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GreatSchools Rating

Franklin High School

Public | 9-12 | 326 students

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Community Rating

3 stars


Teacher quality

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Parent involvement

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13 reviews of this school


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Posted June 20, 2010

I loved going to Franklin. Everyone got a long, a lot of diversity in the people, and the teachers helped you as much as they could. They also encouraged you to do things outside of school that you were good at like write an article to the local newspaper or sell some of your art work. We had groups like DECA, SADD, HOSA, Latin & Spanish Clubs, among a few others. Then we have sports programs like Football, Basketball (boys & girls), Volleyball, Baseball, Softball, Soccer, Cheerleading, Marching Band, Majorettes, Tennis (boys & girls), Cross Country, and Track. So for a small school there is a lot to choose from IMO. If I had to do it all again I would beg BEG my parents to send me to Franklin High School. The teachers are amazing, they do great at teaching, they help out a lot, and are very nice.
—Submitted by a student


Posted May 16, 2010

While the teachers at Franklin High School may be excellent at what they do, the lack of motivation in the students here is appalling. I am currently a Junior here, and I have lived in Franklin for a majority of my life, but I most say that it is less than desirable. However, I applaud our school for finally raising the GPA requirement to 2.0, before that it was a meager 1.5 required to play sports. This small increase does not give students/athletes much motivation to achieve,a majority of student athletes at Franklin are just barely making the GPA requirement. Also, discipline is another issue here at Franklin. Some teachers can not maintain efficient control of their classrooms, and as a result, the learning of students is hindered. The SOL pass rates in our schools have deteriorated over the years, while some rates have gone up, many have dropped lower.
—Submitted by a student


Posted December 15, 2009

I fully agree I recently moved to Franklin earlier this year and this the the best performance I have seen from my child. The teachers treat them like young adults and encourage problem solving attitude towards their education.
—Submitted by a parent


Posted December 9, 2009

to everyone who has something bad to say about Franklin, i am up here to say i have been attending franklin ALLL MY LIFE. I am on the principal list or honor roll every 9 weeks so i can say that i am getting tought well. Of course there is drama because franklin is a small city so you cant expect everyone to get along!! if you dont want your kids to come to the school, dont enroll them and leave it be.
—Submitted by a student


Posted November 3, 2009

i graduated from Franklin High School in 2008. Franklin High is a good school. The teachers there tries their best to teach the students and try to help them excel at their fullest potential. Some of the students at Franklin High are immature and they do think that they can do what ever they want. It is not the teachers fault that they have to stop class to write some immature student up because the student thinks being a clown is more important then their education. Franklin high offers dual-enrollment and AP courses to help the students prepare for college. The school also tries its best to offer extracurricular activities to students.


Posted October 5, 2007

I move a lot and have attended a lot of schools. This one is by far the most under funded and limited school I've attended. Teachers kind of just let students run the class since they can't control them. Students are disrespectful and rude. It is very hard to try to concentrate in class, and classes are limited. Standards are low, so students don't try to their fullest potential. Overall, this school needs some serious help.
—Submitted by a student


Posted June 16, 2006

i think this school is very unfunded the teachers cannot control the kids,kids get jumped by gangs that attend the school
—Submitted by a parent


Posted August 29, 2005

It's important to keep in mind that Franklin High School is an extremely small school, that doesn't receive a lot of funding; the parents harping on the school's lacking aestheticism would do well to remember that. Furthurmore, whenever there is money to devote to renovations, the most possible improvement is done for the least amount, so more funds are left for improving the ACADEMICS of the school; your children are there, after all, to learn. The teachers at Franklin are some of the most gifted, devoted and underappreciated faculty I've ever known. Most have to spend the whole year preparing their students for SOLs, doing the administrators' jobs and playing babysitter to the few immature students and dealing with overprotective parents who argue about a child's grade, or the class policy. This is not unique to any specific school, but they are problems I feel take away from FHS' learning experience. (cont)
—Submitted by a parent


Posted May 12, 2005

Students and parents who have moved to the area from other school districts describe Franklin schools as 'a wonderful, well-kept secret.' There is a family feeling at each school. This web site is out of date because the high school does not have 8th grade anymore and the scores are old. SOL test results are much higher now. Franklin City is not near Frnaklin County. There are more extra curricular activities and sports than most small high schools. Students compete all over the country and earn lots of awards for their work. The football team won the state championship for Group A, Division 1 this year, and other teams were in the state finals.
—Submitted by an administrator


Posted February 19, 2005

I think that Franklin High School is a terrible school. I ,as a student know it better than the parents. The school is not like a normal school, and there is not a wide selection of extracurricular activities. The attendance policy is outrageous, allowing students to miss only 3 days of school each semester or they will fail. People can not help when they get sick, and how long for. Being sick should not jeopardize your future, as it clearly does at Franklin high. If you are considering Franklin High school as a choice for your kids, I urge you to check it out more, you may regret it.
—Submitted by a student


