 85% |
| Students identified as economically disadvantaged | 74% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 52% |
| Students without disabilities | 89% |
| Limited English proficient students | 61% |
| Proficient in English | 86% |
| Not migrant | 82% |
| All Students | 97% |
| Female students | 98% |
| Male students | 96% |
| Black students | 97% |
| Asian students | 96% |
| Hispanic | 91% |
| White students | 99% |
| Students identified as economically disadvantaged | 91% |
| Not economically disadvantaged | 98% |
| Students with disabilities | 80% |
| Students without disabilities | 99% |
| Limited English proficient students | 87% |
| Proficient in English | 99% |
| Not migrant | 97% |
In 2011-2012 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, writing in grades 5 and 8, science in grades in 3, 5 and 8, and history in grades 3 through 8. The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. The goal is for all students to pass the tests.
The different student groups are identified by the Virginia Department of Education. Data is not reported when there are fewer than 10 students in a particular group in a school.
See Virginia's state standards
Source: Virginia Department of Education
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.
See Virginia's state standards
Source: Virginia Department of Education
The state average for Algebra I was 75% in 2012.
853 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Geometry was 88% in 2010.
2010
2009
2008
In 2011-2012 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.
See Virginia's state standards
Source: Virginia Department of Education
The state average for Algebra II was 69% in 2012.
662 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Biology was 92% in 2012.
637 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Chemistry was 93% in 2012.
704 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Earth Science was 90% in 2012.
287 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Reading was 94% in 2012.
626 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 93% in 2012.
639 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Geometry was 74% in 2012.
732 students were tested at this school in 2012.
2012
2011
The state average for Virginia and United States History was 85% in 2012.
593 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World Geography was 85% in 2012.
2012
2011
2010
2009
2008
The state average for World History I was 84% in 2012.
625 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History II was 85% in 2012.
672 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 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.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 90% |
| Female students | 91% |
| Male students | 89% |
| Black students | 76% |
| Asian students | 98% |
| Hispanic | 76% |
| White students | 93% |
| Students identified as economically disadvantaged | 72% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 60% |
| Students without disabilities | 94% |
| Limited English proficient students | 77% |
| Proficient in English | 93% |
| Not migrant | 90% |
In 2011-2012 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.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 84% |
| Female students | 84% |
| Male students | 84% |
| Black students | 70% |
| Asian students | 89% |
| Hispanic | 73% |
| White students | 87% |
| Students identified as economically disadvantaged | 71% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 52% |
| Students without disabilities | 87% |
| Limited English proficient students | 75% |
| Proficient in English | 85% |
| Not migrant | 84% |
| All Students | 98% |
| Female students | 98% |
| Male students | 98% |
| Black students | 93% |
| Asian students | 98% |
| Hispanic | 95% |
| White students | 99% |
| Students identified as economically disadvantaged | 94% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 89% |
| Students without disabilities | 99% |
| Limited English proficient students | 92% |
| Proficient in English | 99% |
| Not migrant | 98% |
| All Students | 92% |
| Female students | 93% |
| Male students | 91% |
| Black students | 82% |
| Asian students | 94% |
| Hispanic | 78% |
| White students | 96% |
| Students identified as economically disadvantaged | 78% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 66% |
| Students without disabilities | 96% |
| Limited English proficient students | 71% |
| Proficient in English | 96% |
| Not migrant | 92% |
| All Students | 98% |
| Female students | 96% |
| Male students | 99% |
| Black students | 86% |
| Asian students | 100% |
| Hispanic | 93% |
| White students | 99% |
| Students identified as economically disadvantaged | 92% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 96% |
| Students without disabilities | 98% |
| Limited English proficient students | 92% |
| Proficient in English | 98% |
| Not migrant | 98% |
| All Students | 98% |
| Female students | 97% |
| Male students | 98% |
| Black students | 95% |
| Asian students | 99% |
| Hispanic | 94% |
| White students | 99% |
| Students identified as economically disadvantaged | 94% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 91% |
| Students without disabilities | 99% |
| Limited English proficient students | 91% |
| Proficient in English | 99% |
| Not migrant | 98% |
| All Students | 97% |
| Female students | 98% |
| Male students | 97% |
| Black students | 97% |
| Asian students | 99% |
| Hispanic | 94% |
| White students | 98% |
| Students identified as economically disadvantaged | 90% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 90% |
| Students without disabilities | 99% |
| Limited English proficient students | 90% |
| Proficient in English | 99% |
| Not migrant | 97% |
| All Students | 88% |
| Female students | 89% |
| Male students | 87% |
| Black students | 75% |
| Asian students | 90% |
| Hispanic | 76% |
| American Indian students | n/a |
| White students | 92% |
| Students identified as economically disadvantaged | 76% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 59% |
| Students without disabilities | 92% |
| Limited English proficient students | 69% |
| Proficient in English | 91% |
| Not migrant | 88% |
| All Students | 90% |
| Female students | 87% |
| Male students | 93% |
| Black students | 86% |
| Asian students | 92% |
| Hispanic | 74% |
| White students | 95% |
| Students identified as economically disadvantaged | 75% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 81% |
| Students without disabilities | 91% |
| Limited English proficient students | 66% |
| Proficient in English | 94% |
| Not migrant | 90% |
| All Students | n/a |
| Female students | n/a |
| Male students | n/a |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | n/a |
| White students | n/a |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | n/a |
| Limited English proficient students | n/a |
| Proficient in English | n/a |
| Not migrant | n/a |
| All Students | 96% |
| Female students | 97% |
| Male students | 96% |
| Black students | 93% |
| Asian students | 97% |
| Hispanic | 92% |
| White students | 98% |
| Students identified as economically disadvantaged | 91% |
| Not economically disadvantaged | 98% |
| Students with disabilities | 82% |
| Students without disabilities | 98% |
| Limited English proficient students | 89% |
| Proficient in English | 98% |
| Not migrant | 96% |
| All Students | 93% |
| Female students | 91% |
| Male students | 95% |
| Black students | 84% |
| Asian students | 94% |
| Hispanic | 82% |
| White students | 96% |
| Students identified as economically disadvantaged | 77% |
| Not economically disadvantaged | 96% |
| Students with disabilities | 67% |
| Students without disabilities | 96% |
| Limited English proficient students | 79% |
| Proficient in English | 95% |
| Not migrant | 93% |
In 2011-2012 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.
See Virginia's state standards
Source: Virginia 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 7
Grade 8
EOC - All Grades
All students
Female
Male
All students
Black students
Asian students
Hispanic
White students
All students
Students identified as economically disadvantaged
Not economically disadvantaged
Students with disabilities
Students without disabilities
Limited English proficient students
Not limited English proficient
Not migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 58% | 57% | ||
| Asian/Pacific Islander | 20% | 6% | ||
| Hispanic | 15% | 9% | ||
| Black | 6% | 26% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 12% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 20 | N/A | 17 |
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9200 Burke Lake Rd
Burke,
VA 22015
Phone: (703) 426-1000
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