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GreatSchools Rating

Churchland High School

Public | 9-12 | 1390 students

Last modified
Community Rating

3 stars

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

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27 reviews of this school


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Posted February 14, 2013

I have been thrilled with Churchland High School. I have had 2 sons go through CHS and both have received a quality education. 90% of the teachers they've had were wonderful teachers that took the time to "teach" the students. Communication with the teachers has been outstanding. There is a wide variety of sports offered and I have been impressed with the coaches. I would highly recommend this High School to anyone that wants a quality education.
—Submitted by a parent


Posted July 9, 2010

As a 33 year veteran teacher, I can say that Churchland is one of the best. The administration and staff work hard to allow educators to do what they do best - Teach! Yes, there are problems; all schools have problems. We are not a school of perfect students, perfect teachers, perfect administrators and perfect support staff. However, we are always striving toward that goal.
—Submitted by a teacher


Posted June 4, 2009

I am currently a freshmen at this school. The staff at churchland ensure that each and every student has the opportunity to do any and every thing they can to further their education. Even the guidance counselors meet with each student individually to help with goal planning. Churchland offers a program (magnet) for out of zone, high acchiving students. The program features theatre, band, chorus, art, and dance and is very hands on. All together, churchand is an amazing school!
—Submitted by a student


Posted May 9, 2009

My daughter is a senior at Churchland High School. She has had an awesome experience. Her teachers are skilled and very caring. The administration is very structured. The students get along well. My daughter participates in the First College program. First College students take college courses through TCC. When she graduates from high school she will be able to enter college as a sophomore. Churchland also has an excellent Art Magnet Program.
—Submitted by a parent


Posted June 21, 2008

I am A former student and I would like to say that the best years of my life were in Churchland High. I had many friends and the teachers worked with me every step of the way. Class of 2007!!!!!


Posted April 19, 2008

Churchland High School has a fantastic art department offering students the opportunity to study art at a foundations level or in advanced classes to include their Magnet Program, Ceramics, Graphic Design, Photography, and A/P Art.
—Submitted by a teacher


Posted November 19, 2007

As a current senior at CHS I feel that are school is average. People have done very well for themselves by attending our school while other students just do not care. There is a lot of opportunity here at Churchland if you choose to go after it. As for the parents who complain about our, you are not helping the problem. I am a guidance aide and I hear a lot of parents complain about our school, but they refuse to be bothered to help fix the problems. If you have no intention to help us grow you have no right to complain. We are, by far, not the best school by any means, most of which is due to our financial status, however we do very well with what we have.
—Submitted by a student


Posted October 4, 2007

As a current student (senior) at CHS, I would like to say that Churchland is by far the best high school in Portsmouth. My 4 years have been full of amazing teachers, great classes, and good friends. Shame on all of you saying that CHS is 'one of the worst schools in VA.' I attended the Summer Governor's School in Richmond this summer, and it turns out that, while we do not have a lot of money to provide all the benefits that other schools have, we are still getting a high-quality education. I felt very up to par with kids from northern VA. I believe I am very prepared for college because of what I have learned at CHS. If students would stop blaming the teachers and administrators for their supposed shortcomings, and remember that your education is what YOU make of it, perhaps they would love our school too.
—Submitted by a student


Posted April 24, 2007

I'm currently a junior at CHS, and I can honestly say, it's one of the worst schools in Virginia to send your child too. The teachers are fully qualified, but the students there with behavioral problems take up too much to really get anything done in 90 mins, unless you're put in an Honors class or an AP/DE class.
—Submitted by a student


Posted April 16, 2007

I graduated in 2004. I found that no matter what kind of student you are be put in all honors classes and AP classes. They are not that much harder, the teachers are nicer to you and there is more learning involved.
—Submitted by a former student


Posted January 1, 2007

My son graduated from CHS June 2006. While there were definite issues in behavior and discipline at the school there were also positive aspects. The art department is the best. Mrs. Stith and Mrs. Cosumano more than prepared my son for the rigors of a top art college in New York City. My son has said that the art history he received from his teacher more than prepared him for college. He is the top student currently at his college for art history. He was in magnet program and received help from Special Ed. Both programs were helpful to my son. The English department and French teacher were also helpful to him. Overall though it may not be the best school district -like other schools it does have positive aspects that prepared my son and enabled him to get into both his college choices.
—Submitted by a parent


Posted August 29, 2006

AS a former teacher of CHS, I think like every school, it has its good points and bad points. I do agree that discipline is a large focus, but unfortunately, many of the students do not allow the teacher do anything other than discpline them. CHS does have a top notch magnet program, but not all the programs are treated equally. Very little recognition is given to are arts when the succeed, and very little support. Unfortunately, SOLS are a fact of life, and we often have to rush through curriculum. BUt I feel there are quite a few teachers who will help, if you ask. It is overcrowded, and has many mechanical issues. There are times when it can a very difficult environment. But in Portsmouth, I think it's the best there is.
—Submitted by Marie Miguel, a teacher


