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GreatSchools Rating

Culpeper County High School

Public | 9-12 | 1012 students

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Community Rating

3 stars


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23 reviews of this school


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Posted April 3, 2009

Wow. i must say i love CCHS this year. Yes i am a very active student from three varsity sports and several other after school activities i couldnt ask for much more. I mean lack of money is always hard (especially when it seems like EV is getting everything they ask for) but from the crowded last year to this year, devotion and pride seems to have come alive. I love my teachers, some more than others but that is nothing new. CCHS wants to help its students in school. Athletics may not be the best, but we lost all our star athletes and the young people like me have a chance to step up and become leaders. It may seem like things are turning for the bad at CCHS based on sports, but this year seems to almost be a new and improved school
—Submitted by a student


Posted August 24, 2008

I have been in Culpeper for a couple of years and what I see is the biggest problem is the school board. The members do not listen to the teachers or the community. They tend to do whatever they want. I see the teachers trying to do their jobs, but everyone else make it difficult for them ... this explains why good teachers do not stay here.
—Submitted by a teacher


Posted July 26, 2008

Now i see that some people on here are bashing my school and career academy. I know that culpeper high is a hick school but i don't think your giving it credit. Yes when i was in school (2005 graduate) it was very crowded and teachers were to busy but i enjoyed it for the most part because there are teachers out there that made it fun and career academy was hard and idiotic at some times but damn if it hasent taught me to handle my self in corporate or some kind of job situation. I am calm cool and collected and hardly say ummm in speeches because of that those classes. I am glad i stuck with CA. So y'all just back off my school give those people some credit.
—Submitted by a student


Posted April 7, 2008

I attended CCHS all four years and I didn't come out of it with a warped education. I know first hand how hard it is to get administration to do anything, but I learned that if you bug them every morning then they get fed up with you and get it done. I'm not saying that that's a great way to do something, but it works. I learned how to get things done for myself. The teachers are wonderful. I loved almost every teacher that I had. There are plenty of opportunities for people to excell, it just takes a bit of work, which is the reason I had many of my friends and peers tell me that they weren't going to take the AP and honors courses that were offered, and even more from the people who said they weren't going to the newly established governor's school. Motivation is needed!


Posted March 28, 2008

I am one of those detractors of CCHS. I have had 2, going on 3 at that school and they've done well with no thanks to the school board, administrators or the counseling staff. Some of the teachers have been very good. A number have been very bad. Clearly the post by the teacher, Mr. W, relative to career academy is totally subjective. It has been very meaningful to those kids who've chosen those two tracks. Any problems with career academy has been due to teachers who are not involved in that program doing their best to undermine its success. Hopefully, the overcrowding will be ameliorated with the opening of Eastern View High School, but we'll still have to deal with poor leadership from superintendent and school board.
—Submitted by a parent


Posted November 8, 2007

lots of drama, lots of fights, arguing with teachers, old equipment, the average school.
—Submitted by a student


Posted May 14, 2007

I am a new resident to Culpeper and I have a jr in Culpeper HS, I really wasn't impressed on how the school operated in transfers. My son was out of school for a week because they wouldn't let him start until they received his records from him previous school 1st. I was told that this was because of the overcrowding... Now that he is in school, I have to say that his teachers have made an good impression on me. They are interested in my child and have made every effort to stay in touch with me concerning my child.
—Submitted by a parent


Posted May 3, 2007

Okay I am a graduate of CCHS and I just want to say that its a nice school, it may be very crowded but teachers provide a great learning experience and extracurricular activities are amazing. . .and who can forget about the sports. . .
—Submitted by a former student


Posted October 12, 2006

What a joke!! Overcrowded, rude students and many ill equipped teachers, are just the beginning of how to describe this school. Wanting to stay in Culpeper and having a good education for our children are never going to coincide. We have been involved continuously in our children's growth, development and education. I do not blame the board of supervisors from continuously not wanting to give tax money to the school system, when it is completely evident that the school board is intent on wasting it.
—Submitted by a parent


Posted August 14, 2006

Having had two children attend this school, I would not recommend it. It is understaffed, lacking in diversity of study and uninterested in anything but maintaining order in an overcrowded environment. By carefully selecting teachers, one can get a decent education, but it isn't easy. The teachers are underpaid and under appreciated. The counseling staff seems too overwhelmed to give much pro-active assistance to students. Heaven help the kids who don't have educated and/or involved parents -- they'll sink like stones in this school. The best and brightest will do fine, but woe to the rest.
—Submitted by a parent


Posted August 10, 2006

Having two students currently attending the high school, I have two different points of view. During the last school year both of my children had a difficult year. One of my children applies herself at school with great effort while my other child extremely dislikes school. Last school year my daughter had a problem with a teacher and going through several avenues that problem still ended up not being solved. I have no problem with the school, the discipline problem is not the responsibility of the teachers that right was taken away with the removal of the paddle. Discipline begins in the home. Once in a while give these teachers the benefit of doubt, because children do have a tendancy to tell tall tales in order to involve taking responsibility for any wrong they do. Parents need to support the teachers and correct their children instead of coddling them.
—Submitted by a parent


