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GreatSchools Rating

Freeman High School

Public | 9-12 | 1739 students

Student diversity

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

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted July 21, 2014

I couldn't imagine going to a better high school! I graduated in 2012 and frequently go back for football games etc. I love how diverse this school is compared to other schools in the region. Everyone is super friendly and welcoming. I also loved how right off the back we got to intermingle with other classes as well. There really are some good, outstanding teachers who care about their students. While I was not in the leadership program, I did take mostly AP and honors classes and loved the teachers I did have. Some may be hard on you, but that's just because they see your potential. I loved how hard some of my teachers pushed me at Freeman because it is really paying off in college today and increased my determination and perseverance. THANK YOU FREEMAN HIGH SCHOOL! :)
—Submitted by a student


Posted April 4, 2014

My son is a sophomore and is generally having a hard time in the center. Despite truly hard work his grades are not good enough for a competitive college. The classes were interesting in the beginning are now dragging. Socially, all his Moody friends went to Godwin and Henrico en masse. It's hard to make new friends because you just have three classes together and then go your own way with the other Freeman kids. My son has quit the sport he has played since he was 6 and no longer gets himself up for church. I would like to say that this will turn around but not sure how. On the positive side, the teachers are very nice and the school itself is fine. I'm proud that my son got into the program but almost wish he had not.
—Submitted by a parent


Posted April 3, 2014

I echo what another parent said about the leadership program. My son graduated from the program, worked like a dog, and ended up at the same college as his old friends at Deep Run who took honors. One admission person in a northeast school said the program just sounded "light" compared to IB, hard science, or one of VA governors schools. Also, the style of writing he learned didn't seem to fly once he got to college-- a TA told him to "unlearn" what he was taught in HS as far as writing. I think the classes would be great for an academic summer camp but not for college prep. I would stay away unless your child is just crazy for the particular topics.
—Submitted by a parent


Posted April 3, 2014

I'm in the leadership program and I'm glad that someone finally came out and said that this was a grind. The work just piles up and the classes that seemed interesting in the beginning start to get on your nerves. Everyone is super conservative, which is fine except that anyone who is not can feel really weird. I am starting to feel like nothing I am learning here will ever be important in my life except for my non leadership classes. Very NOT diverse compared to Moody.
—Submitted by a student


Posted October 29, 2013

If you want your children to succeed keep an eye with this school. There are some teachers who don't care updating your children grades for a month, bullying within the school and administration doesn't do anything about that. We need to opt and request for good charter schools in this state, the public system is completely failing. As parents we should be concern about the good education of our children, we need to speak up so our children future wont go on the wonder. Unless you are reach and have money to pay a private school but the ones we can't afford our children are going to get hurt. No wonder other children are coming from other countries with high pay to do the jobs that our children's suppose to be doing because the school system is failing completely. Shame on the system.
—Submitted by a parent


Posted May 31, 2013

I am currently a freshman at Freeman High School. I find that sometimes this school is very intimidating. The school does not do a very good job of keeping 9th graders away from 10th grade and higher. They often bully the freshmen during Lunch and gym classes. The 10th graders even have class with freshmen during gym. I find that I have to sometimes remind the teachers to update there grades even when its been almost a month since the last update. I have seen one of my teachers give a student money before many of times , and many of the teachers choose not to talk about teaching material, which causes students not to learn and make test scores lower. I am glad this year is almost over, and I sure hope that next year is better.
—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.

Source: Virginia Department of Education

Algebra I

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

211 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
70%

2011

 
 
89%

2010

 
 
96%
Algebra II

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

382 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
92%

2011

 
 
99%

2010

 
 
97%
Biology

The state average for Biology was 83% in 2013.

443 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%
Chemistry

The state average for Chemistry was 86% in 2013.

332 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
98%

2010

 
 
100%
Earth Science

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

243 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
89%

2011

 
 
89%

2010

 
 
90%
English: Reading

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

415 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
97%

2010

 
 
96%
English: Writing

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

460 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
94%

2011

 
 
92%

2010

 
 
94%
Geometry

The state average for Geometry was 76% in 2013.

