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GreatSchools Rating

Caroline High School

Public | 9-12 | 1154 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating
2010:
Based on 3 ratings

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12 reviews of this school


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Posted February 28, 2013

I recently graduated from Caroline High School. This is a great school system. Majority of the teachers are awesome and great to work with. This school is what you make of it. I currently attend one of the top schools in the country and Caroline prepared me well for it. I know tons of other students at top schools in the country that would agree with me.
—Submitted by a student


Posted February 10, 2011

in general , i think caroline highschool is a horrible school . teachears treat students all as delinquents before they even take the time to know the student as an individual . i feel that the school focuses more on dicipline than they do education . and some teachers have even given up on both . in the classrooms , the children and students alike are both unmotivated and neither work to potential . the school has a horrendous reputation among other schools in our district for the students doing inapropreate things during school hours or on school property , and i can't say that all of the rumors aren't true , because frankly , alot of them are . a few teachers are amazing and i will give them credit for that , but alot of them are horrible . if caroline wasn't the only public school in the county , i wouldn't attend it .
—Submitted by a student


Posted December 21, 2010

i'm am currently a junior at Caroline High. I kinda like it but not really.the teachers need to know when it just doesnt matter.for example,if you 10' away from the door when the bell rings you shouldnt be tardy. The passes this year are a plus but we should really have more than just four.also love the new special line in the Cafe'.but overall THIS SCHOOL SUCKS!!!but with a passion.
—Submitted by a student


Posted September 28, 2010

My son attended Caroline High School and I now have a daughter attending the school. My experience with the school is that very few teachers or administrates want to accept responsibility for their actions and as a result neither do the students. There have been some very good quality teachers come and go do to lack of support from the principle and the superintendent. At this time if the school put half as much effort into the education portion of the school as they are in the new rules they might have something. The expectations of the students are low so they do very little. There really does need to be more parental involvement. Make both the teachers and the students accountable. Money was spent on three large sceen monitors when the bathrooms need to be repaired. I'd also like to know why there are two cafeteria?
—Submitted by a parent


Posted April 6, 2010

I am currently a junior in Caroline High School. I really don't know where to start. Well, my personal experience is a little varied. One minute I'm okay with the school. No it's not the richest school in the nation, yes the bathrooms do smell like smoke, and no you don't ever want to look under the desks....but I've got a couple of awesome teachers that actually have personalities and haven't forgotten what it's like to be a teenager. And then something stupid happens...like a bathroom 'spontaneously' catches fire, or constant disruption in classes, or the school 'spontaneously' floods, or we can't go to states due to lack of money, or the bathroom doesn't have tissue. So yeah, it all depends. It's not the greastest school in the nation...and it's not the worse. By the way, what it is up with the split cafeterias? I'd give 2.5 stars if I were allowed. Cheers!
—Submitted by a student


Posted April 23, 2009

Caroline High School teachers and other administraters seem to focus less on the students and more on 'quoates' that have to be met! If you set out to be a real teacher, then you should set out to really help,focus,and benefit the children. The job may not be easy,but patience is virtue.
—Submitted by a parent


Posted January 26, 2009

Being a graduate of Caroline High School along with a child in the high school, I have seen the evolution of students starting with lack of respect for anything- personal items, teachers, police. This comes from lack of discipline and parental involvement at home. Every teacher will say that the parents that need to be at the parent-teacher conferences are not there. Of course, the parents that show up are the ones involved with a student typically doing well. I would like to see more interaction with the counselors starting in the 9th grade to give direction.
—Submitted by a parent


Posted April 24, 2008

I most definitely agree. This is a terrible School. No one takes the time to at least check e-mails or update their websites for homework. The 'guidence' counselors do nothing either. I visited my daughters and she has yet to talk to her in private as she said she would.
—Submitted by a parent


Posted November 18, 2007

its a nice school jus needs more unity
—Submitted by a parent


Posted July 3, 2007

There is a variety of academic and other programs available. It is my personal opinion that the guidance counselors do not do a great job of communicating with parents when class schedules are decided. Parents should be consulted before schedules are final. Parents just need to get in there and make themselves known. Mr. Wick is the best thing that has happened to CHS in a very long time, he is always accessible. The big thing is that the students respect him and I do believe he is very fair. Parental involvement is very low in all areas. The PTSA is fairly new, they are much more visible at functions than in the past, I hope this will help to bring the parents back into the school. As our county continues to grow and change,I think this will make a great difference in our schools
—Submitted by a parent


Posted March 30, 2007

The level of parental involvement is non-existant unless there are sports involved. I have had one child to graduate from caroline high and another one getting ready to graduate and i was never impressed with the teachers nor the administrators. The only time someone cares about our children is when it is too late to do anything about it!!! parents need to be involved in their childrens lives. Do not expect them to tell you things...Ask, talk to the teachers, talk to the administrators, because if you don't...They are not going to take the initiative to contact you, the parent!!! Caroline County is the worst possible high school that you could send your child to!
—Submitted by a parent


Posted February 3, 2005

I have had one child graduate from Caroline High School and have one who is currently in the 10th grade. I feel as though discipline starts at home and alot of that is lacking not only in Caroline Schools but schools all over. We as parents need to be more involved in our childrens education. We need to find out what is going on in the schools all the time, by attending parent conferences and PTA meetings, you could probably count on your hands sometimes the number of people who attend these but let a basketball game be going on and it will be sold out. Do you see something wrong with that? Get involved don't expect someone else to raise your child and set good values for them that starts at home with the parents. Be your childs parent not their friend!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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.

