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Teacher quality
Principal leadership
Parent involvement
Great school! Beautiful building, great teachers and principal. Lots of different types of kids in the student body. Many AP offerings, its a Govenor's STEM school, and they have the Techonology Academy there.
—Submitted by a parent
My boys have had an excellent experience at Landstown, the teachers always offered to stay late & help them or let them make up missed work. They care about the students! Security is excellent! The teachers & staff are excellent! So much that every year for Christmas & the end of the year, I'd buy a bunch of gift cards to different restaurants & give them to staff! My youngest is a senior this year, honor roll all 4 years!! He couldn't have done that without teachers going above & beyond!
—Submitted by a parent
My child attended the academy. School is very large so children can easily get off track, few of the teachers will intervene to help. Guidance is overwhelmed and mostly impossible to get help, or anything that will assist the student. Some teachers care but most are just putting in their shift. The academy coordinator is the least helpful of anyone I have ever met in the VB school system. Worst part is that the students don't like her and avoid dealing with her. Wasted position as kids do need support in such a big school. Can't recommend this except for a very mature, self motivated student but of course most 15 year old aren't there yet. The focus is very much on after school activites, which may be difficult for out of zone academy students. High turnover in administration areas
—Submitted by a parent
As a former student of the Academy I can say the academics are useful but the adminstration plays favorites. Be prepared if your student doesn't fall into a mold of Christian and "normal" for them to be heavily builled and don't expect help from adminstration. They will go so far as to ignore physical violence against religious minorities and openly post Christian material. Would be alright if it was a *private* school.
While the school does seem to be more focused on after-school activities, academics are paid a reasonable amount of attention too. Some of the teachers are less apt to assist the student, and the staff does seem to let these cries go a little unsupervised, overall my child was able to be successful, and I consider her an average student. They just expect a student to be more responsible at this stage, and I concur.
—Submitted by a parent
School focused on sports and not academics. If you are a good student and follow the rules you will get ignored and put aside. Attention is focused on bad behaving students thus getting rewarded for not causing trouble. Administration is not only unhelpful but its the reason i rate this school so low. There is a few teachers that go above and beyond to help students. But there are also some teachers i had trouble understanding even speak proper English let alone teach math. My parents had to help me in multiple classes because of this. Poor policies such as punishing kids for skipping classes by giving them out of school suspension thus making them miss more.Lack of attention is the reason i would never send my kids to this school.
—Submitted by a student
School focused on sports and not academics. If you are a good student and follow the rules you will get ignored and put aside. Attention is focused on bad behaving students thus getting rewarded for not causing trouble. Administration is not only unhelpful but its the reason i rate this school so low. There is a few teachers that go above and beyond to help students. But there are also some teachers i had trouble understanding even speak proper English let alone teach math. My parents had to help me in multiple classes because of this. Poor policies such as punishing kids for skipping classes by giving them out of school suspension thus making them miss more.Lack of attention is the reason i would never send my kids to this school.
—Submitted by a student
They are very concerned for our childrens safety excellent teachers and disciplined
—Submitted by a parent
So the school really isnt that bad. Many programs are very good and beneficial however some are not. Some of the rules are also very stupid and it seems that security enforces the dumb rules rather than the important ones. I do like the teacers and the teaching styles but of course its school so im not going to be ecstatic
—Submitted by a student
So the school really isnt that bad. Many programs are very good and beneficial however some are not. Some of the rules are also very stupid and it seems that security enforces the dumb rules rather than the important ones. I do like the teacers and the teaching styles but of course its school so im not going to be ecstatic
—Submitted by a student
This school is most excellent, I love it! and the parent involvement is great!!
—Submitted by a parent
My child moved moved out of this school to a neighborhood school after 2 years in the Academy. The academy was very weak and the same classes could be taken at his home school. The administration was aloof and unprepared. We had to correct the councelor's recommendation of classes so our son would be on the path to graduate with the requirements for a diploma. Parents were constantly being discouraged from partisipating in their child's decisions about course as if teens are ready to do all their future planning themselves. Then parents were berated for not helping out enough with school activities. Some great teachers are there so one can get a good education if they want it but don't seek out this school. It's not worth it.
—Submitted by a parent
Recently we had a mjor shooting hoax on Leap year, and although many did not show up, although the ones who did were comforted by the authority of the teachers, not the adminstration or school board. The teachers were able to calmly conduct a class, and ease any rumors. The school is excellent!~!!
