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Douglas S. Freeman High School

Public | 9-12 | 1738 students

Last modified
Community Rating

4 stars

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

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15 reviews of this school


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Posted January 12, 2012

Freeman is an amazing school. It is very diverse and the students are really friendly . There isn't much of a bulling problem. Freeman stands up against it. Academically it is more challenging then most schools but the teachers are there willing to help kids anytime they can. There is something there for everyone
—Submitted by a student


Posted April 13, 2010

I am a Freeman graduate, and I could not imagine having had a better experience elsewhere. I took challenging classes and really feel that I was well prepared for college. The English department in particular is excellent, I believe, although the entire school is committed to excellence in the classroom. The Freeman community is such a wonderful community to be a part of as well. The students and parents are all very active in the school and community. I highly recommend DSF.


Posted December 1, 2009

We've been disappointed in the Leadership Center and Freeman . The individual teachers are great and care about the students. But the program isn't well integrated and there is little communication between departments or with parents ( other than the occasional pre-recorded phone call.) The students have 7 classes a day, and it is very common to have 2 tests, 3-4 quizzes and a major project due every day for the last 2 weeks of every quarter . It's just a grind. The Leadership Center has no activities that bring the whole class together--you just have 3 of 7 classes with the same people. Most clubs meet once a month for an hour, so if you don't play a sport, and you're not from Tuckahoe Middle, there's not much activity to build friendships. Guidance is helpful, but overworked. Academically it is the same as any Henrico honors classes. It's nothing special.
—Submitted by a parent


Posted October 8, 2009

Its a great place to learn and the staff are friendly and helpful.
—Submitted by a parent


Posted September 16, 2009

Our experience has been that the cultural diversity is wonderful, they are very progressive in their technology and administrative services have been beyond the usual in support.
—Submitted by a parent


Posted December 26, 2008

The education offers everything a student could want. The only problems I can think of are the language department, which should change methods, and the administration due to varying student needs (see your guidance counselor; they make the difference going through the system). I've taken mostly honors and AP, but the college prep courses cover their topics well. Even though they offer every AP imaginable, there are courses, like World Lit, Regional Studies and various business courses, which provide some breadth and character to your studies. Science has ups and downs, but I think they've notice and they're improving. The math and history departments are solid. You couldn't find a better English department. The Center courses make a large difference - not only in applications - but in actual scholarship. It is a family: Everyone wants and expects to do well and thrive off the atmosphere.
—Submitted by a student


Posted November 3, 2008

2008 graduate of the Leadership Center attending top 20 university -The socioeconomic diversity: Some kids live in one bedroom apartments and others live in multi-million dollar homes. -Administration is incredibly nice, although sometimes unhelpful. -Regular classes are easy, requiring little work. -Honors/AP Math and English will prepare you very well for college. -The science and history departments are mixed. Take AP Chem over AP Bio. -Leadership Center= best teachers and opportunities, gpa advantages. There is a required internship that counts as an honors class. -top 5% with 1500+ SATS and something special (D1 athletics, great internship, disability) ivy league is possible. -top 10%= UVA, W&M, W&L, Wake Forest (hard to achieve if not in Leadership Center). -top 25%= Va Tech and JMU (average upper-middle class kid can achieve if they try hard).
—Submitted by a student


Posted October 8, 2008

Student is the honors or AP programs are getting the best possible instruction out there. This school cares about real learning, not just memorization and top AP scores show that. Colleges know Freeman's reputation. I have found the teachers in the upper tier courses to be clear on content and demanding of students, but equally considerate of the students' best interest. This is a great school
—Submitted by a parent


Posted September 2, 2008

My child has just started at Freeman and I am very disappointed. It is very disorganized. There was no real orientation for Freshman, just a Fee Night with welcome speeches. Other area high schools had an orientation where freshmen spent 1/2 day at the school, touring the facilities, locating their classrooms and meeting teachers. Nothing like that at Freeman! Instead, we received a map with ink blots that made most of the freshman classroom numbers illegible. No information was given about school hours, lunch times, location of the cafeteria, etc. The principal is relatively new and came from a middle school, so perhaps she just doesn't know how to provide a good orientation for high school freshmen, but other staff members should have clued her in.
—Submitted by a parent


Posted June 25, 2008

I am extremly pleased with Freeman, my daughter was in the IB program at Moody, but decided to attend Freeman instead of continuing in the program. Great decision, she has made so many friends here, and for the first time is really enjoying the experience of regular kids, instead of kids that think they are better than others. I am thrilled, and life couldn't be better for her .
—Submitted by a parent


Posted November 7, 2007

fabulous school! equal or better in quality of education compared with local private schools.
—Submitted by a student


Posted November 25, 2006

I am currently attending this school, and I am extremely pleased. The teachers are great, the students are caring, and there is a general high standard for excellence. Parents, have no qualms about sending your child to this school; DSF rules!
—Submitted by a student


Posted May 31, 2006

Two of my other children have gone to other area high schools through the center programs (Hermitage and Deep Run). I am, by far, happiest with Freeman High School. The kids are friendly, the teachers are superior and involved with the kids, and the parents are wonderful. When I first heard they call this 'the Freeman Family' I was skeptical. No more. This title fits perfectly!
—Submitted by a parent


Posted February 22, 2005

I graduated from Freeman in 2003. DSF is a great place to attend high school. It's relatively small size (compared to Godwin, Tucker) is a real bonus for individual attention. Many of the teachers currently teach their old friends' children, which allows for a real community atmosphere. Students are exposed to many different cultures, which can include exorbitantly rich white children. Luckily, virtually everyone gets along with one another. As stated before, the parents are very involved because many of them also attended Freeman. The Leadership Specialty Center is also grade-A. The current administration (save the stodgy assistant principle) is incredibly helpful and gracious.
—Submitted by a former student


Posted September 14, 2003

College preparatory emphasis, great diversity which is an education in itself, high expectations of students is the norm and students seem to meet those expectations on a regular basis.
—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.

