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Teacher quality
Principal leadership
Parent involvement
Worst experience ever!! Completely unsafe for your kindergarten children and now with my daughter's second year there still unsafe for a 1st grader!! The school has specific instructions from the child's parents given by phone and in person repeatedly for her afterschool transportation yet they do whatever they want and keep sending the child on the school bus home where there is no adult to receive the child. That is not all!!! The bus driver let the 6 year old child get off the bus with no adult to pick her up on this last occasion! The previous time I luckily got off work early tried to pick up my daughter where she was supposed to be and she was not there. Infuriated because it was the SECOND time this was happening I called the school and of course the office did not know what to tell me. I raced home to see if she had been dropped off by school bus and arrived just a few minutes before school bus arrived and yes my daughter was in it.
—Submitted by a parent
I went to this school today with my daughter to see about registering her. There was a summer school secretary and a regular secretary. We waited five minutes before anyone greeted us and many people looked at us as they walked through. The summer school secretary finally greeted us, as the regular secretary was on the phone. She was very pleasant. The main secretary came over and when I asked questions regarding teacher/student ratio, the curriculum, the school hours and what my daughter would need to start kindergarten, she answered "I don't know" to three out of four of the questions. She never greeted my daughter and spoke rather condescendingly. She tried to make their Title 1 status sound like a good thing and, yes, they have made strides with their scores, as evidence of the figures on this website, however, according her, their SOL scored "ROCK" and they didn't score less than 90%, which is incorrect according to the figures provided here. All in all, it was very disappointing. I feel my daughter deserves better quality and we will search out a transfer or a private school. I was also denied a tour and was told to make an appointment.
—Submitted by a parent
We came into this school in the middle of the year. Both of the teachers my children had are AMAZING!! They took the time to help my children feel comfortable, and catch them up as much as they could with what they had missed. The staff is kind, and always helpful. I am not fond of the Principal, Mrs. Hunt..a bit to quick to judge. Overall the programs at this school are wonderful, the kids learn a lot, and it has been a good experience so far.
—Submitted by a parent
I completed my student teaching semester at Beulah Elementary and it was an experience far beyond what I could have ever anticipated! I was warmly welcomed by each and every one of the staff members and instantly felt comfortable on their presence. While there I witnessed the work of some of the most dedicated teachers I have ever worked with. The student body is very culturally diverse, although-from what I experienced in both lower and upper grades-very accepting of one another for attributes other than skin color. The children and staff at Beulah made my student teaching experience within their school one of the most enjoyable experiences I've had in my 12 years working with children.
It is a good school! They try and look at the needs of all their students
—Submitted by a parent
Beulah is a great school because it's teachers really care about the progress of their students and their school. The teachers are committed to the succes of their students, not just their SOL scores. This school is full of caring, emapathetic, dedicated staff that work their hardest to watch their students succeed!
—Submitted by a teacher
This a small school with a caring faculty. Students work hard and there are many success stories.
—Submitted by a parent
A great school that is working very hard to help kids improve in all subjects. Wonderful programs to include parents in helping and supporting our kids. We strive to make our children excel in all area in helping our kids to become well rounded kids for the future.
—Submitted by a parent
I'm most appreciative of the diversity of Beulah's student body. It is great for my child to learn in an environment that is most like the real world. Mrs. Hunt and her staff are committed to not only the education of the children, but emphasis on core values. They also have some unique extracurricular programs. I've been pleased with the education my child has been receiving at Beulah. As a parent, I also realize my responsibility to my child's education.
—Submitted by a parent
There are certain teachers in this school that do care, and we have had experiences with some that don't. I think that students are not treated equally. All in all learning is all that matters and for that, they get a good grade!
—Submitted by a parent
My child went through Beulah Elementary School and there are just not enough words to praise this school. The teachers and staff are the most caring people. They truly care about them as people and the progress that they are making. If they are struggling, they will find a way to help. We could not have asked for a better experience for our child.
—Submitted by a parent
I totally disagree with the previous review. Beulah is a awsome school, very welcoming....we moved in the area 2 years ago and were welcome by the principal and the staff. It is a VERY diverse school and discipline goes for EVERYONE! They have an open door policy.. I'm proud that my kids go to Beualh.
