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GreatSchools Rating

Churchland High School

Public | 9-12 | 1432 students

Student diversity

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

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
No new ratings
2011:
No new ratings

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Principal leadership

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30 reviews of this school


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Posted January 1, 2014

I recently graduated from churchland high school. Most of my classes were out of control and I felt like the students had more control than some of the teachers. I did not feel this was fair to the students that were actually working hard in the class rooms. I rarely went to the cafeteria because the kids were wild. I graduated a year early with straight A's and was supposed to wear Honors regalia but the graduation counselor did not bring it. The guidance department did not help me with scholarships and spelled my name wrong when announcing my name at graduation and on my diploma.i felt churchland high school was only focused on helping the students that were skipping school and causing trouble. Though my experience at this high school was not very pleasant, I will never forget their amazing music department. Mr . Warren, the band director, is an amazing teacher. He had complete control of the classroom and the students united like a family. If your child is about to go to this school, I highly recommend you start them up in either the music magnent or the art magnet.


Posted November 19, 2013

I have one son who graduated from Churchland in 2011. My third son is currently a freshman there. We have had a wonderful experience. My husband is an alumnus and teacher in the building. We are very pleaseed with Dr. Bechtol and appreciate her hard work and strong leadership ethic. Many people have the wrong perception of this high school.
—Submitted by a parent


Posted October 27, 2013

Both of my children attended Churchland High School. My oldest graduated with honors and my youngest will be graduating this year with honors as well. Dr Bechtol runs a tight ship and has done a tremendous job with this school. My children have had wonderful teachers that were more than willing to stay after school if they needed extra help. That's one of the things I have loved about this school. The help is there if a parent is involved in their child's education and asks for the extra help. The teachers are willing. CHS also offers a good variety of sports. My children were on the swim and the cross country teams. Overall I am please with the education my children received at Churchland High School and would even go as far as saying it is one of the best high schools in the area.
—Submitted by a parent


Posted August 22, 2013

This school I great! Our orientation is tomorrow and I'm ready for school to start again!


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 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 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 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 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


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.

Source: Virginia Department of Education

Algebra I

The state average for Algebra I was 76% in 2013.

233 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
42%

2011

 
 
86%

2010

 
 
90%
Algebra II

The state average for Algebra II was 76% in 2013.

217 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
56%

2011

 
 
91%

2010

 
 
98%
Biology

The state average for Biology was 83% in 2013.

282 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
85%

2011

 
 
80%

2010

 
 
86%
Chemistry

The state average for Chemistry was 86% in 2013.

129 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
94%

2011

 
 
93%

2010

 
 
98%
Earth Science

The state average for Earth Science was 83% in 2013.

315 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
94%

2011

 
 
94%

2010

 
 
93%
English: Reading

The state average for English: Reading was 89% in 2013.

377 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
92%

2010

 
 
93%
English: Writing

The state average for English: Writing was 87% in 2013.

356 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
93%

2011

 
 
92%

2010

 
 
95%
Geometry

The state average for Geometry was 76% in 2013.

148 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
64%

2011

 
 
76%

2010

 
 
83%
History and Social Science

The state average for History and Social Science was 77% in 2013.

2013

 
 
n/a
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a
Science

The state average for Science was 59% in 2013.

2013

 
 
n/a
Virginia and United States History

The state average for Virginia and United States History was 86% in 2013.

347 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
82%

2010

 
 
97%
World Geography

The state average for World Geography was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
World History I

The state average for World History I was 84% in 2013.

396 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%

2011

 
 
77%

2010

 
 
94%
World History II

The state average for World History II was 85% in 2013.

213 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
93%

2011

 
 
92%

2010

 
 
97%
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 Students70%
Female students74%
Male students67%
Black students69%
Asian studentsn/a
Hispanic75%
Multiracialn/a
White students74%
Students identified as economically disadvantaged67%
Not economically disadvantaged73%
Students with disabilities62%
Students without disabilities72%
Limited English proficient studentsn/a
Proficient in English70%

Algebra II

All Students78%
Female students81%
Male students75%
Black students76%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students79%
Students identified as economically disadvantaged71%
Not economically disadvantaged82%
Students with disabilitiesn/a
Students without disabilities79%
Limited English proficient studentsn/a
Proficient in English78%

Biology

All Students75%
Female students76%
Male students74%
Black students67%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students94%
Students identified as economically disadvantaged62%
Not economically disadvantaged85%
Students with disabilities23%
Students without disabilities80%
Limited English proficient studentsn/a
Proficient in English75%

Chemistry

All Students81%
Female students79%
Male students83%
Black students75%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students89%
Students identified as economically disadvantaged80%
Not economically disadvantaged81%
Students with disabilitiesn/a
Students without disabilities80%
Limited English proficient studentsn/a
Proficient in English81%

Earth Science

All Students87%
Female students88%
Male students86%
Black students83%
Asian studentsn/a
Hispanic86%
Multiracial100%
White students93%
Students identified as economically disadvantaged81%
Not economically disadvantaged91%
Students with disabilities62%
Students without disabilities90%
Limited English proficient studentsn/a
Proficient in English87%

English: Reading

All Students88%
Female students92%
Male students83%
Black students83%
Asian studentsn/a
Hispanic94%
Multiracial91%
White students94%
Students identified as economically disadvantaged83%
Not economically disadvantaged91%
Students with disabilities50%
Students without disabilities92%
Limited English proficient studentsn/a
Proficient in English88%

English: Writing

All Students87%
Female students92%
Male students81%
Black students84%
Asian studentsn/a
Hispanic88%
Multiracial92%
White students91%
Students identified as economically disadvantaged83%
Not economically disadvantaged90%
Students with disabilities40%
Students without disabilities93%
Limited English proficient studentsn/a
Proficient in English87%

Geometry

All Students80%
Female students82%
Male students79%
Black students77%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students86%
Students identified as economically disadvantaged75%
Not economically disadvantaged86%
Students with disabilities62%
Students without disabilities82%
Limited English proficient studentsn/a
Proficient in English80%

History and Social Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Math

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Science

All Studentsn/a
Female studentsn/a
Male studentsn/a
White studentsn/a
Students identified as economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Proficient in Englishn/a

Virginia and United States History

All Students87%
Female students87%
Male students87%
Black students82%
Asian studentsn/a
Hispanic100%
Multiracial92%
White students94%
Students identified as economically disadvantaged83%
Not economically disadvantaged90%
Students with disabilities67%
Students without disabilities89%
Limited English proficient studentsn/a
Proficient in English87%

World Geography

All Studentsn/a
Female studentsn/a
Male studentsn/a
Black studentsn/a
Asian studentsn/a
Hispanicn/a
Multiracialn/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

World History I

All Students90%
Female students90%
Male students90%
Black students88%
Asian studentsn/a
Hispanic100%
Multiracial96%
White students94%
Students identified as economically disadvantaged84%
Not economically disadvantaged96%
Students with disabilities71%
Students without disabilities92%
Limited English proficient studentsn/a
Proficient in English90%

World History II

All Students90%
Female students89%
Male students92%
Black students86%
Asian studentsn/a
Hispanicn/a
Multiracialn/a
White students95%
Students identified as economically disadvantaged86%
Not economically disadvantaged92%
Students with disabilitiesn/a
Students without disabilities91%
Limited English proficient studentsn/a
Proficient in English90%
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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4301 Cedar Ln
Portsmouth, VA 23703
Phone: (757) 686-2500

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