178 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
89%

2010

 
 
96%

2009

 
 
90%

2008

 
 
95%
Algebra II

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

314 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
99%

2010

 
 
97%

2009

 
 
96%

2008

 
 
94%
Biology

The state average for Biology was 92% in 2012.

471 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%

2009

 
 
96%

2008

 
 
94%
Chemistry

The state average for Chemistry was 93% in 2012.

300 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
98%

2010

 
 
100%

2009

 
 
100%

2008

 
 
99%
Earth Science

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

263 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
89%

2010

 
 
90%

2009

 
 
91%

2008

 
 
92%
English: Reading

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

421 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
97%

2010

 
 
96%

2009

 
 
97%

2008

 
 
97%
English: Writing

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

428 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
92%

2010

 
 
94%

2009

 
 
93%

2008

 
 
93%
Geometry

The state average for Geometry was 74% in 2012.

532 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
94%

2010

 
 
93%

2009

 
 
91%

2008

 
 
88%
Virginia and United States History

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

409 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
90%

2010

 
 
99%

2009

 
 
99%

2008

 
 
97%
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.

266 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
88%

2010

 
 
96%

2009

 
 
97%

2008

 
 
96%
World History II

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

346 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
94%

2010

 
 
100%

2009

 
 
100%

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 Students70%
Female students75%
Male students66%
Black students66%
Asian students91%
Hispanic69%
White students67%
Students identified as economically disadvantaged65%
Not economically disadvantaged72%
Students with disabilities50%
Students without disabilities73%
Limited English proficient students74%
Proficient in English69%
Not migrant70%

Algebra II

All Students92%
Female students93%
Male students90%
Black students83%
Asian students93%
Hispanic80%
White students94%
Students identified as economically disadvantaged91%
Not economically disadvantaged92%
Students with disabilitiesn/a
Students without disabilities92%
Limited English proficient students92%
Proficient in English92%
Not migrant92%

Biology

All Students97%
Female students97%
Male students97%
Black students100%
Asian students77%
Hispanic94%
White students99%
Students identified as economically disadvantaged93%
Not economically disadvantaged98%
Students with disabilities80%
Students without disabilities98%
Limited English proficient students83%
Proficient in English99%
Not migrant97%

Chemistry

All Students98%
Female students99%
Male students98%
Black students100%
Asian students90%
Hispanic100%
White students99%
Students identified as economically disadvantaged93%
Not economically disadvantaged99%
Students with disabilitiesn/a
Students without disabilities98%
Limited English proficient students93%
Proficient in English99%
Not migrant98%

Earth Science

All Students89%
Female students86%
Male students92%
Black students84%
Asian students74%
Hispanic78%
White students95%
Students identified as economically disadvantaged78%
Not economically disadvantaged94%
Students with disabilities71%
Students without disabilities91%
Limited English proficient students69%
Proficient in English95%
Not migrant89%

English: Reading

All Students96%
Female students98%
Male students95%
Black students92%
Asian students84%
Hispanic94%
White students99%
Students identified as economically disadvantaged91%
Not economically disadvantaged98%
Students with disabilities81%
Students without disabilities98%
Limited English proficient students82%
Proficient in English98%
Not migrant96%

English: Writing

All Students94%
Female students95%
Male students93%
Black students92%
Asian students80%
Hispanic86%
White students98%
Students identified as economically disadvantaged89%
Not economically disadvantaged96%
Students with disabilities74%
Students without disabilities96%
Limited English proficient students85%
Proficient in English96%
Not migrant94%

Geometry

All Students88%
Female students87%
Male students88%
Black students71%
Asian students90%
Hispanic71%
American Indian studentsn/a
White students94%
Students identified as economically disadvantaged77%
Not economically disadvantaged91%
Students with disabilities57%
Students without disabilities90%
Limited English proficient students75%
Proficient in English90%
Not migrant88%

Virginia and United States History

All Students92%
Female students92%
Male students92%
Black students84%
Asian students63%
Hispanic79%
White students98%
Students identified as economically disadvantaged73%
Not economically disadvantaged96%
Students with disabilities81%
Students without disabilities93%
Limited English proficient students61%
Proficient in English95%
Not migrant92%

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 Students90%
Female students88%
Male students92%
Black students86%
Asian students94%
Hispanic86%
White students92%
Students identified as economically disadvantaged84%
Not economically disadvantaged93%
Students with disabilities71%
Students without disabilities92%
Limited English proficient students83%
Proficient in English92%
Not migrant90%

World History II

All Students99%
Female students100%
Male students98%
Black students100%
Asian students100%
Hispanic100%
White students99%
Students identified as economically disadvantaged100%
Not economically disadvantaged99%
Students with disabilities90%
Students without disabilities99%
Limited English proficient students100%
Proficient in English99%
Not migrant99%
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 73% 57%
Black 14% 26%
Hispanic 7% 9%
Asian/Pacific Islander 6% 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 15%N/A33%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 22N/A17
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

8701 Three Chopt Rd
Richmond, VA 23229
Website: Click here
Phone: (804) 673-3700

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