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Teacher quality
Principal leadership
Parent involvement
I'm a current student here, and although I don't like it very much, there's more good than bad. Classes are interesting and challenging; I have harder and more challenging work than any of my friends from other schools, and the classes really make you think. Most teachers are generally helpful and caring, though if you need extra help, you need to ask for it. Going here can be very, very, stressful and not getting enough sleep if a problem. There are definitely a few bad teachers, but studying hard and using the schools many tutoring options can offset that. There is a huge focus on the IB program, and a lot of pressure to do the full diploma. The school has a pretty competitive atmosphere, and a decent amount of cheating, which is really irritating for those of us that are honest. People are welcoming to new kids, and it's easy to find a group you fit in. Some people are definitely snobs and if you don't come from a family with a lot of money, you can feel out of place. There are a lot of chances to get involved, and good variety; join a few things your first year and see what fits you. The principal great and supportive of all the teams, and the counseling department is helpful.
George Mason is an excellent school. Having been in education for over 20 years, I recognize an amazing educational environment. Teachers care about students; the administration works with teachers, parents and students to build a welcoming community; and the IB program is challenging. My only concern is a small group of parents who continue to hound the administration and degrade the school division based on their personal agendas. If you can avoid that group, your children will have a wonderful experience.
—Submitted by a parent
We moved to Falls Church City because of this school. It's a small high school with a real community feel. They have an active IB program, excellent music program, lots of sports teams, great robotics team, foreign language exchange program. Not every teacher is great--no school can say that--but some are really excellent. And the principal always shows up. He's at games, tournaments, concerts; he's outside every single morning greeting the kids as they come into the school.
—Submitted by a parent
If your child is bright and has an IEP then this is a scary place. As a parent you will have to be the case manager and the Administration is much more interested in following the law then helping your child be successful. They will drag their feet all year and do nothing to help you. There is no one to go to for help because the Superintendent will not help you. If you have a child with an IEP I would suggest Arlington or Fairfax. George Mason just fired their best special ed teacher, the only one that really knew what he was doing and had the will to do it. Sad state of affairs there. I suppose the reviews for general education students might be true but I don't enjoy that world, my child is special ed and our experience is so different.
—Submitted by a parent
My child was a student for four years at George Mason. We returned to the US from living overseas so she could attend high school here, and interviewed several public schools that offered the IB program in both Virginia and Maryland. Mason seemed the best of them, and we relocated to Falls Church specifically so she could go there. It was a good choice. She did the IB program and graduated with the full IB diploma. I was struck by the great support she received from the IB program coordinator and the guidance counselors. As a senior, she was accepted at most of the colleges she applied to, and has since flourished at the highly selective college she chose to attend. The challenging academics at Mason certainly played a large role. One of the best public high schools in Northern Virginia, I've no doubt
—Submitted by a parent
Boy, we've moved around alot! One lesson I've learned is that your child feeling like part of the community is crucial! This school is so wonderful! They care about the needs of each student...and they place their resources behind that! I KNOW that firsthand...and as my son has told me, there is a real feeling of belonging. You will find kids from all walks of life..rich, poor, white, not white, driven, lazy...and for the most part, they are accepted. I'm so thankful for this school! We've been through some major challenges before landing here, and I am SO thankful that my son is at George Mason. It's a wonderful balance of academics and social acceptance...so key for our teenage kids.
—Submitted by a parent
Everything about it is great --environment, teachers, students, clubs, creative classes, size-- and it rates while students go on to productive, happy futures. ...Given today's budget issues, we are trying our best not to cut anything-- help us help our school, and all the educators and students in it!
This school is truly amazing. Ever since the day my family stepped in the building it was inclusive. I have learned that a lot of embassy and military children go to Mason so the kids there are very good about including everyone and most importantly the teachers. The guidance department makes transferring very easy. The academics are top notch, one of the most difficult in VA. The sports are great, they won the sports illustrated award for the best sports school in VA beating out much larger schools. The school very much rivals all private schools in academics in fact about twenty kids pay over 14 thousand dollars just to attend Mason. If you are thinking about moving to northern Virginia set up a meeting to tour the school, because this is one of those school that you do not want to miss.
—Submitted by a parent
Even with the recent replacement of principal Mr. Snee, the school did not lose its inclusive atmosphere. With a small student population of 800+ students dispersed throughout 5 grades, teachers are able to work one on one with students. This website is somewhat misleading as GMHS works almost entirely through the IB program, not AP. IB is more challenging as IB grade are determined by both internal and external assesments. The IB Diploma itself requires students to take 7 IB courses, the average AP student only takes 3 or 4 AP classes. However, I stress that AP is not more difficult in terms of workload. GMHS is flawed in that it creates impractical standards. A survey was taken by a senior in 2009 of students that have taken on the full requirements of the IB Diploma. The survey displayed that the average IB student got only 4 hours of
—Submitted by a student
No school is perfect, but Mason has one of the most welcoming environments to be found in a public high school. I have some issues with the IB program, but the teachers, Mr. Snee, and the students all make learning enjoyable, safe, and possible. George Mason will meet students wherever they are. If you really want to learn and stretch yourself, the school will meet you halfway there.
—Submitted by a student
I am so impressed with the school. There is such a friendly and enthusiastic attitude demonstrated by the students and teachers. The scholastics are top notch. I could not imagine more from even top private schools in N.VA.
—Submitted by a parent
The teachers, the curriculum, and general atmosphere of interest in learning prepared me exceptionally for my future studies. In comparing high schools with others during college and grad school, I have found few that prepared others as well as this school prepared me.