—Submitted by a student
I have 3 children, after the reditricting, the second 2 were sent to Landstown. I was at first reluctant, but in the 3rd year of being at this school, I am very happy. My kids have a diverse group of friends, are involved with extra curricular activities and yes SPORTS. I feel the teachers are as good as if not better than other beach schools. My kids are thriving and happy. Believe me when I tell you that the 'good ol boy' system is not part of this school that exists in some other beach schools! For that I am happy.:)
—Submitted by a parent
In response to the February 18th review, I would venture to say that this review was made by a misgruntled student posing to be an angry parent. The majority of the teacher are obiviously happy in the work environment at Landstown. Whether they are lead by the spirt of the Lord or just plain concern for our country's future, they are doing what needs to be done to set the children up for success. I've notice a big difference in my daughters maturity level since joining this school. She has never had trouble with her grades, but this year she seems to have more purpose. I appreciate that and I vote we make sure the teachers get a handsome raise at Landstowne for their continued success.
—Submitted by a parent
The post on February 18, 2007 is totally incorrect. This parent obviously has no control of his kid, if she goes home every day 4th block. It is not the security's issuse to run out and stop kids from leaving. There are a lot that have 4th block off and go home. I can personally say, If my kid transferred to another school, he would have the same backpack, regardless what school was on it. That is few and far between of other kids having other schools backpacks. This parent is an idiot and is trying to tarnish a schools reputation with issues he can control, including assuring his daughter does not skip 4th block. It seems like he allows this behavior. Not sure why?
—Submitted by a parent
Most teachers are top notch; excellent gifted resources; great counselors; involved admin that the students respect. Have not heard any gang related issues except to say that this is a national issue. This school has zero tolerance for criminal behavior and they do back that up. My child feels safe at the school.
—Submitted by a parent
From my family's point of view, Landstown is a state-of-the-art school that looks impressive on the outside, but totally cliche and a slap in the face on the inside. All three of my children have begged and pleaded me to transfer them back to their previous school. They don't feel challenged, they get away easily with not doing some of their homework, and the security is too slack. My daughter has confessed to skipping her lunch block(4th block) to go home almost every day, and she has never been stopped by any of the security guards. I visited the school a couple of times, and I was amazed by how the school spirit from the kids is for other local schools. I've seen multiple Green Run and Salem bookbags, multiple Hickory Sweatshirts, and alot of other High School spirit items walking around Landstown. I'm not satisfied at all.
—Submitted by a parent
Warning to parents of special needs kiddos - be READY to advocate in behalf of your child and NEVER back down or give in & KNOW YOUR CHILD'S RIGHTS!!!!
—Submitted by a parent
I absolutely love Landstown. My son graduated from Landstown and my daughter is in her final year at Landstown. This school has taken a major beating and is still standing proud.
—Submitted by D. A., 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.
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
The state average for Algebra I was 75% in 2012.
290 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Algebra II was 69% in 2012.
486 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Biology was 92% in 2012.
601 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Chemistry was 93% in 2012.
407 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Earth Science was 90% in 2012.
357 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for English: Reading was 94% in 2012.
539 students were tested at this school in 2012.
2012
2011
2010
2009
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The state average for English: Writing was 93% in 2012.
550 students were tested at this school in 2012.
2012
2011
2010
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The state average for Geometry was 74% in 2012.
578 students were tested at this school in 2012.
2012
2011
2010
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2008
The state average for Virginia and United States History was 85% in 2012.
528 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World Geography was 85% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History I was 84% in 2012.