Posted May 27, 2004

I would like to write a response to Bianca's comment. First of all, Franklin High School's principal, Mr.Clemons, has strong punishments for fighting, which have caused the fighting to decrease extremely. This entire school year there have probably been a maximum of 5 fights. Secondly, the teachers at Franklin High are almost like family members, they truly care about their students futures and well-being.
—Submitted by a student


Posted May 19, 2004

Although Franklin City Public Schools' buildings may be less than desirable, their teachers make up for everything. They are truly involved with their students and you know that they care. The problem is the students, some leave much to be desired. The teachers and especially the administration, some teachers previously themselves, are wonderful and are always ready to help your child along the way. If you live in the area, I would definitely reccomend Franklin City Public Schools for your children to go to.
—Submitted by a former student


Posted May 3, 2004

This school is so not for anyones child to attend they have writing on the bathroom,of things that don't even pertain to school. Everytime you turn around someone gets to fighting and it's over something stupid. Franklin Schools are the worst. One little boy got jumped by 4 boys because the teacher left the classroom unattended for a longv period of time.
—Submitted by a 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.

Source: Virginia Department of Education

Algebra I

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

77 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
40%

2011

 
 
81%

2010

 
 
91%
Algebra II

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

57 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
27%

2011

 
 
61%

2010

 
 
68%
Biology

The state average for Biology was 83% in 2013.

76 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
91%

2011

 
 
93%

2010

 
 
84%
Chemistry

The state average for Chemistry was 86% in 2013.

41 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
96%

2010

 
 
72%
Earth Science

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

65 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
68%

2011

 
 
72%

2010

 
 
69%
English: Reading

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

74 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
88%

2011

 
 
89%

2010

 
 
89%
English: Writing

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

73 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
93%

2010

 
 
91%
Geometry

The state average for Geometry was 76% in 2013.

94 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
58%

2011

 
 
52%

2010

 
 
59%
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.

92 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%

2011

 
 
61%

2010

 
 
90%
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.

83 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%

2011

 
 
60%

2010

 
 
89%
World History II

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

47 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
77%

2010

 
 
76%
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 Students51%
Female students71%
Male students35%
Black students52%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students55%
Students identified as economically disadvantaged51%
Not economically disadvantaged50%
Students with disabilities18%
Students without disabilities56%
Limited English proficient studentsn/a
Proficient in English50%

Algebra II

All Students75%
Female students89%
Male students47%
Black students68%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students89%
Students identified as economically disadvantaged68%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities77%
Limited English proficient studentsn/a
Proficient in English75%

Biology

All Students72%
Female students74%
Male students70%
Black students72%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged67%
Not economically disadvantaged83%
Students with disabilities50%
Students without disabilities76%
Limited English proficient studentsn/a
Proficient in English72%

Chemistry

All Students93%
Female students94%
Male students90%
Black students87%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged92%
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English93%

Earth Science

All Students66%
Female students61%
Male students70%
Black students62%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White studentsn/a
Students identified as economically disadvantaged64%
Not economically disadvantaged75%
Students with disabilitiesn/a
Students without disabilities70%
Limited English proficient studentsn/a
Proficient in English66%

English: Reading

All Students76%
Female students80%
Male students70%
Black students71%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged70%
Not economically disadvantaged90%
Students with disabilitiesn/a
Students without disabilities80%
Limited English proficient studentsn/a
Proficient in English76%

English: Writing

All Students89%
Female students95%
Male students80%
Black students86%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged84%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities92%
Limited English proficient studentsn/a
Proficient in English89%

Geometry

All Students38%
Female students31%
Male students46%
Black students33%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students73%
Students identified as economically disadvantaged30%
Not economically disadvantaged59%
Students with disabilitiesn/a
Students without disabilities39%
Limited English proficient studentsn/a
Proficient in English39%

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 Students63%
Female students67%
Male students56%
Black students56%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantaged55%
Not economically disadvantaged81%
Students with disabilities30%
Students without disabilities67%
Limited English proficient studentsn/a
Proficient in English64%

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 Students78%
Female students80%
Male students77%
Black students75%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students92%
Students identified as economically disadvantaged74%
Not economically disadvantaged91%
Students with disabilities45%
Students without disabilities83%
Limited English proficient studentsn/a
Proficient in English78%

World History II

All Students72%
Female students73%
Male students71%
Black students66%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students91%
Students identified as economically disadvantaged70%
Not economically disadvantaged79%
Students with disabilitiesn/a
Students without disabilities72%
Limited English proficient studentsn/a
Proficient in English72%
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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310 Crescent Dr
Franklin, VA 23851
Phone: (757) 562-5187

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