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This school offers good academic classes (Honors, AP) but the social part of this school is absolutely horrible! its all based upon how much money you have, and what clothes you wear. If you dont have gucci purses, and prada shoes you will be labeled a poor loser. Which is really sad. This school needs a student attitude makeover.
—Submitted by a student
(1)As a former LHS student, I am shocked at some of the negative responses from other Langley graduates, students and parents. Some of the comments on this board are completely fabricated or exaggerated. Yes, there are cliques. Yes, the workload is difficult. Yes, high school kids will experiment with drinking. These are inevitable activities that happen in high schools all across America. The cliques are particularly not as bad as everyone is describing on here. There is definitely an 'in-crowd', but as long as you even attempt to get involved you can find your niche. I think it is ridiculous that students transfer rather than work through their social troubles. They are taking the easy way out instead of learning how to improve their communication and social skills. I was involved with cheerleading, student government, and multiple other activities and clubs; regardless of the diversity between them, I was able to find friends in and be accepted by each of these groups.
—Submitted by a student
The academics are excellent, but the social scene is not. I was exceptionally well prepared for college level coursework, but I realized immediately how woefully unrepresentative Langley is of the 'real world', in terms of diversity and mind set. The school is overwhelmingly white and rich. Students feel extremely pressured by their parents to succeed, and everyone is vying for the same public universities. Drugs are readily available. Most students feel superior to students at other schools (e.g. at grad speech, president said 'we need to share our wealth with others when we go into the world'). I would not send my child to this school. If you want to perpetuate elitism and expose your child to an obnoxious academic and social culture, go to langley.
—Submitted by a student
I am a sophomore at Langley High School. Though yes, it is a great school academically, and students perform well on tests, and a number of AP and honors classes are offered, for me the social climate has completely ruined it for me. The wealth of the majority of the kids that go here is astounding, and getting dressed for school everyday feels like I'm getting ready for a fashion show...and I'm embarassed to admit that my 'Prada' purse is a $20 knockoff from NYC. Not only that, but the competition to get into college is ridiculous as well...and even starting in freshman year the pressure to drink and do drugs is very heavy. If you are weak in self confidence or are insecure, you WILL sink at this school.
—Submitted by a student
Going to Langley has bee a great experience so far as a freshman. Alot of people on here complin of cliques being snobbish and exclusive, but thats only a few of the people. You don't have to look far for friends If you join a sport then you've automatically made friends. The teachers are great too, although we do get ALOT of homework.
—Submitted by a student
My 3 kids all go to LHS. The big thing here is the brutal competition for the top VA public universities. Especially from fob south korean kids. Some classes, such as AP calculus BC and philharmonic orchestra have a korean majority! For everyone else, if you're a B student and willing to bust your chops in AP humanities from grade 10 on, you'll do OK and get into decent colleges. If you're a C student, you'll still get 1800 on the SAT but you won't look good to colleges compared to your graduating class. You're better off at another school. If you're an artist or musician, you'll find your niche and be reasonably happy. Jocks on the other hand don't seem to fare as well.
—Submitted by a parent
I am a junior at LHS. Laying it bare the school is great academically and terrible socially. Cliques dominate: if you don't belong to one you might as well resign yourself to a permanent library residence during lunch. If you don't belong to a popular one, get ready for bullying. Still, there are many ways to have fun once you find your niche. I really enjoy the academic side of LHS. The teachers are dedicated and want to see students excel. I recommend the AP/Honors track - it's where the motivated students end up (not that there's anything bad with not being in honors or AP classes). The language program is excellent. It offers French, Spanish, German, Russian, and Japanese. The humanities department is phenomenal. The Sciences: you win some you lose some. Math: I've had mostly positive experiences. It's tough to adjust to. Above all, a cheery attitude is important.
—Submitted by a student
I'm currently a senior at Langley. My opinion of Langley has changed a lot since I was a freshman, but that could be because I have matured a great deal. It's known that this school will prep you well for college. But as for the social part, pretty much everything is based upon materialism. Sometimes I am ashamed to go to school with these kids....because they've been spoiled their entire lives and will be fast to judge. If I could redo high school, I would have loved to have gone to Oakton or Southlakes...I'm not much into the 'showing off your wealth' kinda thing.
—Submitted by a student
The principal claims he cares about the 'middle child' - the child who is not a straight A student, but the one who is a B/C student. Don't believe it. Nothing that my child's teachers have done this year have pointed to them caring about my child's achievement! Seriously, there are much better schools in Fairfax County. Don't feel that you have to live in the Langley District. High test scores do not always mean a good school. Look below the surface!
