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Teacher quality
Principal leadership
Parent involvement
I really like the new principal, but have some concerns. The school brought in a number of new teachers this year. So many of them act as if they don't want to be in the classroom. Given the rigorous academics, why wouldn't the school hire upbeat and motivating instructors? Seriously. I don't understand the choices. Also, as a parent who has dealt with my kids being bullied (not at MEH), I think the school needs a more clear and logical framework for determining when and who should be suspended. It seems that in their zeal to create tighter behavior standards for the kids, common sense and fairness get sacrificed. MEH is a wonderful school, but not without some problems.
—Submitted by a parent
I currently attend George Mason High School, and i attended MEH. I hated MEH with a passion, but I'll try to be objective here. MEH has great educational standards. My middle-school self was always learning new things and had to work for her grades. Like all the Falls Church schools it's competitive. I had some great teachers in sixth grade, a mix in seventh grade, and horrible teachers in fifth grade- I'm honestly sorry they're still employed there. My Spanish teacher was great, but on of the others is supposed to be horrible. From what I've heard and from my own experience, most students hate going there. It's academics might be great but it's a horrible place to attend. I was miserable for my entire three years. When I went there, the school had a huge bullying problem, which admin completely ignored; if you tried getting help with it, they wouldn't. I know from experience. I see they now have an online bullying- reporting form on their website, and if you get bullied, report it. Maybe the new principal is more helpful. Please send your middle schoolers somewhere private if you want your older kids at the high school. I wish I'd been able to go somewhere else for those years.
Falls Church City schools are amazing with the exception of this terrible school. Mount Daniel wonderful, TJ was also very good - teaching is strong in both, and the environment warm and supportive. MEH is like something out of another school district - it's not a "Falls Church" school in any respect. My daughter's teacher this year was terrible - constantly insulting the students and complaining about his job - she didn't learn very much and wasn't happy (nor was anyone else from what I could tell) and the leadership is abysmal - the environment is so different from the other schools in the system, it's really shocking. With the money this school system has (thanks to the sky-high property taxes), they can afford the best - hiring mediocre educators who could work anywhere else is simply inexcusable.
—Submitted by a parent
I agree with an earlier posting. This school has so much potential but the Principal lacks any qualities of a leader. If you go to the principal with an issue she does not know how to handle it and there was never any follow up with things that were suggested at meetings. Special education is hit or miss because there are only two that know what they are doing. All the parents know the good one and the rest -- well good luck. And your child will not be ready for high school. Maybe after this principal leaves things will get better. Let's hope.
—Submitted by a parent
For all of you kids who sent a bad review, well you are wrong! The teachers are very nice now. they give lots of high school experience. All the studies are upgraded to a very high level now. Everybody who goes to this school will succeed in their lives by a high chance.
I am in high school now, and I can tell you, looking back, that I absolutely hated this school. I had only one or two teachers my whole school career there that I felt were supportive and helpful. For the most part, they treated everyone in the school at an elementary school level and never let us gain experiences that would prepare us for the high school. When I moved to the high school in eighth grade, it was a terrible experience; I had none of the skills necessary to move forward. My parents and I had problems with some of the teachers and how they were grouping students in the higher levels, which we brought up to the principal. They did not respond to these complaints at all.
I could not be more impressed with the nurturing and talented teachers at Mary Ellen Henderson; however, the principal's inexperience and lack of judgement in crucial areas considerably hampers the learning environment for students transitioning from elementary to middle school.
—Submitted by a parent
I am so pleased with this school. My 5th grade daughter has went from struggling and hating math to being in the top group with an A + grade. I think this is thanks to the wonderful teachers she has. She is so happy at this school. I was also worried at the begining of the year that she was too young to be going to middle school but it has been a great experience for her. Also, as a parent I have found that there are many opportunities for parent involvement.
—Submitted by a parent
MEHMS is an amazing school with strong leadership, terrific teachers, wonderful extracurricular opportunities and a high level of parent involvement.
—Submitted by a parent
My 7th grade son and I just moved into the Falls Church community in January, and we could not be happier with MEH. He has made many friends quickly. The teachers and parents are welcoming to new students. The curriculum is varied and challenging, but not too difficult. The teachers communicate well with parents and are willing to go the extra mile to help students. We love it here and highly recommend it.
—Submitted by a parent
My son is attending the school, he is very happy, he has become more independent, the group 5-7 is a very nice grouping. I will not change the school, excellent teachers supporting administration and a very warm and friendly enviorement.
—Submitted by a parent
My student will be finishing 7th grade and has attended all 3 years at this school. We had some trepidation with the 5-7 setup at first, but it worked out fine. My student has become more independant and responsible with homework, has earned very good grades (an improvement from elementary school) and had a great time. The setup is very nurturing and the individual grades are housed on separate floors, in separate 'pods'. We've had some wonderful teachers and some not-so-wonderful teachers but I would expect that anywhere. The front office staff is friendly and accomodating. We had some issues with bullying on the bus and it was addressed immediately. In response to previous posts, if you don't want your child to attend an activity at the rec center, simply don't send them! It has nothing to do with the school's performance!!!
—Submitted by a parent
I have to agree with the parents posting on March 15th, that the 5th grade is a realy problem. 10-year-olds are just too young for middle schooll and the Administration is NOT delivering what they promised at the beginning of the school year, that they will operate this grade like elementary school until the students are adjusted. There are many excellent teachers, but without a strong administration, the talents of the strong teachers are not fully blooming.