367 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
94%

2010

 
 
93%
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.

401 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
90%

2010

 
 
99%
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.

261 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
88%

2010

 
 
96%
World History II

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

349 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
94%

2010

 
 
100%
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 Students76%
Female students79%
Male students72%
Black students64%
Asian students75%
Hispanic71%
Multiracialn/a
White students80%
Students identified as economically disadvantaged64%
Not economically disadvantaged82%
Students with disabilities37%
Students without disabilities82%
Limited English proficient students81%
Proficient in English75%

Algebra II

All Students96%
Female students98%
Male students95%
Black students94%
Asian students90%
Hispanic86%
Multiracialn/a
White students98%
Students identified as economically disadvantaged90%
Not economically disadvantaged98%
Students with disabilities100%
Students without disabilities96%
Limited English proficient students79%
Proficient in English97%

Biology

All Students92%
Female students91%
Male students92%
Black students75%
Asian students79%
Hispanic84%
Multiracialn/a
White students97%
Students identified as economically disadvantaged79%
Not economically disadvantaged95%
Students with disabilities61%
Students without disabilities93%
Limited English proficient students69%
Proficient in English93%

Chemistry

All Students98%
Female students98%
Male students98%
Black students100%
Asian students83%
Hispanic94%
Multiracialn/a
White students99%
Students identified as economically disadvantaged90%
Not economically disadvantaged99%
Students with disabilitiesn/a
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English98%

Earth Science

All Students83%
Female students82%
Male students84%
Black students68%
Asian students57%
Hispanic81%
Multiracialn/a
White students92%
Students identified as economically disadvantaged71%
Not economically disadvantaged90%
Students with disabilities68%
Students without disabilities86%
Limited English proficient students55%
Proficient in English87%

English: Reading

All Students94%
Female students93%
Male students95%
Black students81%
Asian students74%
Hispanic91%
Multiracial100%
White students99%
Students identified as economically disadvantaged80%
Not economically disadvantaged98%
Students with disabilities72%
Students without disabilities96%
Limited English proficient students53%
Proficient in English96%

English: Writing

All Students84%
Female students84%
Male students84%
Black students70%
Asian students50%
Hispanic77%
Multiracialn/a
White students93%
Students identified as economically disadvantaged61%
Not economically disadvantaged92%
Students with disabilities51%
Students without disabilities87%
Limited English proficient students30%
Proficient in English89%

Geometry

All Students90%
Female students87%
Male students92%
Black students76%
Asian students68%
Hispanic78%
Multiracialn/a
White students96%
Students identified as economically disadvantaged71%
Not economically disadvantaged95%
Students with disabilities80%
Students without disabilities90%
Limited English proficient students50%
Proficient in English92%

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 Students91%
Female students90%
Male students93%
Black students70%
Asian students86%
Hispanic83%
Multiracialn/a
White students97%
Students identified as economically disadvantaged76%
Not economically disadvantaged95%
Students with disabilities65%
Students without disabilities93%
Limited English proficient students71%
Proficient in English92%

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 Students88%
Female students86%
Male students90%
Black students81%
Asian students72%
Hispanic92%
Multiracialn/a
White students90%
Students identified as economically disadvantaged78%
Not economically disadvantaged94%
Students with disabilities71%
Students without disabilities91%
Limited English proficient students67%
Proficient in English91%

World History II

All Students98%
Female students96%
Male students99%
Black students97%
Asian students100%
Hispanic81%
Multiracialn/a
White students99%
Students identified as economically disadvantaged93%
Not economically disadvantaged98%
Students with disabilitiesn/a
Students without disabilities98%
Limited English proficient studentsn/a
Proficient in English98%
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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8701 Three Chopt Rd
Richmond, VA 23229
Website: Click here
Phone: (804) 673-3700

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