—Submitted by a parent
I absolutely loved Langley the entire time I was there, and now that I am in college I realize even more how excellent it really was. I feel as if I am way more prepared for college than students I meet from other schools, and I owe this to the outstanding teachers from Langley. Every high school has cliques. Every high school has snobby people. I felt so incredibly comfortable at Langley the entire time I was there. I wouldn't change a thing about my high school experience, and I am so glad my parents didn't send me to private school. And for kids who have trouble making friends because of 'cliques,' just get involved, join something. There are so many things to do and so many great people to meet.
—Submitted by a student
i'm a sophmore at langley and i absolutley love it, the school has so much to offer ranging from clubs, honor societies, althelics, theatre, and music. I'm very happy with the mahority of my teachers, and all of my teachers are always willing to help outside of class. I take AP world history and i feel challenged but it is very good class. I would highly recomend langley to anybody
—Submitted by a student
My son is a freshman at Langley. Firstly, I appreciate there are no gangs here. Safety is always my first priority, and I appreciate the fact that I never worry about my son s safety at school. Presently, he takes HNAlgebra2, HNEnglish9, Pre-APHistory, HNBiology, and Spanish2. However, I need to say that the focus on his education so far has not been learning or thinking skills, rather his education has been geared for test taking and the SOL s. His classes are overcrowded and do not focus at all on the individuals. His teachers have virtually ignored my son this entire year. I find it difficult to understand why the McLean/Great Falls community, which has wealth and community interest, has not initiated more fundraisers to reduce class sizes and pay for better teachers. In conclusion, my daughter, with the same academic abilities as my son, will not attend this school next year.
—Submitted by a parent
As a current freshman at Langley i thought it is only fair to address the horrible way that some people are treated. Sure, we have great tests scores, but that does not make a school great. All you have to do is spend one day there and I can assure you that you will be shocked by the the cliques and attitudes of some of the students. A majority of the girls at Langley basically reject anyone who isn't perfect or rich. Its kind of ridiculous. And to tell you the truth, i'm over it. Because of some social issues that many students face I am going to a private school next year. Words can not describe how excited I am to get away from this horrible school.
—Submitted by a student
My son is a senior. He has been accepted to two great colleges already. Langley has its good and bad, just like any, yes, it is among the wealthiest area but I have to say my son`s friends were very well behaved, well mannered and very smart. I did hear all the bad things about Langley before my son went there, infact I was even thinking about sending him to another school but I am glad I did not let all the stories about drugs and drinking swayed me. Drugs is every where. Parents have to be aware of what their kids are up too, who they hang out with, it is not up to the school to babysit and monitor your kids. Langley did their job with great opportunities for the kids who want to strive, if you are a problem kid you will find problem in any school
—Submitted by a parent
The schools zip codes are among the wealthiest in the country.This reflected in the material possessions of the students, attitude. Little diversity in color. Clicks. Excellent education.
—Submitted by a parent
Langley high school is a school of oppritunities. Students can persue whatever they desire, including arts, science, math, english, music, history, languages, fashion, and so much more. The school does have cliques, but they are nowhere as bad as previous posters are making it appear. The best way to meet people is in after school activities or programs like orchestra, band or chorus. Some of the 'cliques' do involve drugs and/or alcohol, but again, the problem can easily be avoided... peer pressure is more of an excuse than a real issue. Students with minor learning dissabilities have to fight for accommodations for about a month, but will eventually recieve whatever they need. Students with major physical or learning disabilities are comletely supported by the school. Classes can be as hard or easy as necessary. The school is being rennovated so all 'mold' issues are nullified.
—Submitted by a student
I went to Langley and it was a great experience....
—Submitted by a former student
My children are outstanding kids, and have had to deal with a lot of problems from this school. Langley is a very tough academic school, in which each and every teacher views their class as the most important one, and assigns a heavy load of homework that reflects it. Most of the students have parents who are checked out, and don't pay attention to what their children participate in. I even pulled my son out of football do to the heavy partying that takes place, and the immense pressure to participate in it.
—Submitted by Elizabeth, a parent
I recently graduated Langley High, and I treasure my experience there. Now in college, I realize that Langley offered many more diverse classes(APs) than other schools in the country. Like most high school experiences, there are cliques, though the word tends to have a negative conotation. I found my own niche, and I was able to excel in academics, extracurriculars, and sports because there were so many options. To maximize all Langley has to offer, the student must remember to hang out with a good group of kids and get involved in school activities. Langley High School produces many strong, all-american students. It is definitely one of the finest public high schools in the nation.
—Submitted by a former student
Currently I am a senior at Langley. I'd like to state from an insider's veiw that many of the negitive and positive things are true. There is mold on the walls and the school is falling apart. Academics come first in this school, and much minipulation and pressure is put on the students to perform. If you have learning problems, you are a problem. Langley has its good and bad teachers, dont belive the myths. Overachevivers are plenty in this school, and they are showered with attention. If you see between the cracks there is previlent drug use, drinking, and sexual promescuity around the school. Also the temprature of the rooms varries greatly and really really cold and rrrealy really warm. It is an academia school and will prepare your child for college. Langley is what it is nothing more and nothing less. -Liz
—Submitted by Liz, 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.
