GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
The administration does a poor job on connecting with the parents and the students. Grades are not updated in the online tools in a timely manner. New leadership is needed to gain the trust of the parents and students. Most of the teacher try to help the kids when asked.
—Submitted by a parent
Very disturbing to read this review as a new family considering moving in, and a large reason for the move is the schools. This feedback online is consistent with what is reported by word of mouth. I hope the county quickly takes note of apparent leadership concerns. First interaction with the school confirmed what is reported.
—Submitted by a parent
I have been a student at Tuscarora for almost three full years now. I was a freshman the year the school opened. I, as well as my parents, neighbors and friends, am appalled by the incompetence of the administration (as well as some teachers). It is as if teachers are fired from schools for being so awful, and then are sent to Tuscarora. The attendance people are down right disrespectful towards the students, almost hostile. The admin seems as if though they are working against, not for, the students. Some teachers are personable and caring. Others you just WANT to video tape so your parents believe the stories you share at dinner time. Teachers can give Tusky 5 stars all they want but the only reason I stay at this school is for the student body.
Obviously there are some biased reviews on this site by teachers and students, so the purpose of my review is to set the record straight. "Potential" is the word here; the school has its problems, but also has the resources to overcome them IF they drop the mindset that the students and parent community are "the enemy." If the administration is overhauled and great leadership in installed, this school would quickly evolve into one of LC's finest. There are many great teachers here who really do care about the kids and quite often become the voice of the students against a clueless administration. The academics are challenging and many in the class 2013 are attending some of the best schools in and out of Virginia. Biggest problem is that your child must be in an Honors or AP class to get one of those premiere teachers, otherwise they are dealing with disorganization, incompetence and inexperience. Someone used the word "family" below, and that is definitely true. Very little bullying or peer pressure occurs at this school, and the cliques aren't even relevant as compared to the challenges at other Loudoun County schools. I credit our stellar, tight knit parent community for this.
—Submitted by a parent
I have had children in Loudoun County public schools for eighteen years now, and we have always been extremely pleased...until now. The administrative staff at Tuscarora is completely incompetent,and often rude and disrespectful to the students and parents alike. Some of the teachers are excellent but they are far outnumbered by teachers who seem to be unable to connect with the students. Also, they fail to grade assignments in a timely manner and when my child was seriously ill, many did not respond to my emails. An inordinate number of teachers have left mid-term, in some cases leaving a substitute to finish the year. This is a poor school in terms of academics and it has a very negative atmosphere. This is well known in the community and we cannot understand why this has not been addressed by the superintendent or the school board. Frankly, I doubt the validity of some of these five star reviews...
—Submitted by a parent
It is funny how 10+ teachers all happened to post a 5 star review on the same day. This school is nothing but disorganized and the departments fail to communicate with each other. It is a poor excuse for an "education" as 90% of the teachers are not good. Definitely the worst school in Loudoun County.
This school is terrible. I have only one good teacher, and my other ones are constantly unprepared and unable to teach a subject they are supposedly specialized in. This is my second year at Tuscarora, and I regret not switching because it is only getting worse.
Tuscarora is a model of what other high schools should look like. The expectations for staff and students, the technology innovations and use of communication tools, and the new ideas that are implemented to improve student success are things that other schools will eventually develop. Being able to open and start things from the ground up gave us an advantage of not battling the "that's not how we have always done it" mantra. Because sometimes how things have always been done is NOT the best way to do them - the Tuscarora admin and staff realize that and are willing to try what's best, not just do what everybody else is doing. The students are engaged and respectful to each other and to staff. It feels like a family!
—Submitted by a teacher
Tuscarora is a school that is student centered. The staff foster and create an environment that promotes student achievement. The students are wonderful and the community has been very supportive.
—Submitted by a teacher
Very satisfied with the teachers and staff. Front office is pleasant and always willing to help. Administration is always available and willing to work with parents on all issues. Always striving to make the learning environment better. To all of you with such negative remarks, be part of the solution, not part of the problem. GO HUSKIES!
—Submitted by a parent
This school is led by progressive and expert administrators whose passion for education resonates with faculty and students. We truly "Make an Impact in the World; and RISE above the rest (Respect, Integrity, Service, and Excellence)!