—Submitted by a parent
Beulah schools is not a welcoming place. The staff is aloof and does not embrace diversity. They send mixed messages about parental involement. The boys and non white students seem to be are disciplined harsher and sooner than girls. The staff turnover each year is also disturbing.
—Submitted by a parent
I love Beulah school, the teachers and faculity are very good. They love for parents to come and see whats going on in the classroom as well as all of the school. They send home more information than I every brought home as a student in another school.this is a great experience for my child and I am thankful of it.
—Submitted by a parent
I've been involved with this school for some time now and while few schools can be considered perfect, Beulah is a very caring and hard-working environment. From the teachers and students to those who volunteer their time and talents to do the extra stuff that the county just can't provide, this is a very dedicated group of people who take pride working toward making their school one of the best. We have had a very positive experience in our time at Beulah and look forward to being a part of the Beulah family for several more years to come.
—Submitted by a parent
My involvement at Beulah has been such a positive experience and I see very good, caring leadership from the Principal and vice - principal. The staff is a motivated, talented group and the overall enviorment is very friendly and pleasant. The community is very involved in volunteer work that is much appreciated, which all has a positive effect on the children. The students are the most important part of Beulah, all the staff is very focused on providing the best possible education.
We have not been happy with Beulah for some time now. We were hoping that it would get better. But it's not! Many of the teachers are uncaring and have been known to 'talk down' to the students. Children today need more than a person who can just 'teach,' they need a person who can teach plus someone who generally cares about them and wants what's best for them. The teachers at Beulah are not like this. I guess that's why the staff keeps changing year after year and many of them don't hang around. I'm also wondering where the minority teachers are! I've been in Chesterfield for many years now and haven't seen many here or within the County as a whole. Is there something going on we need to know about? Talk to your child(ren) and listen to what they say about what's going on in their classroom!
—Submitted by a parent
No one ever said that a child is supposed to be there to be the teacher's best friend! Teachers are supposed to be role models, not acting like the child. What ever happened to the golden rule? Just as they require the children to respect them, they need to respect the child. It can't be one-sided. You mentioned making excuses? If discrimination happened against your child, what would you do? I see a concerned parent that just wants to let others know what has happened at this school to their child. It's obvious that could care less, but please keep comments like that to yourself and put the shoe on the other foot. Beulah is a good school, and I would love to welcome Mrs. Hunt! We live in a growing community and it's nice to know that we as parents can come together for the better good, as the saying goes.
—Submitted by a parent
We love Beulah Elementary our son started and finished thier and has exceeded many of our expectations because of the standards that were set for him early in his learning career. Our daughter is currently enrolled thier as a second grader, she is developing well and we expect for her to also excell under the guidelines of Beulah Elementary! It is important that we all keep in minds that our children are in school to learn not to be the teachers best friend and if they feel that they are not being treated equally it is the parents responsibility to help them get through the situation like a shining star not fail or fall behind. The teacher is only an extension to what your child is capable of learning we as parents must take more responsibility and stop making so many excuses. We miss you Mrs. Morgan!!!
—Submitted by a parent
I totally understand what has been said here. I'm a former teacher and a parent of children who currently attend this school. I too, have had my children come to me out of concern for the way they have been treated at this school. I am very concerned about this, African-American children should not be treated this way. They should have the right to be treated fairly, just like everyone else. Yes, I know for a fact that discrimination goes on here. I've been on the receiving end. If parents speak up, it's bound to change!
—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.
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 state average for English: Reading was 86% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 87% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Math was 64% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 90% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
The state average for English: Reading was 88% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 84% in 2012.
2012
The state average for Math was 70% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
The state average for English: Reading was 89% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Writing was 87% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for History and Social Science was 89% in 2012.