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.
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.
115 students were tested at this school in 2012.
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The state average for Algebra II was 69% in 2012.
523 students were tested at this school in 2012.
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The state average for Biology was 92% in 2012.
549 students were tested at this school in 2012.
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The state average for Chemistry was 93% in 2012.
461 students were tested at this school in 2012.
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The state average for Earth Science was 90% in 2012.
111 students were tested at this school in 2012.
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The state average for English: Reading was 94% in 2012.
297 students were tested at this school in 2012.
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The state average for English: Writing was 93% in 2012.
296 students were tested at this school in 2012.
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The state average for Geometry was 74% in 2012.
416 students were tested at this school in 2012.
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The state average for Virginia and United States History was 85% in 2012.
299 students were tested at this school in 2012.
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The state average for World Geography was 85% in 2012.
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2008
The state average for World History I was 84% in 2012.
547 students were tested at this school in 2012.
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2011
2010
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2008
The state average for World History II was 85% in 2012.
505 students were tested at this school in 2012.
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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 | 84% |
| Female students | 83% |
| Male students | 85% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | n/a |
| White students | 82% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 84% |
| Students with disabilities | 69% |
| Students without disabilities | 90% |
| Limited English proficient students | 75% |
| Proficient in English | 85% |
| Not migrant | 84% |
| All Students | 92% |
| Female students | 89% |
| Male students | 95% |
| Black students | n/a |
| Asian students | 97% |
| Hispanic | 90% |
| White students | 92% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 92% |
| Students with disabilities | 73% |
| Students without disabilities | 94% |
| Limited English proficient students | 100% |
| Proficient in English | 92% |
| Not migrant | 92% |
| All Students | 100% |
| Female students | 100% |
| Male students | 100% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 99% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Students with disabilities | 98% |
| Students without disabilities | 100% |
| Limited English proficient students | 97% |
| Proficient in English | 100% |
| Not migrant | 100% |
| All Students | 97% |
| Female students | 98% |
| Male students | 97% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 97% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 97% |
| Students with disabilities | 89% |
| Students without disabilities | 99% |
| Limited English proficient students | 94% |
| Proficient in English | 98% |
| Not migrant | 97% |
| All Students | 100% |
| Female students | 100% |
| Male students | 100% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | n/a |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Students with disabilities | 100% |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 100% |
| Not migrant | 100% |
| All Students | 99% |
| Female students | 100% |
| 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 | 99% |
| Students with disabilities | 92% |
| Students without disabilities | 100% |
| Limited English proficient students | 100% |
| Proficient in English | 99% |
| Not migrant | 99% |
| All Students | 100% |
| Female students | 100% |
| Male students | 99% |
| Black students | n/a |
| Asian students | 100% |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Students with disabilities | 97% |
| Students without disabilities | 100% |
| Limited English proficient students | 100% |
| Proficient in English | 100% |
| Not migrant | 100% |
| All Students | 96% |
| Female students | 96% |
| Male students | 96% |
| Black students | n/a |
| Asian students | 98% |
| Hispanic | 94% |
| American Indian students | n/a |
| White students | 95% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 96% |
| Students with disabilities | 79% |
| Students without disabilities | 98% |
| Limited English proficient students | 93% |
| Proficient in English | 96% |
| Not migrant | 96% |
| All Students | 99% |
| Female students | 99% |
| Male students | 100% |
| Black students | n/a |
| Asian students | 98% |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 99% |
| Students with disabilities | 97% |
| Students without disabilities | 100% |
| Limited English proficient students | 100% |
| Proficient in English | 99% |
| Not migrant | 99% |
| 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 | 99% |
| Female students | 100% |
| Male students | 99% |
| Black students | n/a |
| Asian students | 99% |
| Hispanic | 100% |
| White students | 99% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 99% |
| Students with disabilities | 94% |
| Students without disabilities | 100% |
| Limited English proficient students | 100% |
| Proficient in English | 99% |
| Not migrant | 99% |
| All Students | 98% |
| Female students | 97% |
| Male students | 98% |
| Black students | n/a |
| Asian students | 99% |
| Hispanic | 96% |
| White students | 97% |
| Students identified as economically disadvantaged | n/a |
| Not economically disadvantaged | 98% |
| Students with disabilities | 88% |
| Students without disabilities | 99% |
| Limited English proficient students | 82% |
| Proficient in English | 98% |
| Not migrant | 98% |
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
Asian students
Hispanic
White students
All students
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 | 77% | 57% | ||
| Hispanic | 3% | 9% | ||
| Black | 2% | 26% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 1% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 20 | N/A | 17 |


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