570 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History II was 85% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
2008
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
| All Students | 76% |
| Female students | 72% |
| Male students | 79% |
| Black students | 76% |
| Asian students | 87% |
| Hispanic | 65% |
| White students | 76% |
| Students identified as economically disadvantaged | 72% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 60% |
| Students without disabilities | 79% |
| Limited English proficient students | n/a |
| Proficient in English | 76% |
| Not migrant | 76% |
| All Students | 67% |
| Female students | 67% |
| Male students | 67% |
| Black students | 55% |
| Asian students | 82% |
| Hispanic | 65% |
| White students | 68% |
| Students identified as economically disadvantaged | 62% |
| Not economically disadvantaged | 68% |
| Students with disabilities | 40% |
| Students without disabilities | 68% |
| Limited English proficient students | 70% |
| Proficient in English | 67% |
| Not migrant | 67% |
| All Students | 96% |
| Female students | 94% |
| Male students | 97% |
| Black students | 93% |
| Asian students | 99% |
| Hispanic | 91% |
| White students | 97% |
| Students identified as economically disadvantaged | 89% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 66% |
| Students without disabilities | 98% |
| Limited English proficient students | 100% |
| Proficient in English | 95% |
| Not migrant | 96% |
| All Students | 93% |
| Female students | 91% |
| Male students | 94% |
| Black students | 86% |
| Asian students | 94% |
| Hispanic | 93% |
| White students | 97% |
| Students identified as economically disadvantaged | 88% |
| Not economically disadvantaged | 94% |
| Students with disabilities | n/a |
| Students without disabilities | 93% |
| Limited English proficient students | n/a |
| Proficient in English | 93% |
| Not migrant | 93% |
| All Students | 87% |
| Female students | 82% |
| Male students | 91% |
| Black students | 79% |
| Asian students | 82% |
| Hispanic | 88% |
| White students | 95% |
| Students identified as economically disadvantaged | 81% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 71% |
| Students without disabilities | 90% |
| Limited English proficient students | n/a |
| Proficient in English | 87% |
| Not migrant | 87% |
| All Students | 96% |
| Female students | 96% |
| Male students | 96% |
| Black students | 93% |
| Asian students | 100% |
| Hispanic | 98% |
| White students | 98% |
| Students identified as economically disadvantaged | 95% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 77% |
| Students without disabilities | 98% |
| Limited English proficient students | 100% |
| Proficient in English | 96% |
| Not migrant | 96% |
| All Students | 94% |
| Female students | 95% |
| Male students | 94% |
| Black students | 91% |
| Asian students | 100% |
| Hispanic | 94% |
| White students | 95% |
| Students identified as economically disadvantaged | 90% |
| Not economically disadvantaged | 96% |
| Students with disabilities | 67% |
| Students without disabilities | 96% |
| Limited English proficient students | n/a |
| Proficient in English | 94% |
| Not migrant | 94% |
| All Students | 73% |
| Female students | 71% |
| Male students | 75% |
| Black students | 57% |
| Asian students | 82% |
| Hispanic | 72% |
| American Indian students | n/a |
| White students | 84% |
| Students identified as economically disadvantaged | 64% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 37% |
| Students without disabilities | 77% |
| Limited English proficient students | 73% |
| Proficient in English | 73% |
| Not migrant | 73% |
| All Students | 84% |
| Female students | 76% |
| Male students | 91% |
| Black students | 74% |
| Asian students | 92% |
| Hispanic | 86% |
| White students | 91% |
| Students identified as economically disadvantaged | 77% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 58% |
| Students without disabilities | 86% |
| Limited English proficient students | 80% |
| Proficient in English | 84% |
| Not migrant | 84% |
| All Students | 92% |
| Female students | 83% |
| Male students | 99% |
| Black students | 87% |
| Asian students | 96% |
| Hispanic | 100% |
| White students | 90% |
| Students identified as economically disadvantaged | 84% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 80% |
| Students without disabilities | 93% |
| Limited English proficient students | n/a |
| Proficient in English | 92% |
| Not migrant | 92% |
| All Students | 79% |
| Female students | 77% |
| Male students | 81% |
| Black students | 70% |
| Asian students | 91% |
| Hispanic | 83% |
| White students | 83% |
| Students identified as economically disadvantaged | 68% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 55% |
| Students without disabilities | 82% |
| Limited English proficient students | n/a |
| Proficient in English | 79% |
| Not migrant | 79% |
| All Students | 81% |
| Female students | 75% |
| Male students | 87% |
| Black students | 70% |
| Asian students | 82% |
| Hispanic | 80% |
| White students | 87% |
| Students identified as economically disadvantaged | 71% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 62% |
| Students without disabilities | 82% |
| Limited English proficient students | n/a |
| Proficient in English | 81% |
| Not migrant | 81% |
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
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 »
EOC - All Grades
All students
Female
Male
All students
Black students
Asian 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 | ||
|---|---|---|---|---|
| White | 41% | 57% | ||
| Black | 39% | 26% | ||
| Asian/Pacific Islander | 12% | 6% | ||
| Hispanic | 7% | 9% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 24% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 19 | N/A | 17 |
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