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GreatSchools Rating

Tomahawk Creek Middle School

Public | 6-8 | 1264 students

Student diversity

Looks like we have no information about the race or ethnicity of the student body.

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings

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18 reviews of this school


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Posted March 5, 2014

I currently have an 8th grader at TCMS, I've had 2 other students attend this school that are now in High School. Our experience has been nothing but positive, they prepared and challenge my students to excel academically. As any parent knows not all kids are the same and one of my boys needed additionaly help with some of his core subjects. His first year as a 6 grader he received a 600 on his reading SOL, something I would've never imagined, that says a lot about teachers and administration. The teachers are committed, encouraging and will motivate students to challenge themselves. If any student is having difficulty with the curriculum they will make any necessary adjustments, give them help during lunch, before or after school they take pride in their students success everyone goes above and beyond to help students by teaching in a collaborative environment. Administration does a terrific job instilling a sense of community within the school, always supportive of their staff and fair to the students. I disagree with the parents who had negative comments directed at administration and the shool.
—Submitted by a parent


Posted February 24, 2014

I currently have a seventh grader at Tomahawk. This is my third child to attend this school, all in gifted honors. Our experience has been very positive. The teachers have been amazing and my older two were very well prepared for high school. As for the comments about the administration, I totally disagree with the negative feedback. The adminisrtation runs a "tight ship" which I believe is important when dealing with students in this age group. They are fair and expect all students to follow the rules. The rules and expectations are clear and I simply expect my kids to abide by them. I try to teach accountability and respect for authority. The students need to learn to be responsible for their decisions and to handle situations on their own. As the parent of a senior in high school I will tell you these are important lessons. I have stressed to my kids that they may not understand all rules or decisions but that they are in place to help ALL of the students. I would never want the repsonsibilty of 1200 middle school students to be placed on me. The teachers and administrators, are doing a fantastic job of preparing these students for the next level.
—Submitted by a parent


Posted December 20, 2013

This is coming from a STUDENT! Not one of the parents who listen to whatever their child says and thinks that their child is perfect. We do not go to school to do anything but learn. I myself have had many interactions (none that were bad) and I have not seen them act unfairly to me or any other student in the school. There is a handbook for a reason. Just because the administration abides by it does not mean that they are unfair. They try to make it one of the best working environments, and it is. Please keep in mind that the other people that have given reviews below did not give you their child's full record. You do not know what other behavioral problems they have. I hope you enjoy TCMS. Be sure to check out their app!! I have it and it is very cool!! -TCMS Student


Posted October 22, 2013

I agree with the other parents on here that say the administration is horrible!! They are biased in the way they deal with the kids. They use the dress code to "BULLY" the kids they dislike. My daughter was wearing a skirt that was LESS than 1/4 inches shorter than the policy and they made an issue of it. When I went to the school to pick her up one day I saw SEVERAL students wearing much shorter skirts. When I questioned this I was told they cant measure everyone's skirt length, but a teacher took the time to measure my kid!! I guess the message here is that they dislike your child they will find a way to BULLY them. Good luck talking to the principal..he will not deal with angry parents, he passes them to the assistant principal , who is egotistical and rude to deal with and hides behind the "Handbook policies" when it is convenient to do so. These administrators need to make this a warm atmosphere for learning, not an arena for puffing out their chests and declaring they are the law of the land and how dare anyone question their authority.. there is not much room for understanding and encouraging kids to feel good about themselves under this type of egotistical managing.
—Submitted by a parent


Posted June 4, 2013

The test scores for this school indicate that it is an excellent school. However, it seems to support an impression I've had for a long time: that the schools with the highest test scores also seem to have the students with the most support at home, the most means, and the highest level of parental education. We moved here from NC (lowest $ per student in the country) where my son attended a STEM magnet school (also a neighborhood school), in a poor area of the city, with a big range in student abilities between the top and bottom groups. He took Highly Academically Gifted classes and thrived, despite a learning disability and ADHD. Here, he has gone from gifted to regular classes and is still struggling. During IEP meetings, I have been told I can't get some of the accommodations he's had before and I feel he needs because they "can't tell teachers how to teach" (BTW: I'm a special education teacher, so I know a little about his needs). It's a great school for specific types of learners, but if your child needs differentiated instruction, go somewhere else.
—Submitted by a parent


