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Teacher quality
Principal leadership
Parent involvement
This school was my daughter's base school, before she transferred to another AAP based school. Although she enjoyed this school, she readily says to me that she likes her current school much more. I believe that this school has excellent parent involvement, but a poor leadership quality. Some of the teachers were quite impressive, but most nowadays hold a very weak and disrespectful rein on their students.
—Submitted by a parent
CES has an amazing staff! The school is very diverse and welcoming. I can't imagine any of the staff allowing a child to be treated badly. Fantastic activities and wonderful learning enviroment. I consider my kids to be blessed to attend such a fantastic school.
—Submitted by a parent
I strongly disagree with the discrimination statement that was made by a previous parent. My children are of color and have NEVER been treated any differently. We absolutely love this school. In fact, we had debated moving this summer and decided not to because we loved our school so much. I think that some people just use the race card as a fallback and it's getting old. Please visit the school and form your own opinion. This is an absolutely fantastic school!!!
—Submitted by a parent
We are relocating from Houston, TX and I thank everyone for their insight. If I have to read more than one comment on insensitivity of colored children its one toooo many. Knowing my husband, there would be media coverage and a law suit! Thanks, guess we will keep looking. Pray things get better for those there.
Parents please do your research before enrolling your child into this school as a previous parent wrote, the discrimmination is high in this school so all I can say is please pleaseplease, talk to the parents around the community and draw your own conclusion but , with my experience with the school and some others, we have experienced discrimminationwith our children and in this day and age you would think this sort of thing would end. now their exposing our children to it.
—Submitted by a parent
Mr. Young is a fantastic principal. The school is wonderfully diverse and I've never seen any of the discrimination another reviewer spoke about. I'm very happy to send my children to Centreville Elementary.
—Submitted by a parent
You will not find a more exciting, diverse or innovative learning community for your child. I have been a CES parent for the last 10 years and I can say without a doubt that our current principal and assistant principals are amazing. In the last 4 years with our new administration the school has gone from a good school to an exceptional place to send your kids. The teachers are wonderful and very engaged.There is a focus on hands on learning including outdoor learning spaces and a native garden that the kids created and help maintain. Truly a wonderful school community.
—Submitted by a parent
We are just finishing year 2 with a new principal-many of the older comments are referencing a previous principal.
—Submitted by a parent
I have to agree with the older comments about discrimination and insensitivity. I have two children in this school. I am fortunate that one has a great teacher, but my other child has been discouraged from the beginning by a teacher that clearly did not want him to succeed.
—Submitted by a parent
We love the school! We have had exceptional teachers and have been very happy with the curriculum. Having worked in the classrooms for two years in a row, I have seen how top notch the teachers are working at this school. The people in this school love and care for children. They are good at what they do. What else can you ask for?
—Submitted by Proud Parent, a parent
Great school - The majority of the teachers and staff are truly excellent. The Principal hires great teachers but he is terribly unresponsive and has dropped the ball on the only two occasions we have tried to work with/through him. If you have an issue it is better to go directly to the teacher.
—Submitted by a parent
I am a parent volunteer at Centreville Elementary, and I am at this wonderful school twice a week for an hour each day. I also pop in regularly and have observed events and everyday routines in many classrooms. I watch these teachers guide their students, interact with them and discipline them, and I know that my own sons are left in caring, competent hands. This school has pull out programs and classroom inclusive programs to assist students who may need extra help. It is true that the students do not always like being pulled from class, but I appreciate how this school has plans in place to help kids who are falling behind. If you walk through the halls in this school, you will see that nearly all students and teachers have smiles on their faces, and to me, that sets the stage for a positive learning environment!
—Submitted by a parent
I feel those other ratings are harsh, but probably have merit based on personal experience. My 2 children have had outstanding teachers for 3 years running. Parents need to understand this school has a STRONG special needs program, which may impact test scores. Inclusion classes enrich the strong kids by letting them assist and lead other children; and, lend stength and comfort to those children that need encouragement or confidence building. Teachers have an open door policy, book fairs, extra-curricular activities, teachers often loop up to the next grade, some teachers team-teach. It's really a great school!
