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GreatSchools Rating

Stuart High School

Public | 9-12 | 1791 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
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2011:
Based on 1 rating
2010:
Based on 1 rating

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10 reviews of this school


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Posted August 23, 2011

Both of my daughters attended Catholic school until high school, and then attended JEB Stuart to experience the diversity the school offered. Both were full IB candidates and went on to ACC and SEC schools. They both competed in varsity sports every season for four years, and one of them went onto compete in college. Unlike a lot of Northern Virginia schools, Stuart does have a lot of minority and disadvantaged students, which brings down their average tests scores, but the needs of the best and the brightest are met better than at lilly white schools where there are so many above average kids. Unlike some schools, Stuart manages to raise up the lowest, and push the highest even higher.
—Submitted by a parent


Posted February 6, 2008

Stuart's sports teams are not that good but for the most part the school is pretty good. IB classes are difficult however, as rumored previously on the site, the classes are not just full of all white teens. Thats simply impossible for such a diverse school. The classes are hard but its worth it when you get good grades. Their is plenty of disciplinary action and students usually know their place. In the 10th grade you could take AP Gov., which is a college level course. Honors classes are sometimes called pre-IB, or classes that prepare you for IB in your junior and senior year. A majority of kids speak a second language. A highly recomendable school.
—Submitted by a student


Posted June 15, 2007

As a 2003 graduate I can with all hosnesty that I received a wonderful education at Stuart. I just graduated with a double-major. I graduated from an academically-challenging university and although I may have complained about the high school while a student there, I can now see what a great education I received. I took some IB classes and did well there academically , but the true lessons to be learned there were of lessons in humanity. We survived the sniper attacks and 9/11 and the school taught us to lean on eachother, not to lash out at one another. I am a better person for attending Staurt. In fact, I had a full ride to the university of my choice. The topic of my entrance interview? International relations. How appropriate for a Stuart graduate!


Posted February 25, 2007

I have only recently fully retired from substituting at Stuart. I taught full time (Government and ESL social studies classes) for 10 years and substituted, only at Stuart, for another ten years. Overall, it is the finest school I served in my 40 plus years of teaching. Given the diverse nature of the school, teachers have to be open-minded, fair, and extremely patient. I have a Ph.D. and more than forty years' teaching experience in small towns and urban environments. If I had a high-school-aged child, I would prefer to have him/her at Stuart over any other Fairfax County school except Thomas Jefferson.
—Submitted by a teacher


Posted February 20, 2006

JEB Stuart HS has a very diverse student population. The school administration has made great strides in raising the level of basic academic achievement for the student body. Stuart has the IB Diploma high option and also offers AP courses. Student participation in athletics is weak, probably due to the diversity of the student body. The school could also do a better job of developing and encouraging a culture of participation. The award-winning principal, Dr. Mel Riddle (NASSP/Met Life Principal of the Year for the U.S.) is moving to T.C. Williams HS for the 2006-2007 school year. A successor has not yet been found.
—Submitted by a parent


Posted August 29, 2005

Here's what I have to say about Stuart. Its what you make of it. One review said, 'white kids will find it hard to connect with anyone similar to them during school hours, unless they are in IB classes .' Thats... to be nice, close minded. I made the best friends I could have and always had people to rely on. I dont think being white meens I have to join IB and hang out with white kids. Thats why Stuart was a great school. The only divisions are the ones made by the divided. I was in every group I wanted to. As for extra curricular activities, the school was more than generous if you wanted to start your own club. One girl started a kniting club, and was even given a scholarship for it.
—Submitted by a former student


Posted July 29, 2005

If you wanted a real breakdown of this institution, you've got it. This review comes from the perspective of an Asian-American rising junior who is fully enrolled in IB and excelling in all the internationally acclaimed 'rigors' of the IB program. OK, so with that tidbit of background info, I believe Stuart is mediocre at best. Stuart is not the 'melting pot' that President Bush proclaimed it to be during his televised visit to our supposed 'breakthrough' school. Though it is true that Stuart is wonderfully diverse, there is great disparity among the students. As with any public school, the low-income students, do not intermingle with the upper-bracket folks. Additionally, ethnically the students are inclined to conglomerate with their own races. However, I don't view this as a bad thing but the public eye tends to shun this behavior.
—Submitted by a student