Posted September 17, 2012

I have been involved with TCMS for three years. I think there are some amazing teachers and some not so great teachers, as in any school. My biggest gripe about the school is the administration. They are in it for themselves. When the first principal was there, the school was amazing. Since they changed the administration a few years ago, the school has gone down hill. Everyone seems to have an agenda to move their career up the ladder, not put the kids first and make the best environment for the students. In almost 24 years of having students in this county, this is the first school I've really thought poorly of the administration. I think it's a sad place to send your kids to when they are just numbers to make someone's resume look good. I would think schools in Richmond City would be better for my children.
—Submitted by a parent


Posted March 14, 2012

The teachers are great, but the administrators are completely ridiculous and only go by the book. My son's friend was suspended for ten days for accidentally running into one of the administrators, and it was put on his permanent record. I'm certain if he had bumped into another student no one would notice, but bumping into a school official? Ten days suspension. Middle School administrators should not act out of anger like that.
—Submitted by a parent


Posted January 23, 2012

My son's class was the first class to attend all three years at TCMS. He was in the gifted honors cluster and found the course work challenging. Overall, he had a teriffic middle school experience. I have three more children attending in the fall and hope their time at TCMS equals or exceeds that of my firstborn. I do not have any experience with the new principal, but I'm sure he'll be wonderful as well. This school is worthy of 5 stars and we feel very blessed to be included in it's zoning district.
—Submitted by a parent


Posted October 24, 2011

Everyone here seems to love band, but I'm in the Chorus program and love it so much! We have an amazing teacher who pushes us but doesn't over work us. Every year we go to a Choral Festival, which involves choral groups from all over the area. They rate you 1-5 in many different categories. Last year, all 6 groups got 1's!


Posted September 30, 2011

My daughter attended TCMS for 2 years and had a very positive experience. The teaching caliber far exceeded our expectations and she was encouraged to reach her full potential. I actually found the level of discipline refreshing. Many schools are afraid to discipline kids these days and I was very pleased to see that this school sets high standards and expectations and sticks to them.
—Submitted by a parent


Posted July 29, 2011

My child attended all 3 years at TCMS. I was very pleased with the proactive approach to bullying. I was also pleased how the school handled disruptive children in the classroom. The teachers are outstanding! My child excelled each year at TCMS. As for the review about the teachers coming from elementary school, that parent needs to get more information about the school. Several of the teachers came from the gifted program out of Manchester Middle and many were High School teachers that choose to come and teach at TCMS. What a wonderful group of teachers that care about education! My child is ready and equipped for high school, academically and socially because of her experience at TCMS! We hope the new administration will continue the path of the first.
—Submitted by a parent


Posted March 25, 2011

TCMS is a great middle school. Come see for yourself! The administration and teachers care about providing the best education for the students and do a great job. The people who post bad reviews are only upset because their children got caught doing something they shouldn't be doing. Take responsibility for your actions and teach your children how to do the same!
—Submitted by a parent


Posted February 8, 2011

This school needs to be shut down! Do They have any idea how to deal with children of this age? Not only because of my grandson but for of other children Who has been mistreated and unfairly punished I'm sorry but we really need to look into this problem
—Submitted by a parent


Posted October 30, 2009

This is an excellent school. We re-located from Atlanta, where we did not have a positive middle school experience. My son is challenged and is excelling. He has been given opportunities to advance to honors programs and participates in sports. He is positive for the first time in his school career.
—Submitted by a parent


Posted August 28, 2009

My child attended 7th grade at TCMS last year and it was a terrible year for us. The teachers were pulled from Elem Schools so were not prepared for this age group. The Administrators were ridiculously to the book. They had no minds of thier own, simply followed policies like robots, no individual or independent thinking. I hope there will be some changes going forward.
—Submitted by a parent


Posted June 20, 2009

My child attended TCMS this year for 7th grade and hated it!! in my opinion this school is way too strict and issues detentions/suspensions for everything. This is only going to cause more student discipline issues as the children will begin to feel as if they cannot do anything right. We were highly dissappointed in this school and are now looking at private school for our child.
—Submitted by a parent


Posted June 8, 2009

I have two grandchildren who attend this school, who are excellent students, but I believe the Administration follows the letter of the law, but not the spirit of the law, which is something which would help all the students to have a better appreciation of those who administrate over them.