Posted August 24, 2006

As a returning student of CHS I believe that overall, the teachers do what they are asked which is to teach. I don't believe that it is the responsibility of the teachers to baby the students. I see most of you complain that they are worried who is in the halls and why they are disciplining you for being late for class, there are reasons for it. Yes, the SOLS are tough..but it isn't just CHS that has to do them. I like this school. It is one of the most clean schools I have ever been to. CHS also has the Magnet program and an outstanding amount of extracurricular activities..Get involved! stop complaining....you're in high school now.
—Submitted by Rosy, a student


Posted March 29, 2006

As a current student (a senior, I might add), the prospect of leaving Churchland High School is a true blessing. The hallways between classes are crowded to the point of claustrophobia. The teachers, while some are very unsatisfactory , are NOT treated with respect from the administration.The restrooms are atrocious, there is no soap and rarely any toilet paper in the girls' room, and some stalls are missing doors. SOLs are the main focus of classes, as well. This place is a prison rather than a learning facility. My apologies to future classes of CHS...I hope the situation improves.
—Submitted by Courtney Riffe, a student


Posted March 9, 2006

As a former student of CHS, I found that the teachers and staff to be an excellent part of my formative education. With the loving and caring environment they provided as well as the new innovations and resources that were available to us as students, you couldn't ask for a better place to spend four years of your life.
—Submitted by Jessica Bunch, a former student


Posted November 28, 2005

Being new to Churchland this year, I have to say that I am pleased with the change in the climate. Students had a successful pep rally and Prom is looking to be elegant being held at the Renassiance Hotel. As for the complaints that the teachers teach for the SOLs, anywhere you go teachers are struggling to find a healthy balance that will still have students passing the SOLs (which are required to graduate) and cultivating an exciting learning environment. As for the overcrowding, the administration is aware of the problem and actively working to amend the issue. We are up and coming.
—Submitted by a staff


Posted September 21, 2005

As a junior at Churchland I would have to say the school's main focus is sports and knowing a student's every move, every second of the day. The teachers are okay but most of the time they rush through lessons and even if you ask, they won't really take the time to go over the lesson again. CHS is more like a juvenile hall than a school sometimes. We need to stop allowing anyone and everyone into the school. People from downtown Portsmouth should go to the school's they are zoned for. The overcrowding is ridiculous and this is because the school allows everyone into the school. You can't walk down the halls without bumping into everyone that passes you by. I do have one good thing to say- It is the only accredited school in Portsmouth, so I guess not everything is done wrong!
—Submitted by a student


Posted July 31, 2005

As a student at churchland I think our school is very unaceptable. The teacher are more concerned with SOLs and we fly through the material so we barely have a chance to learn anything. There are few teachers that actually care about the students and are willing to help. When at school i feel unsafe the security guards and principals are more friends with the students then authority figures. Our school is over crowded, so much that when walking down the hallway you struggle. I beleive our school could be a great school if they would become more organized and actually care about the student and them actually getting and education.
—Submitted by a student


Posted July 19, 2005

This school is the worst school to send your child. For the sports program the coaches are more focus on how a kid plays and what they can do for the team then the kids getting in trouble in school. The athelitic dept and some of the teachers you cannot tell the adults from the kids because of the way they conduct themselves and the way they dress is the same. There is no teacher/parent involvement when kids are skipping or failing the classes until the report card comes home which the kids are not required to give to the parents and have it return back to school sign. If they do get the report card sign the child will get extra credit points.
—Submitted by a parent


Posted June 23, 2005

As a teacher at CHS, I must say I am surprised by the lack of parental support for a school that is trying to maintain state standards while keeping the school environment organized and productive. While I will be the first to admit we don't always get it right, I would expect that the ammount of effort put into making school a place of learning and diclipline would not be overlooked by parents who struggle with the same issues. If the students were more prepared to learn, willing to maintain self-control, and be a little more understanding that CHS is a school and not a mall designed for entertainment, then I would imagine that the results would be to everyone's liking: an educational facilty where students, teachers, and parents all understand their specific roles.
—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.

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.

223 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
86%

2010

 
 
90%

2009

 
 
91%

2008

 
 
91%
Algebra II

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

290 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
91%

2010

 
 
98%

2009

 
 
98%

2008

 
 
96%
Biology

The state average for Biology was 92% in 2012.

281 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
80%

2010

 
 
86%

2009

 
 
79%

2008

 
 
88%
Chemistry

The state average for Chemistry was 93% in 2012.