—Submitted by a parent
MaryEllen Henderson Middle School is a wonderful school environment where our younger middle school students have an opportunity to grow and develop more independence while still in a safe encouraging atmosphere. I love the small size and sense of community. Our SOL and other testing scores are outstanding, but they are not the emphasis of the education. Extra curricular activities are abundantly available and the staff is incredibly supportive of all student endeavors. I have two children attending MEHMS, and I couldn't be happier.
—Submitted by a parent
MEH is a awesome school! It is suituated in a beautiful city and the building which was built in 2005 is very modern featuring its own tv crew that tell the announcements to other students over the tv. My current teachers are encouraging but also provide me with great support. The counsolors are also very good at what they do, meaning they to are also very supportive of me.
—Submitted by a student
MEH is a beautiful facility. The concept of 5-7 has not been successful on many levels primarily because the focus has been on the 'elementary' part vs. the 'middle' part. The children don't transition well to the HS at grade 8. And, the instruction is by no means 'excellent'. I think there are many good teachers there but the overall plan and focus of the administration does not reach out for quality and excellence. And, the integration of parents is welcomed by the teachers at a 1-1 level but not from administration or counselors nor is it welcomed as a 'concept' for school improvement. This school has great potential....someone just needs to seize the moment and bring it to life.
—Submitted by a parent
Both of my children attend this school. I don't like the fact that middle school begins at fifth grade. The younger kids are exposed to too much at such a young age. I am also not impressed with the school administrators. The principal has shown continued inexperience when dealing with bad teachers. Thereby making the students suffer.
—Submitted by a parent
MEH has been wonderful for our family. Teachers and guidance counselors are supportive, and we like the combination of youthful enthusiasm with experience and professionalism. We witness organization (those 'rutines' offer structure), focus, discipline, and fantastic instruction. Much better than previous schools.
—Submitted by a parent
The teachers are generally extraordinary with a couple stark exceptions. The administrators are distant, inconsistent, and do not communicate well with parents on discipline issues. Significant problems appear to be ignored and small issues are blown out of proportion.
—Submitted by a parent
My daughter attended Mary Ellen Henderson last year and LOVED it! The teachers were young, enthusiastic and wholly dedicated to each student's academic growth. I watched in amazement as my daughter evolved from a C student to a B+ student and was thrilled when her math scores on the SOLs soared and reading skills improved dramatically. MEH is the 'gold standard' for middle schools. Parents, keep small annoyances in perspective. You've got it made.
—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.
169 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 87% in 2012.
170 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.
169 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 88% in 2012.
170 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.
178 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.
130 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.
160 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.
59 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 | 92% |
| Female students | 95% |
| Male students | 89% |
| Black students | n/a |
| Asian students | 92% |
| Hispanic | 61% |
| White students | 96% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 94% |
| Students with disabilities | 81% |
| Students without disabilities | 93% |
| Limited English proficient students | 47% |
| Proficient in English | 97% |
| Not migrant | 92% |
| All Students | 92% |
| Female students | 95% |
| Male students | 88% |
| Black students | n/a |
| Asian students | 82% |
| Hispanic | 72% |
| American Indian students | n/a |
| White students | 94% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 94% |
| Students with disabilities | 71% |
| Students without disabilities | 94% |
| Limited English proficient students | 54% |
| Proficient in English | 95% |
| Not migrant | 92% |
| 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 | 89% |
| Female students | 87% |
| Male students | 92% |
| Black students | n/a |
| Asian students | 92% |
| Hispanic | 72% |
| White students | 90% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 90% |
| Students with disabilities | 63% |
| Students without disabilities | 92% |
| Limited English proficient students | 75% |
| Proficient in English | 91% |
| Not migrant | 89% |
| All Students | 95% |
| Female students | 95% |
| Male students | 94% |
| Black students | n/a |
| Asian students | 92% |
| Hispanic | 78% |
| White students | 97% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 96% |
| Students with disabilities | 81% |
| Students without disabilities | 96% |
| Limited English proficient students | 63% |
| Proficient in English | 98% |
| Not migrant | 95% |
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 | 95% |
| Male students | 92% |
| Black students | 73% |
| Asian students | 100% |
| Hispanic | 78% |
| White students | 97% |
| Students identified as economically disadvantaged | 73% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 74% |
| Students without disabilities | 97% |
| Limited English proficient students | 82% |
| Proficient in English | 95% |
| Not migrant | 94% |
| 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 | 92% |
| Female students | 93% |
| Male students | 90% |
| Black students | 70% |
| Asian students | n/a |
| Hispanic | 62% |
| White students | 97% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 93% |
| Students with disabilities | 62% |
| Students without disabilities | 97% |
| Limited English proficient students | 90% |
| 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 | 96% |
| Female students | 93% |
| Male students | 99% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | 77% |
| White students | 99% |
| Students identified as economically disadvantaged | 73% |
| Not economically disadvantaged | 98% |
| Students with disabilities | 71% |
| Students without disabilities | 99% |
| Limited English proficient students | 77% |
| Proficient in English | 99% |
| 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 | 61% |
| Female students | 62% |
| Male students | 60% |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | 38% |
| White students | 63% |
| Students identified as economically disadvantaged | 46% |
| Not economically disadvantaged | 65% |
| Students with disabilities | 44% |
| Students without disabilities | 68% |
| Limited English proficient students | 56% |
| Proficient in English | 63% |
| Not migrant | 61% |
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.
36 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
| All Students | 100% |
| Female students | 100% |
| Male students | 100% |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | n/a |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Students with disabilities | n/a |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 100% |
| Not migrant | 100% |
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 5
Grade 6
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 | 76% | 57% | ||
| Asian/Pacific Islander | 11% | 6% | ||
| Hispanic | 7% | 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 | 5% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 17 |
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7130 Leesburg Pike
Falls Church,
VA 22043
Phone: (703) 720-5700
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