Posted March 30, 2005

JEB Stuart is an OK school. The academic program is said to be very good but from being in the classes it doesn't look like any of the other students care. The after school programs are pretty good. They have a huge variety of extracurricular activies and many sports. It doesn't really seem like the parents are involved that much. Sometimes I see a parent volunteer in the library and parents call to students houses for sports. Overall it's a good school.
—Submitted by a student


Posted December 17, 2004

My son is has attended a year and a half. If he wasn't in sports, he'd have few to talk to (teams are community spirited and coaches are dedicated graduates of the school). There are only 13% white kids and white kids will find it hard to connect with anyone similar to them during school hours, unless they are in IB classes (but good luck getting in them, some staff say simply sign up and others say 'you have to be recommended by your last teacher!'). It appears from knowing families from zoned elementaries that many families fled to other schools unless their kids had learning/emotional disability issues. It is hard to find stellar performers there now, unlike 20 years ago.
—Submitted by a parent


Posted August 10, 2003

The best part about this school is the diversity. Yeah, once you're there, you'll hear it over and over and over, but it really is great. It teaches you patience, tolerance and understanding in a way that few other schools can match. Most of the teachers are good, the IB program is a definite plus, and the sports aren't the bottom of the barrel. Plenty of cool and interesting clubs to join, however, beware the administration. The guidance staff is definitely lacking, as their turnover rate seems so high as to be alarming, and you'll rarely find a counselor that's not being contradicted by a different counselor. (Best plan of action is to get any sort of long term plan (like summer school or something) approved by the head of guidance, and signed. This way, if they should suddenly be replaced, you'll have proof that the last counselor really told you to do these things) The principal seems to wander around, unaware of how his school is run, and very distant from the student body (never actually saw him interact with any students) but thankfully, the secretaries seem to know what's going on. The security staff is usually friendly (as long as you're not breaking rules) and school lunch is... school lunch. There are vending machines, at least. My strong suggestion: bring your own. Definite plus: fresh baked cookies. On the upside: lots of neat electives you can take, like video editing, computer programming and fashion marketing. After four year, it'll leave a mark. For most people, it's a good one.
—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.

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.

See Virginia's state standards

Source: Virginia Department of Education

Algebra I

The state average for Algebra I was 75% in 2012.

259 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
82%

2010

 
 
90%

2009

 
 
83%

2008

 
 
94%
Algebra II

The state average for Algebra II was 69% in 2012.

382 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
87%

2010

 
 
94%

2009

 
 
88%

2008

 
 
94%
Biology

The state average for Biology was 92% in 2012.

433 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
87%

2010

 
 
84%

2009

 
 
80%

2008

 
 
82%
Chemistry

The state average for Chemistry was 93% in 2012.

405 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
82%

2010

 
 
86%

2009

 
 
81%

2008

 
 
76%
Earth Science

The state average for Earth Science was 90% in 2012.

181 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
97%

2010

 
 
95%

2009

 
 
90%

2008

 
 
94%
English: Reading

The state average for English: Reading was 94% in 2012.

368 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
98%

2010

 
 
91%

2009

 
 
92%

2008

 
 
93%
English: Writing

The state average for English: Writing was 93% in 2012.

379 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
96%

2010

 
 
94%

2009

 
 
90%

2008

 
 
93%
Geometry

The state average for Geometry was 74% in 2012.

436 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
78%

2010

 
 
81%

2009

 
 
87%

2008

 
 
90%
Virginia and United States History

The state average for Virginia and United States History was 85% in 2012.

391 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
83%

2010

 
 
96%

2009

 
 
94%

2008

 
 
96%
World Geography

The state average for World Geography was 85% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a
World History I

The state average for World History I was 84% in 2012.