—Submitted by a teacher
THS provides a safe place for students and teachers. The teachers are focused on providing enriching lessons for students; they help ensure that every THS student has what he or she needs to be successful in class.
—Submitted by a teacher
This school is a wonderful school. I have lived all over the country and by far, this school does more to involve and connect with students than any place else we have lived. The principal is very personable and my children have all had wonderful teachers. I moved into this county specifically to attend this school. I could not be happier.
—Submitted by a parent
I have worked for several schools and never have a I met such wonderful teachers who care so much about the students and their learning. The Administration has been very supportive anytime I need something from them and I really feel as though they work as a team to run an effective building. Great job Tuscarora and I am very excited to be apart of a wonderful working environment who places the needs of ours students above all else.
—Submitted by a teacher
I love Tuscarora, the people I work with, the community that supports this school, and the wonderful students.
—Submitted by a teacher
This school stays abreast of the latest, and most effective instructional methods out there that leads to success not only in the high school classrooms, but also the college classrooms. The focus on note-taking, respect, and striving for excellence has created a family-like environment that leave students feeling supported, respected, and valued. The collaborative professional evironment leads to a group of teachers who care about student success, professional growth and development, student assessment, quality instruction, and personal responsibility. Also, the students are provided with everything they need to become whatever they want to through a variety of clubs, programs, support systems, and talented leaders. Students leave this school ready for whatever steps they choose next, and I have become a better teacher and leader because of the opportunities I have been given.
—Submitted by a teacher
This is our first year at Tuscarora and I have been very happy with all aspects of the school. I have 2 children that have graduated from another Loudoun County high school and the office staff at Tuscarora is by far the friendliest and most helpful I have delt with over the years.
—Submitted by a parent
This school has a great group of teachers lead by a strong Principal and Administrative staff. The FIne Arts Programs, Athletic Teams and Academic programs are strong and offer a variety of opportunities for the students. Great school!
—Submitted by a parent
This is truly a great school! I love working with such wonderful and caring administrators, teachers, and staff. Everyone is always willing to help.
—Submitted by a teacher
I have never seen so many dedicated teachers and administrators in one school. The positive climate and collaboration in each department is incredible. When you put strong leadership with excellent teachers anything is possible.
—Submitted by a teacher
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 86% in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 87% in 2012.
2012
2011
2010
2009
2008
The state average for Math was 64% in 2012.
2012
2011
2010
2009
2008
The state average for Science was 90% 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.
2012
2011
2010
2009
2008
The state average for History and Social Science was 84% in 2012.
2012
The state average for Math was 70% 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.
2012
2011
2010
2009
2008
The state average for English: Writing was 87% 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.
2012
2011
2010
2009
2008
The state average for Science was 88% 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.
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.
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.
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.
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.
2012
2011
2010
2009
2008
The state average for English: Writing was 88% 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.
2012
2011
2010
2009
2008
The state average for Science was 92% 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 | n/a |
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| 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 | 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 | 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 | 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 |
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 | 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 | n/a |
| Students with disabilities | n/a |
| Not migrant | n/a |
| 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 |
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 | 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 | n/a |
| Female students | n/a |
| Male students | n/a |
| Black students | n/a |
| Asian students | n/a |
| Hispanic | n/a |
| American Indian students | 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 | 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 | 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 | 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 |
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 | 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 | 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 | 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 |
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 | 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 | 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 | 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 |
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 | 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 | 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 | 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 | 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 | 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 |
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.
227 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.
367 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Biology was 92% in 2012.
459 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Chemistry was 93% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Earth Science was 90% in 2012.
448 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Reading was 94% in 2012.
349 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 93% in 2012.
347 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Geometry was 74% in 2012.
477 students were tested at this school in 2012.
2012
2011
The state average for Virginia and United States History was 85% in 2012.
330 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.
490 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History II was 85% in 2012.