—Submitted by a parent
I think it is horrible that parents view the teachers and principals at this school and others as the ememy. The staff at Centreville, like most schools are here for the children and went into this line of work for their love of children. I feel very strongly that we should hold our children accountable for their actions and teach them to be better people, like these educators try to do. Instead of criticizing, perhaps we should thank our educators for teaching and shaping our children every day for numerous hours, and little pay.
—Submitted by a parent
Sincerely, I was very surprised to read the previous negative comments. Yes, the academic atmosphere at this school is very poor! The staff is highly insensitive to the needs of the children especially boys. I feel that entire staff and principal could use more development in reaching parents. I am quite surprised that this school hasn't been investigated for the practices against 'certain' families. I would not recommend this school for anyone's child. Centreville Elementary School - As it is under the current leadership of the principal and assistant principal who are clearly insensitive to the needs of children of color. I hope that more parents speak out about the injustices that are currently and previously have taken place. No student should have to sit in an office for behavior. Trust me - when I say that this school has significantly displayed unfair practices to boys and minorities.
—Submitted by a parent
My daughter is in the 5th grade at Centreville and we love this school. Everyone working at the school is kind, helpful and understanding As for the other reviews, homework does have set rules with grade level and amount of time to spend on homework. Talk, handwrite a note or send an email to the teacher. They are very understanding and want to work with your child and you. All you have to do is ask. This school has helped form my daughter into a wonderful child. We could have not asked for a better school. Thanks!
—Submitted by a parent
The Principal is a kind man... Asst Principals are grossly incompetent (avoid them!) There are a few exceptional teachers. A couple of teachers clearly discriminate against boys. Music is very good. PE one good and one bad. Don't look here for sound reading, writing and math instruction. Research the teachers carefully or your in for a long and painful year!
—Submitted by a parent
When we first moved here we looked a lot of Diffrent schools. We were going to go into a private Catholic School because thats how both my parents were raised. When we saw the test scores, Extra activities, staff and the price we where shocked. Right then and there that was out of the picture. So we looked at some houses in the FairFax County School District, and we found this great house. We didn't know much about the school so that was a worry to us. The teachers are fair and fun the principal is understanding and the staff is great. Unfortunally when we had to move I was heart broken. The kids loved it there and I don't think theres any other public school better!
—Submitted by a former student
Not very satisfied with the Principles or the teachers at this school, very unfair to their students. 3rd graders are doing 2 hours of homework a night. If your children need extra help, special ed etc... and are pulled out of class then the teachers will punish the children and make them stay in for recess or miss other fun activities to make up homework. Principles are very unfair, kids are punished for doing the right thing, telling on someone else who has hit them, defending themselves when hit first. I'm very unhappy with this school and will be speaking to the School Board this Summer.
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 state average for English: Reading was 86% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 87% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Math was 64% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 90% in 2012.
117 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 88% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 84% in 2012.
2012
The state average for Math was 70% in 2012.
109 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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 87% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 89% in 2012.
2012
The state average for Math was 67% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 88% in 2012.
142 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.
138 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 86% in 2012.
2012
The state average for Math was 74% in 2012.