See Virginia's state standards

Source: Virginia Department of Education

Algebra I

The state average for Algebra I was 75% in 2012.

276 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
86%

2010

 
 
82%

2009

 
 
86%

2008

 
 
84%
Algebra II

The state average for Algebra II was 69% in 2012.

147 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
96%

2010

 
 
92%

2009

 
 
83%

2008

 
 
81%
Biology

The state average for Biology was 92% in 2012.

270 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
89%

2010

 
 
77%

2009

 
 
79%

2008

 
 
80%
Chemistry

The state average for Chemistry was 93% in 2012.

69 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
91%

2010

 
 
97%

2009

 
 
92%

2008

 
 
96%
Earth Science

The state average for Earth Science was 90% in 2012.

313 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
81%

2010

 
 
80%

2009

 
 
74%

2008

 
 
70%
English: Reading

The state average for English: Reading was 94% in 2012.

290 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
88%

2010

 
 
86%

2009

 
 
93%

2008

 
 
86%
English: Writing

The state average for English: Writing was 93% in 2012.

293 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
87%

2010

 
 
81%

2009

 
 
88%

2008

 
 
85%
Geometry

The state average for Geometry was 74% in 2012.

260 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
76%

2010

 
 
76%

2009

 
 
75%

2008

 
 
69%
Virginia and United States History

The state average for Virginia and United States History was 85% in 2012.

274 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
81%

2010

 
 
92%

2009

 
 
92%

2008

 
 
87%
World Geography

The state average for World Geography was 85% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
82%

2009

 
 
65%

2008

 
 
69%
World History I

The state average for World History I was 84% in 2012.

223 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
80%

2010

 
 
87%

2009

 
 
n/a

2008

 
 
n/a
World History II

The state average for World History II was 85% in 2012.

212 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
79%

2010

 
 
93%

2009

 
 
91%

2008

 
 
82%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students46%
Female students47%
Male students44%
Black students45%
Asian studentsn/a
Hispanic44%
White students45%
Students identified as economically disadvantaged38%
Not economically disadvantaged53%
Students with disabilities14%
Students without disabilities54%
Limited English proficient studentsn/a
Proficient in English46%
Not migrant46%

Algebra II

All Students88%
Female students87%
Male students89%
Black students88%
Asian studentsn/a
Hispanicn/a
White students88%
Students identified as economically disadvantaged74%
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities87%
Limited English proficient studentsn/a
Proficient in English88%
Not migrant88%

Biology

All Students83%
Female students85%
Male students81%
Black students75%
Asian studentsn/a
Hispanic90%
White students89%
Students identified as economically disadvantaged76%
Not economically disadvantaged87%
Students with disabilities45%
Students without disabilities90%
Limited English proficient studentsn/a
Proficient in English83%
Not migrant83%

Chemistry

All Students100%
Female students100%
Male students100%
Black students100%
Asian studentsn/a
Hispanicn/a
White students100%
Students identified as economically disadvantaged100%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%
Not migrant100%

Earth Science

All Students87%
Female students88%
Male students86%
Black students83%
Asian studentsn/a
Hispanic85%
White students91%
Students identified as economically disadvantaged83%
Not economically disadvantaged91%
Students with disabilities55%
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English87%
Not migrant87%

English: Reading

All Students90%
Female students92%
Male students88%
Black students90%
Asian studentsn/a
Hispanicn/a
White students91%
Students identified as economically disadvantaged87%
Not economically disadvantaged93%
Students with disabilities48%
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English91%
Not migrant90%

English: Writing

All Students92%
Female students96%
Male students87%
Black students93%
Asian studentsn/a
Hispanicn/a
White students92%
Students identified as economically disadvantaged92%
Not economically disadvantaged92%
Students with disabilities57%
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English92%
Not migrant92%

Geometry

All Students65%
Female students62%
Male students68%
Black students58%
Asian studentsn/a
Hispanicn/a
American Indian studentsn/a
White students72%
Students identified as economically disadvantaged60%
Not economically disadvantaged69%
Students with disabilities35%
Students without disabilities68%
Limited English proficient studentsn/a
Proficient in English66%
Not migrant65%

Virginia and United States History

All Students86%
Female students88%
Male students85%
Black students81%
Asian studentsn/a
Hispanic84%
White students92%
Students identified as economically disadvantaged79%
Not economically disadvantaged92%
Students with disabilities67%
Students without disabilities88%
Limited English proficient studentsn/a
Proficient in English86%
Not migrant86%

World Geography

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/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
Not migrantn/a

World History I

All Students68%
Female students68%
Male students68%
Black students67%
Asian studentsn/a
Hispanic82%
White students69%
Students identified as economically disadvantaged59%
Not economically disadvantaged79%
Students with disabilities29%
Students without disabilities77%
Limited English proficient studentsn/a
Proficient in English68%
Not migrant68%

World History II

All Students75%
Female students75%
Male students75%
Black students73%
Asian studentsn/a
Hispanicn/a
White students77%
Students identified as economically disadvantaged66%
Not economically disadvantaged81%
Students with disabilities18%
Students without disabilities80%
Limited English proficient studentsn/a
Proficient in English75%
Not migrant75%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 51% 57%
Black 44% 26%
Hispanic 4% 9%
American Indian/Alaska Native 1% 0%
Asian/Pacific Islander 1% 6%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 39%N/A33%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 18N/A17
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

19155 Rodgers Clark Blvd
Milford, VA 22514
Phone: (804) 633-9886

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