138 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
93%

2010

 
 
98%

2009

 
 
96%

2008

 
 
99%
Earth Science

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

332 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
94%

2010

 
 
93%

2009

 
 
93%

2008

 
 
93%
English: Reading

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

355 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
92%

2010

 
 
93%

2009

 
 
92%

2008

 
 
92%
English: Writing

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

364 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
92%

2010

 
 
95%

2009

 
 
92%

2008

 
 
92%
Geometry

The state average for Geometry was 74% in 2012.

272 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
76%

2010

 
 
83%

2009

 
 
85%

2008

 
 
83%
Virginia and United States History

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

349 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
82%

2010

 
 
97%

2009

 
 
96%

2008

 
 
94%
World Geography

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a
World History I

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

330 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
77%

2010

 
 
94%

2009

 
 
96%

2008

 
 
89%
World History II

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

231 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
92%

2010

 
 
97%

2009

 
 
99%

2008

 
 
99%
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 Students42%
Female students47%
Male students38%
Black students39%
Asian studentsn/a
Hispanic30%
White students58%
Students identified as economically disadvantaged39%
Not economically disadvantaged45%
Students with disabilities21%
Students without disabilities45%
Limited English proficient studentsn/a
Proficient in English42%
Not migrant42%

Algebra II

All Students56%
Female students60%
Male students51%
Black students53%
Asian studentsn/a
Hispanic56%
White students60%
Students identified as economically disadvantaged46%
Not economically disadvantaged61%
Students with disabilitiesn/a
Students without disabilities56%
Limited English proficient studentsn/a
Proficient in English56%
Not migrant56%

Biology

All Students85%
Female students86%
Male students84%
Black students81%
Asian studentsn/a
Hispanic92%
White students92%
Students identified as economically disadvantaged81%
Not economically disadvantaged87%
Students with disabilities49%
Students without disabilities90%
Limited English proficient studentsn/a
Proficient in English85%
Not migrant85%

Chemistry

All Students94%
Female students95%
Male students93%
Black students95%
Asian studentsn/a
Hispanicn/a
White students91%
Students identified as economically disadvantaged95%
Not economically disadvantaged94%
Students with disabilitiesn/a
Students without disabilities94%
Limited English proficient studentsn/a
Proficient in English94%
Not migrant94%

Earth Science

All Students94%
Female students93%
Male students95%
Black students92%
Asian studentsn/a
Hispanicn/a
White students98%
Students identified as economically disadvantaged90%
Not economically disadvantaged96%
Students with disabilities85%
Students without disabilities94%
Limited English proficient studentsn/a
Proficient in English94%
Not migrant94%

English: Reading

All Students91%
Female students95%
Male students88%
Black students88%
Asian studentsn/a
Hispanicn/a
White students98%
Students identified as economically disadvantaged85%
Not economically disadvantaged95%
Students with disabilities74%
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English91%
Not migrant91%

English: Writing

All Students93%
Female students95%
Male students92%
Black students91%
Asian studentsn/a
Hispanicn/a
White students98%
Students identified as economically disadvantaged90%
Not economically disadvantaged95%
Students with disabilities69%
Students without disabilities96%
Limited English proficient studentsn/a
Proficient in English93%
Not migrant93%

Geometry

All Students64%
Female students64%
Male students64%
Black students58%
Asian studentsn/a
Hispanicn/a
American Indian studentsn/a
White students79%
Students identified as economically disadvantaged58%
Not economically disadvantaged69%
Students with disabilities62%
Students without disabilities64%
Limited English proficient studentsn/a
Proficient in English64%
Not migrant64%

Virginia and United States History

All Students83%
Female students81%
Male students86%
Black students82%
Asian studentsn/a
Hispanicn/a
White students91%
Students identified as economically disadvantaged79%
Not economically disadvantaged86%
Students with disabilities59%
Students without disabilities85%
Limited English proficient studentsn/a
Proficient in English83%
Not migrant83%

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 Students92%
Female students89%
Male students94%
Black students90%
Asian studentsn/a
Hispanic81%
White students96%
Students identified as economically disadvantaged86%
Not economically disadvantaged96%
Students with disabilities96%
Students without disabilities91%
Limited English proficient studentsn/a
Proficient in English92%
Not migrant92%

World History II

All Students93%
Female students91%
Male students94%
Black students92%
Asian studentsn/a
Hispanic100%
White students91%
Students identified as economically disadvantaged90%
Not economically disadvantaged94%
Students with disabilitiesn/a
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English93%
Not migrant93%
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
Black 65% 26%
White 31% 57%
Hispanic 2% 9%
Asian/Pacific Islander 1% 6%
American Indian/Alaska Native 0% 0%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/A33%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 19N/A17
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

4301 Cedar Ln
Portsmouth, VA 23703
Phone: (757) 686-2500

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