Posted March 23, 2006

Detractors of CCHS should learn how to spell. One error is excusable but trying to deplore an educational institution while bastardizing the English language discredits everything. Moreover, I am a teacher at Culpeper County High School. It houses around 2200 students and that number will go up to 2400 next year. The school has to put up with the 'the powers that be' not adequately funding the school. Six administators are supposed to oversee 2200 children. Yes communication is an issue. Yes discipline is an issue. But that comes with an exponentially increasing county. However, if your child exhibits an interest in learning there are a multitude of AP and Honors Courses available, more than most districts. Career Academy is a joke, and Orwellian 101 tactics don't allow teachers to voice their disdain with the program, but most of the teachers care, and try to make best with what they have.
—Submitted by a teacher


Posted December 14, 2005

I'm a freshman at Culpeper County High School and I have had 3 other siblings gradute from this high school. Overall this school is pretty good, but when you get in trouble once your on the bad side of the staff and you always have staff asking you and accusing you of things. And when your on a sports team they give you a hard time also and put even more pressure on you.
—Submitted by a student


Posted August 27, 2005

With a long history with Culpeper County School System I have seen many changes as well. I attended CCHS and I've had 2 kids to graduate from CCHS in 2000 and 2003, both of my kids are currently attending Lord Fairfax Comm. College and Stratford Univ. and have a 3.5 GPA. So without saying, CCHS staff must of done something right. By the way I am not affiliated with the officials or prestigious of Culpeper, just a former student and Mom of 2 CCHS graduates. And my last remark would be: Parents are responsible for selecting the environment their child will be exposed to and if the appropiate measures were taken in educating yourselves about the school system in Culpeper County, you would of known prior to enrolling your child in this school system. So let this be a like it, leave it, or go to private.
—Submitted by a former student


Posted April 23, 2005

Let's be realistic Culpeper is the south, for those of us who have moved here from the north although we know geography this is still a rude awakening. The town itself is racist but with a smile. This attitude extends to the classroom as well. Many of the minority students are targeted as below par students. Even disiplinary referals include a box to identify race. One of the primere educational programs at the High School is the Career Academy. This program is deplorable, a farce, a joke don't put your child in it. The program should promote and enhance career development instead it frustrates the youth and gives local businesses an oportunity to toot there horn without truly helping the students. The students leave the program despondent because of waisting their time. I've been here 12 years the system is a shambles.
—Submitted by a parent


Posted March 25, 2005

I am a parent of a 11th grade son. We moved from PW Co. This is the worst run school I have ever been involved in. They do not have the students best interests at heart. I have had no good responses from any parents. I am in the process of relocating my son. I also have 2 more children they will not attend CCHS.
—Submitted by a parent


Posted October 4, 2004

I am a new student at cchs, comparing cchs to my old school I would have to rate cchs as the poorest high school I've ever seen. I used to go to nearby Liberty High School (lhs) in Bealeton, VA (lhs is about 100 times better than cchs). Cchs is an overcrowded, noisy, disgusting, and in some areas (such as the gym, rotc and agriculture rooms.)Not airconditioned. this school has a capacity of 1500, how come our enrollment is over 2000? The school board members aren't the ones who have to live through this mess everyday, so they need to stop slacking and get a plan. I am not proud to attend this school.
—Submitted by a student


Posted July 1, 2004

Culpeper County High School has many excellent teachers and school leaders. The level of student achievement has steadily been improving, but the school is way overcrowded. The biggest problem locally is with the County Board of Supervisors, who do not understand or appreciate what it takes in terms of resources to operate an excellent school. I learned that the per pupil expenditure in Culpeper is below all other surrounding counties. The apparent attitude of the Board of Supervisors is to keep taxes low at the expense of the children. They need to get on board an build a new high school!
—Submitted by a parent


Posted May 20, 2004

I just finished reading the comments of disappointed parents about the 'terrible' CCHS. My daughter graduated last year and my son will graduate this year from CCHS. Both of my children liked the teachers and the administration, both received a good education. One attends college, the other will in the near future. I am disgusted about the lack of parental involvement during school functions like parent-teacher-meetings/conferences, open house, etc. and disrespect of education shown by parents through their children. Don't lean back, run a big mouth about bad teachers or administrators if you fail your own child at home. Education starts at home, teach your child reponsibility and respect. I think parents should be held accountable for their non-existing interest in education. You made the choice to have children, you as parents have to raise them, not the schools.
—Submitted by a parent


Posted May 1, 2004

We moved to the country for quality of life. Little did we know we would be sacrificing the quality of education for our children. Our oldest daughter endured this underperforming school and we will always regret that. Not only will the county not build another high school which is desperately needed (they don't want to dillute the football team by having a second school; god forbid they not win the division in football...)but they will also not provide any public parks, recreation areas, or anything that would enhance the quality of life for the citizens who pay their taxes each year. Not to worry, because this will not happen to my other two children as we are leaving this area for good. The good ole boys can have their football team and Pabst Blue Ribbon all to themselves. I'm going for the education for my kids...
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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.