2012
The state average for Math was 67% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Science was 88% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 87% |
| Female students | 94% |
| Male students | 83% |
| Black students | 86% |
| Asian students | n/a |
| Hispanic | 82% |
| White students | 100% |
| Students identified as economically disadvantaged | 85% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 58% |
| Students without disabilities | 94% |
| Limited English proficient students | 80% |
| Proficient in English | 88% |
| Not migrant | 87% |
| All Students | 96% |
| Female students | 100% |
| Male students | 94% |
| Black students | 98% |
| Asian students | n/a |
| Hispanic | 89% |
| White students | 100% |
| Students identified as economically disadvantaged | 94% |
| Not economically disadvantaged | 100% |
| Students with disabilities | 78% |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 97% |
| Not migrant | 96% |
| All Students | 82% |
| Female students | 88% |
| Male students | 78% |
| Black students | 72% |
| Asian students | n/a |
| Hispanic | 92% |
| White students | 90% |
| Students identified as economically disadvantaged | 83% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 71% |
| Students without disabilities | 84% |
| Limited English proficient students | n/a |
| Proficient in English | 81% |
| Not migrant | 82% |
| All Students | 95% |
| Female students | 100% |
| Male students | 92% |
| Black students | 92% |
| Asian students | n/a |
| Hispanic | 96% |
| White students | 100% |
| Students identified as economically disadvantaged | 92% |
| Not economically disadvantaged | 100% |
| Students with disabilities | 74% |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 94% |
| Not migrant | 95% |
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 85% |
| Female students | 88% |
| Male students | 82% |
| Black students | 76% |
| Asian students | n/a |
| Hispanic | 83% |
| White students | 100% |
| Students identified as economically disadvantaged | 82% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 75% |
| Students without disabilities | 88% |
| Limited English proficient students | 73% |
| Proficient in English | 87% |
| Not migrant | 85% |
| All Students | n/a |
| Students with disabilities | n/a |
| Not migrant | n/a |
| All Students | 64% |
| Female students | 60% |
| Male students | 68% |
| Black students | 58% |
| Asian students | n/a |
| Hispanic | 52% |
| White students | 75% |
| Students identified as economically disadvantaged | 57% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 45% |
| Students without disabilities | 69% |
| Limited English proficient students | 38% |
| Proficient in English | 70% |
| Not migrant | 64% |
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 90% |
| Female students | 97% |
| Male students | 85% |
| Black students | 87% |
| Asian students | n/a |
| Hispanic | 100% |
| White students | 100% |
| Students identified as economically disadvantaged | 83% |
| Not economically disadvantaged | 100% |
| Students with disabilities | n/a |
| Students without disabilities | 95% |
| Limited English proficient students | n/a |
| Proficient in English | 90% |
| Not migrant | 90% |
| All Students | 95% |
| Female students | 100% |
| Male students | 90% |
| Black students | 93% |
| Asian students | n/a |
| Hispanic | 100% |
| American Indian students | n/a |
| White students | 100% |
| Students identified as economically disadvantaged | 90% |
| Not economically disadvantaged | 100% |
| Students with disabilities | 50% |
| Students without disabilities | 100% |
| Limited English proficient students | n/a |
| Proficient in English | 94% |
| Not migrant | 95% |
| All Students | n/a |
| Male students | n/a |
| Students identified as economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Proficient in English | n/a |
| Not migrant | n/a |
| All Students | 59% |
| Female students | 71% |
| Male students | 50% |
| Black students | 57% |
| Asian students | n/a |
| Hispanic | 62% |
| White students | n/a |
| Students identified as economically disadvantaged | 60% |
| Not economically disadvantaged | 58% |
| Students with disabilities | n/a |
| Students without disabilities | 64% |
| Limited English proficient students | n/a |
| Proficient in English | 59% |
| Not migrant | 59% |
| All Students | 95% |
| Female students | 97% |
| Male students | 92% |
| Black students | 94% |
| Asian students | n/a |
| Hispanic | 94% |
| White students | 100% |
| Students identified as economically disadvantaged | 94% |
| Not economically disadvantaged | 95% |
| Students with disabilities | n/a |
| Students without disabilities | 95% |
| Limited English proficient students | n/a |
| Proficient in English | 94% |
| Not migrant | 95% |
In 2011-2012 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, science in grades in 3, 5 and 8, and history in grades 3 through 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.
See Virginia's state standards
Source: Virginia Department of Education
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
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 »
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Black students
Hispanic
White students
All students
Students identified as economically disadvantaged
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 | ||
|---|---|---|---|---|
| Black | 51% | 26% | ||
| Hispanic | 27% | 9% | ||
| White | 19% | 57% | ||
| Asian/Pacific Islander | 3% | 6% | ||
| American Indian/Alaska Native | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 50% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 17 |
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4216 Beulah Rd
Richmond,
VA 23237
Phone: (804) 743-3620
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