—Submitted by a student
There are few words to describe this nurturing and challenging educational community. GMHS ensures the growth and development of every student from the most advanced to the most challenged learner. The administration and teaching staff are committed to the success of the individual and to communicating the joy of lifelong learning.
—Submitted by a parent
This school continues to give my child all the tools to success. As soon as an 8th Grader comes into the High School setting, this school takes the time to acknowledge the change and has set up the Triad Academy, which is course that enables the child to catch up on work and go on at their own pace and get used to the High School Life and pace. George Mason High School really goes out of their way to see their children succeed in their academics.
—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.
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 89% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 88% in 2012.
163 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
2010
2009
2008
The state average for Math was 60% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 92% in 2012.
161 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 | 96% |
| Female students | 99% |
| Male students | 93% |
| Black students | 82% |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 98% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 97% |
| Students with disabilities | 80% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 95% |
| Not migrant | 96% |
| All Students | 96% |
| Female students | 100% |
| Male students | 93% |
| Black students | 100% |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 96% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 96% |
| Students with disabilities | 79% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 96% |
| Not migrant | 96% |
| 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 | 65% |
| Female students | 78% |
| Male students | 55% |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | n/a |
| White students | 68% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 66% |
| Students with disabilities | 24% |
| Students without disabilities | 86% |
| Limited English proficient students | n/a |
| Proficient in English | 63% |
| Not migrant | 65% |
| All Students | 98% |
| Female students | 100% |
| Male students | 96% |
| Black students | 91% |
| Asian students | 93% |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 98% |
| Students with disabilities | 85% |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 97% |
| Not migrant | 98% |
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.
176 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.
168 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Biology was 92% in 2012.
188 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Chemistry was 93% in 2012.
158 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Earth Science was 90% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Reading was 94% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 93% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Geometry was 74% in 2012.
190 students were tested at this school in 2012.
2012
2011
The state average for Virginia and United States History was 85% in 2012.
175 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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History II was 85% in 2012.
174 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 | 94% |
| Female students | 95% |
| Male students | 92% |
| Black students | n/a |
| Asian students | 95% |
| Hispanic | 84% |
| White students | 95% |
| Students identified as economically disadvantaged | 83% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 85% |
| Students without disabilities | 95% |
| Limited English proficient students | 90% |
| Proficient in English | 94% |
| Not migrant | 94% |
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 | 87% |
| Male students | 81% |
| Black students | n/a |
| Asian students | 94% |
| Hispanic | 80% |
| White students | 83% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 85% |
| Students with disabilities | 43% |
| Students without disabilities | 88% |
| Limited English proficient students | n/a |
| Proficient in English | 84% |
| Not migrant | 84% |
| All Students | 99% |
| Female students | 99% |
| Male students | 100% |
| Black students | 100% |
| Asian students | 95% |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 99% |
| Students with disabilities | 100% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 100% |
| Not migrant | 99% |
| All Students | 98% |
| Female students | 98% |
| Male students | 98% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 99% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 98% |
| Students with disabilities | n/a |
| Students without disabilities | 98% |
| Limited English proficient students | n/a |
| Proficient in English | 98% |
| Not migrant | 98% |
| All Students | 97% |
| Female students | 97% |
| Male students | 98% |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | 83% |
| White students | 100% |
| Students identified as economically disadvantaged | 92% |
| Not economically disadvantaged | 98% |
| Students with disabilities | 94% |
| Students without disabilities | 98% |
| Limited English proficient students | n/a |
| Proficient in English | 99% |
| Not migrant | 97% |
| All Students | 98% |
| Female students | 100% |
| Male students | 96% |
| Black students | 92% |
| Asian students | 100% |
| Hispanic | 95% |
| White students | 99% |
| Students identified as economically disadvantaged | 80% |
| Not economically disadvantaged | 99% |
| Students with disabilities | 90% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 99% |
| Not migrant | 98% |
| All Students | 99% |
| Female students | 100% |
| Male students | 97% |
| Black students | 85% |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 99% |
| Students with disabilities | 94% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 99% |
| Not migrant | 99% |
| All Students | 92% |
| Female students | 90% |
| Male students | 93% |
| Black students | 69% |
| Asian students | 92% |
| Hispanic | 94% |
| American Indian students | n/a |
| White students | 93% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 93% |
| Students with disabilities | 55% |
| Students without disabilities | 96% |
| Limited English proficient students | n/a |
| Proficient in English | 92% |
| Not migrant | 92% |
| All Students | 91% |
| Female students | 96% |
| Male students | 86% |
| Black students | 75% |
| Asian students | 100% |
| Hispanic | 89% |
| White students | 92% |
| Students identified as economically disadvantaged | 50% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 55% |
| Students without disabilities | 99% |
| Limited English proficient students | n/a |
| Proficient in English | 91% |
| Not migrant | 91% |
| 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 | 94% |
| Black students | 83% |
| Asian students | 93% |
| Hispanic | 100% |
| White students | 98% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 97% |
| Students with disabilities | 82% |
| Students without disabilities | 98% |
| Limited English proficient students | n/a |
| Proficient in English | 96% |
| Not migrant | 96% |
| All Students | 96% |
| Female students | 94% |
| Male students | 98% |
| Black students | 90% |
| Asian students | 100% |
| Hispanic | 71% |
| White students | 99% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 96% |
| Students with disabilities | 79% |
| Students without disabilities | 98% |
| Limited English proficient students | n/a |
| Proficient in English | 97% |
| Not migrant | 96% |
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 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 | 73% | 57% | ||
| Asian/Pacific Islander | 12% | 6% | ||
| Hispanic | 9% | 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 | 6% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 17 |
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7124 Leesburg Pike
Falls Church,
VA 22043
Phone: (703) 248-5500
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