239 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
70%

2011

 
 
89%

2010

 
 
82%
Algebra II

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

191 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
84%

2010

 
 
96%
Biology

The state average for Biology was 83% in 2013.

242 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
93%

2011

 
 
92%

2010

 
 
85%
Chemistry

The state average for Chemistry was 86% in 2013.

161 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
98%

2011

 
 
97%

2010

 
 
98%
Earth Science

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

271 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
91%

2011

 
 
92%

2010

 
 
90%
English: Reading

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

252 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
91%

2010

 
 
93%
English: Writing

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

248 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
91%

2011

 
 
90%

2010

 
 
76%
Geometry

The state average for Geometry was 76% in 2013.

239 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
58%

2011

 
 
81%

2010

 
 
79%
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.

259 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
80%

2011

 
 
73%

2010

 
 
94%
World Geography

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
World History I

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

273 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
82%

2010

 
 
94%
World History II

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

210 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
79%

2011

 
 
82%

2010

 
 
91%
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 Students71%
Female students79%
Male students63%
Black students61%
Asian studentsn/a
Hispanic67%
Multiracialn/a
White students73%
Students identified as economically disadvantaged63%
Not economically disadvantaged77%
Students with disabilities32%
Students without disabilities75%
Limited English proficient students56%
Proficient in English72%

Algebra II

All Students64%
Female students63%
Male students65%
Black students44%
Asian studentsn/a
Hispanic46%
Multiracial80%
White students66%
Students identified as economically disadvantaged49%
Not economically disadvantaged68%
Students with disabilitiesn/a
Students without disabilities64%
Limited English proficient studentsn/a
Proficient in English64%

Biology

All Students88%
Female students88%
Male students88%
Black students79%
Asian studentsn/a
Hispanic81%
Multiracialn/a
White students91%
Students identified as economically disadvantaged82%
Not economically disadvantaged91%
Students with disabilities69%
Students without disabilities89%
Limited English proficient studentsn/a
Proficient in English89%

Chemistry

All Students83%
Female students80%
Male students86%
Black students53%
Asian studentsn/a
Hispanic67%
Multiracialn/a
White students89%
Students identified as economically disadvantaged83%
Not economically disadvantaged82%
Students with disabilitiesn/a
Students without disabilities83%
Limited English proficient studentsn/a
Proficient in English82%

Earth Science

All Students80%
Female students80%
Male students79%
Black students62%
Asian studentsn/a
Hispanic54%
Multiracialn/a
White students86%
Students identified as economically disadvantaged60%
Not economically disadvantaged89%
Students with disabilities50%
Students without disabilities82%
Limited English proficient students42%
Proficient in English81%

English: Reading

All Students89%
Female students89%
Male students89%
Black students79%
Asian studentsn/a
Hispanic70%
Multiracialn/a
White students93%
Students identified as economically disadvantaged81%
Not economically disadvantaged92%
Students with disabilities41%
Students without disabilities92%
Limited English proficient studentsn/a
Proficient in English89%

English: Writing

All Students87%
Female students85%
Male students88%
Black students73%
Asian studentsn/a
Hispanic63%
Multiracialn/a
White students93%
Students identified as economically disadvantaged70%
Not economically disadvantaged93%
Students with disabilities78%
Students without disabilities87%
Limited English proficient studentsn/a
Proficient in English88%

Geometry

All Students73%
Female students72%
Male students74%
Black students36%
Asian studentsn/a
Hispanic68%
Multiracialn/a
White students81%
Students identified as economically disadvantaged54%
Not economically disadvantaged83%
Students with disabilities29%
Students without disabilities77%
Limited English proficient studentsn/a
Proficient in English74%

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 Students86%
Female students87%
Male students85%
Black students68%
Asian studentsn/a
Hispanic87%
Multiracialn/a
White students90%
Students identified as economically disadvantaged75%
Not economically disadvantaged90%
Students with disabilities47%
Students without disabilities89%
Limited English proficient studentsn/a
Proficient in English86%

World Geography

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilitiesn/a
Limited English proficient studentsn/a
Proficient in Englishn/a

World History I

All Students87%
Female students88%
Male students86%
Black students81%
Asian studentsn/a
Hispanic78%
Multiracialn/a
White students88%
Students identified as economically disadvantaged78%
Not economically disadvantaged91%
Students with disabilities56%
Students without disabilities89%
Limited English proficient students77%
Proficient in English87%

World History II

All Students80%
Female students73%
Male students86%
Black students65%
Asian studentsn/a
Hispanic71%
Multiracialn/a
White students85%
Students identified as economically disadvantaged66%
Not economically disadvantaged86%
Students with disabilitiesn/a
Students without disabilities80%
Limited English proficient studentsn/a
Proficient in English81%
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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14240 Achievement Drive
Culpeper, VA 22701
Phone: (540) 825-8310

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