147 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 | 86% |
| Female students | 89% |
| Male students | 83% |
| Black students | 92% |
| Asian students | 90% |
| Hispanic | 57% |
| White students | 87% |
| Students identified as economically disadvantaged | 85% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 80% |
| Students without disabilities | 86% |
| Limited English proficient students | 74% |
| Proficient in English | 92% |
| Not migrant | 86% |
| All Students | 94% |
| Female students | 92% |
| Male students | 95% |
| Black students | 86% |
| Asian students | 100% |
| Hispanic | n/a |
| White students | 94% |
| Students identified as economically disadvantaged | 93% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 75% |
| Students without disabilities | 96% |
| Limited English proficient students | 100% |
| Proficient in English | 92% |
| Not migrant | 94% |
| All Students | 78% |
| Female students | 74% |
| Male students | 81% |
| Black students | 67% |
| Asian students | 90% |
| Hispanic | 47% |
| White students | 77% |
| Students identified as economically disadvantaged | 72% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 40% |
| Students without disabilities | 83% |
| Limited English proficient students | 74% |
| Proficient in English | 80% |
| Not migrant | 78% |
| All Students | 92% |
| Female students | 94% |
| Male students | 91% |
| Black students | 85% |
| Asian students | 95% |
| Hispanic | n/a |
| White students | 94% |
| Students identified as economically disadvantaged | 94% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 83% |
| Students without disabilities | 93% |
| Limited English proficient students | 94% |
| Proficient in English | 92% |
| Not migrant | 92% |
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 | 95% |
| Female students | 94% |
| Male students | 95% |
| Black students | 100% |
| Asian students | 88% |
| Hispanic | 96% |
| White students | 100% |
| Students identified as economically disadvantaged | 97% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 95% |
| Students without disabilities | 95% |
| Limited English proficient students | 91% |
| Proficient in English | 97% |
| Not migrant | 95% |
| All Students | n/a |
| Students with disabilities | n/a |
| Not migrant | n/a |
| All Students | 78% |
| Female students | 77% |
| Male students | 79% |
| Black students | 58% |
| Asian students | 88% |
| Hispanic | 70% |
| White students | 83% |
| Students identified as economically disadvantaged | 63% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 39% |
| Students without disabilities | 86% |
| Limited English proficient students | 77% |
| Proficient in English | 78% |
| Not migrant | 78% |
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 | 94% |
| Female students | 96% |
| Male students | 92% |
| Black students | n/a |
| Asian students | 96% |
| Hispanic | 81% |
| White students | 97% |
| Students identified as economically disadvantaged | 84% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 69% |
| Students without disabilities | 97% |
| Limited English proficient students | 83% |
| Proficient in English | 97% |
| Not migrant | 94% |
| All Students | 94% |
| Female students | 96% |
| Male students | 93% |
| Black students | n/a |
| Asian students | 96% |
| Hispanic | 81% |
| American Indian students | n/a |
| White students | 98% |
| Students identified as economically disadvantaged | 82% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 73% |
| Students without disabilities | 97% |
| Limited English proficient students | 82% |
| Proficient in English | 98% |
| Not migrant | 94% |
| All Students | n/a |
| Male students | n/a |
| Students identified as economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Proficient in English | n/a |
| Not migrant | n/a |
| All Students | 63% |
| Female students | 61% |
| Male students | 65% |
| Black students | n/a |
| Asian students | 71% |
| Hispanic | 36% |
| White students | 66% |
| Students identified as economically disadvantaged | 50% |
| Not economically disadvantaged | 71% |
| Students with disabilities | 36% |
| Students without disabilities | 69% |
| Limited English proficient students | 46% |
| Proficient in English | 71% |
| Not migrant | 63% |
| All Students | 88% |
| Female students | 90% |
| Male students | 86% |
| Black students | n/a |
| Asian students | 91% |
| Hispanic | 71% |
| White students | 93% |
| Students identified as economically disadvantaged | 72% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 69% |
| Students without disabilities | 90% |
| Limited English proficient students | 72% |
| Proficient in English | 93% |
| Not migrant | 88% |
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 | 95% |
| Female students | 96% |
| Male students | 94% |
| Black students | 95% |
| Asian students | 96% |
| Hispanic | 89% |
| White students | 96% |
| Students identified as economically disadvantaged | 91% |
| Not economically disadvantaged | 96% |
| Students with disabilities | 82% |
| Students without disabilities | 97% |
| Limited English proficient students | 92% |
| Proficient in English | 96% |
| 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 | 89% |
| Female students | 90% |
| Male students | 88% |
| Black students | 76% |
| Asian students | 93% |
| Hispanic | 75% |
| White students | 92% |
| Students identified as economically disadvantaged | 78% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 56% |
| Students without disabilities | 94% |
| Limited English proficient students | 82% |
| Proficient in English | 92% |
| Not migrant | 89% |
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
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 3
Grade 4
Grade 5
Grade 6
Grade 7
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 | 41% | 57% | ||
| Asian/Pacific Islander | 33% | 6% | ||
| Hispanic | 15% | 9% | ||
| Black | 11% | 26% | ||
| American Indian/Alaska Native | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 21% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 20 | N/A | 17 |
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14330 Green Trails Blvd
Centreville,
VA 20121
Website: Click here
Phone: (703) 502-3500
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