Posted June 8, 2009

I'm a 7th grader who attended the first year of TCMS. I thought it was great! I have so many friends and the teachers are so nice. The administrators however, aren't the greatest they can be. Even some of my teachers don't think they're that great. Tomahawk participates in many charities and that's one of its greatest qualities.
—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.
English: Reading

The state average for English: Reading was 74% in 2013.

426 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
98%

2011

 
 
97%

2010

 
 
94%
History and Social Science

The state average for History and Social Science was 86% in 2012.

2012

 
 
n/a
Math

The state average for Math was 78% in 2013.

254 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
89%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

English: Reading

The state average for English: Reading was 75% in 2013.

436 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
97%

2011

 
 
98%

2010

 
 
97%
History and Social Science

The state average for History and Social Science was 88% in 2012.

2012

 
 
n/a
Math

The state average for Math was 61% in 2013.

398 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
98%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

English: Reading

The state average for English: Reading was 71% in 2013.

392 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
98%

2011

 
 
98%

2010

 
 
97%
English: Writing

The state average for English: Writing was 70% in 2013.

390 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
99%

2011

 
 
97%

2010

 
 
97%
History and Social Science

The state average for History and Social Science was 88% in 2012.

2012

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 62% in 2013.

190 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
90%

2010

 
 
97%
Science

The state average for Science was 76% in 2013.

389 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
98%

2011

 
 
97%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

English: Reading

All Students93%
Female students95%
Male students92%
Black students71%
Asian students94%
Hispanic100%
Multiracialn/a
White students95%
Students identified as economically disadvantaged73%
Not economically disadvantaged95%
Students with disabilities48%
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English94%

Math

All Students96%
Female students98%
Male students95%
Black students94%
Asian studentsn/a
Hispanic100%
Multiracialn/a
White students96%
Students identified as economically disadvantaged96%
Not economically disadvantaged97%
Students with disabilities76%
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English96%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

English: Reading

All Students91%
Female students91%
Male students91%
Black students76%
Asian students100%
Hispanic95%
Multiracial85%
White students93%
Students identified as economically disadvantaged66%
Not economically disadvantaged94%
Students with disabilities58%
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English91%

Math

All Students83%
Female students84%
Male students81%
Black students68%
Asian students94%
Hispanic75%
Multiracial73%
White students85%
Students identified as economically disadvantaged33%
Not economically disadvantaged87%
Students with disabilities45%
Students without disabilities86%
Limited English proficient studentsn/a
Proficient in English83%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

English: Reading

All Students89%
Female students89%
Male students90%
Black students76%
Asian students93%
Hispanic75%
Multiracial88%
White students91%
Students identified as economically disadvantaged79%
Not economically disadvantaged90%
Students with disabilities48%
Students without disabilities92%
Limited English proficient studentsn/a
Proficient in English89%

English: Writing

All Students92%
Female students93%
Male students90%
Black students76%
Asian students93%
Hispanic92%
Multiracial88%
White students94%
Students identified as economically disadvantaged79%
Not economically disadvantaged93%
Students with disabilities50%
Students without disabilities95%
Limited English proficient studentsn/a
Proficient in English92%

Math

All Students92%
Female students91%
Male students93%
Black students64%
Asian students100%
Hispanicn/a
Multiracialn/a
White students93%
Students identified as economically disadvantaged86%
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities95%
Limited English proficient studentsn/a
Proficient in English92%

Science

All Students82%
Female students79%
Male students86%
Black students68%
Asian students80%
Hispanic67%
Multiracial76%
White students85%
Students identified as economically disadvantaged64%
Not economically disadvantaged84%
Students with disabilities35%
Students without disabilities86%
Limited English proficient studentsn/a
Proficient in English82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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, and science in grades in 3, 5 and 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.

Source: Virginia Department of Education

  • In 2009-2010, this school was rated "Fully Accredited".
  • No accreditation rating was reported for the 2008-2009 school year.
  • No accreditation rating was reported for the 2007-2008 school year.

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.

383 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
99%

2010

 
 
99%
Geometry

The state average for Geometry was 76% in 2013.

25 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
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 Students96%
Female students96%
Male students96%
Black students94%
Asian students100%
Hispanic77%
Multiracial89%
White students97%
Students identified as economically disadvantaged77%
Not economically disadvantaged97%
Students with disabilities86%
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English96%

Geometry

All Students100%
Female students100%
Male students100%
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%
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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1600 Learning Place Loop
Midlothian, VA 23114
Phone: (804) 378-7120

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