433 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 | 52% |
| Female students | 54% |
| Male students | 52% |
| Black students | 34% |
| Asian students | 91% |
| Hispanic | 51% |
| White students | 57% |
| Students identified as economically disadvantaged | 44% |
| Not economically disadvantaged | 56% |
| Students with disabilities | 34% |
| Students without disabilities | 56% |
| Limited English proficient students | 60% |
| Proficient in English | 51% |
| Not migrant | 52% |
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 | 74% |
| Female students | 73% |
| Male students | 75% |
| Black students | 60% |
| Asian students | 93% |
| Hispanic | 64% |
| White students | 75% |
| Students identified as economically disadvantaged | 51% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 47% |
| Students without disabilities | 75% |
| Limited English proficient students | n/a |
| Proficient in English | 74% |
| Not migrant | 74% |
| All Students | 94% |
| Female students | 95% |
| Male students | 92% |
| Black students | 88% |
| Asian students | 98% |
| Hispanic | 79% |
| White students | 98% |
| Students identified as economically disadvantaged | 78% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 70% |
| Students without disabilities | 96% |
| Limited English proficient students | 70% |
| Proficient in English | 95% |
| Not migrant | 94% |
| All Students | 93% |
| Female students | 92% |
| Male students | 94% |
| Black students | 80% |
| Asian students | 100% |
| Hispanic | 95% |
| White students | 93% |
| Students identified as economically disadvantaged | 85% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 92% |
| Students without disabilities | 93% |
| Limited English proficient students | n/a |
| Proficient in English | 93% |
| Not migrant | 93% |
| All Students | 95% |
| Female students | 95% |
| Male students | 94% |
| Black students | 93% |
| Asian students | 97% |
| Hispanic | 85% |
| White students | 97% |
| Students identified as economically disadvantaged | 87% |
| Not economically disadvantaged | 96% |
| Students with disabilities | 74% |
| Students without disabilities | 97% |
| Limited English proficient students | 71% |
| Proficient in English | 96% |
| Not migrant | 95% |
| All Students | 95% |
| Female students | 97% |
| Male students | 94% |
| Black students | 87% |
| Asian students | 91% |
| Hispanic | 89% |
| White students | 100% |
| Students identified as economically disadvantaged | 87% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 72% |
| Students without disabilities | 98% |
| Limited English proficient students | 94% |
| Proficient in English | 95% |
| Not migrant | 95% |
| All Students | 93% |
| Female students | 95% |
| Male students | 90% |
| Black students | 90% |
| Asian students | 91% |
| Hispanic | 73% |
| White students | 99% |
| Students identified as economically disadvantaged | 74% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 64% |
| Students without disabilities | 96% |
| Limited English proficient students | 44% |
| Proficient in English | 95% |
| Not migrant | 93% |
| All Students | 69% |
| Female students | 70% |
| Male students | 68% |
| Black students | 49% |
| Asian students | 79% |
| Hispanic | 40% |
| American Indian students | n/a |
| White students | 81% |
| Students identified as economically disadvantaged | 39% |
| Not economically disadvantaged | 75% |
| Students with disabilities | 35% |
| Students without disabilities | 73% |
| Limited English proficient students | 39% |
| Proficient in English | 71% |
| Not migrant | 69% |
| All Students | 86% |
| Female students | 84% |
| Male students | 89% |
| Black students | 73% |
| Asian students | 85% |
| Hispanic | 71% |
| White students | 92% |
| Students identified as economically disadvantaged | 63% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 67% |
| Students without disabilities | 89% |
| Limited English proficient students | 25% |
| Proficient in English | 89% |
| Not migrant | 86% |
| 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 | 89% |
| Female students | 89% |
| Male students | 90% |
| Black students | 79% |
| Asian students | 91% |
| Hispanic | 77% |
| White students | 94% |
| Students identified as economically disadvantaged | 77% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 69% |
| Students without disabilities | 91% |
| Limited English proficient students | 78% |
| Proficient in English | 90% |
| Not migrant | 89% |
| All Students | 87% |
| Female students | 85% |
| Male students | 89% |
| Black students | 85% |
| Asian students | 98% |
| Hispanic | 65% |
| White students | 91% |
| Students identified as economically disadvantaged | 62% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 66% |
| Students without disabilities | 89% |
| Limited English proficient students | 45% |
| Proficient in English | 89% |
| Not migrant | 87% |
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 »
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
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