254 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
67%

2010

 
 
85%

2009

 
 
91%

2008

 
 
89%
World History II

The state average for World History II was 85% in 2012.

403 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
73%

2010

 
 
91%

2009

 
 
87%

2008

 
 
89%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students43%
Female students47%
Male students40%
Black students54%
Asian students67%
Hispanic31%
White students62%
Students identified as economically disadvantaged40%
Not economically disadvantaged56%
Students with disabilities17%
Students without disabilities52%
Limited English proficient students39%
Proficient in English56%
Not migrant43%

Algebra II

All Students52%
Female students47%
Male students56%
Black students35%
Asian students67%
Hispanic43%
White students60%
Students identified as economically disadvantaged41%
Not economically disadvantaged69%
Students with disabilities40%
Students without disabilities53%
Limited English proficient students44%
Proficient in English57%
Not migrant52%

Biology

All Students85%
Female students88%
Male students83%
Black students85%
Asian students90%
Hispanic80%
White students93%
Students identified as economically disadvantaged81%
Not economically disadvantaged95%
Students with disabilities65%
Students without disabilities89%
Limited English proficient students78%
Proficient in English95%
Not migrant85%

Chemistry

All Students67%
Female students69%
Male students65%
Black students50%
Asian students80%
Hispanic56%
White students87%
Students identified as economically disadvantaged57%
Not economically disadvantaged85%
Students with disabilities44%
Students without disabilities71%
Limited English proficient students57%
Proficient in English77%
Not migrant67%

Earth Science

All Students88%
Female students83%
Male students92%
Black students84%
Asian students96%
Hispanic83%
White students93%
Students identified as economically disadvantaged84%
Not economically disadvantaged94%
Students with disabilities68%
Students without disabilities91%
Limited English proficient students80%
Proficient in English92%
Not migrant88%

English: Reading

All Students92%
Female students93%
Male students90%
Black students77%
Asian students96%
Hispanic90%
White students96%
Students identified as economically disadvantaged88%
Not economically disadvantaged96%
Students with disabilities60%
Students without disabilities97%
Limited English proficient students84%
Proficient in English96%
Not migrant92%

English: Writing

All Students93%
Female students96%
Male students91%
Black students87%
Asian students96%
Hispanic91%
White students97%
Students identified as economically disadvantaged91%
Not economically disadvantaged96%
Students with disabilities72%
Students without disabilities97%
Limited English proficient students89%
Proficient in English96%
Not migrant93%

Geometry

All Students54%
Female students55%
Male students53%
Black students45%
Asian students65%
Hispanic44%
American Indian studentsn/a
White students76%
Students identified as economically disadvantaged48%
Not economically disadvantaged67%
Students with disabilities27%
Students without disabilities60%
Limited English proficient students45%
Proficient in English65%
Not migrant54%

Virginia and United States History

All Students77%
Female students72%
Male students83%
Black students70%
Asian students83%
Hispanic67%
White students91%
Students identified as economically disadvantaged67%
Not economically disadvantaged93%
Students with disabilities49%
Students without disabilities82%
Limited English proficient students57%
Proficient in English91%
Not migrant77%

World Geography

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/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
Not migrantn/a

World History I

All Students66%
Female students58%
Male students73%
Black students74%
Asian students88%
Hispanic52%
White students88%
Students identified as economically disadvantaged61%
Not economically disadvantaged85%
Students with disabilities48%
Students without disabilities71%
Limited English proficient students60%
Proficient in English81%
Not migrant66%

World History II

All Students75%
Female students71%
Male students78%
Black students66%
Asian students83%
Hispanic66%
White students90%
Students identified as economically disadvantaged68%
Not economically disadvantaged86%
Students with disabilities54%
Students without disabilities78%
Limited English proficient students66%
Proficient in English84%
Not migrant75%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic 44% 9%
White 28% 57%
Asian/Pacific Islander 18% 6%
Black 10% 26%
American Indian/Alaska Native 0% 0%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/A33%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 19N/A17
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

3301 Peace Valley Ln
Falls Church, VA 22044
Phone: (703) 824-3900

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