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Mary G. Porter Traditional

Public | 1-8 | 686 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 7 ratings
2010:
Based on 14 ratings

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Principal leadership

Parent involvement

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45 reviews of this school


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Posted March 31, 2013

I am very happy that my kids are accepted at porter. I love this school not only my kids. My kids are very advanced and thanks to the great teachers and the wonderful principal whom my kids love an adore. Thank you porter allowing us to be part of your family. We will continue working together to the best of our kids. Excellent school in reading, math, writing, s.studies and science. Looking for the best private and public don't hesitate put your child at porter.
—Submitted by a parent


Posted March 2, 2013

I HATE THIS SCHOOL! The principal is very picky. She has her favorites. My student is going to godwin noe.


Posted January 5, 2013

This is our first year at Porter and we could not be more pleased with our experience. Our 3rd grader was pulled in the lottery and our 6th grader was wait listed, but did get in a week after school started. The excellent reputation and test scores are what drew us to apply initially, but the extracurricular activities are a huge plus. Our 6th grader doesn't enjoy contact sports but was very excited about being on the golf team, and then he also signed up for and loved archery. He is also taking robotics now then woodshop next semester as elective courses. The middle school he's zoned for doesn't offer any of these (they do offer robotics and woodshop, but only as after school clubs). Our 3rd grader is singing in the chorus and can't wait to be old enough to play volleyball. They both absolutely love Porter and as a parent I'm very glad they're there. My only regret is that we didn't move to PWC and apply for Porter sooner.
—Submitted by a parent


Posted May 10, 2012

My daughter attended Porter for her middle school years. She is now in high school and the experiences she had in middle school has prepared her for high school environment. The principal and staff were supportive and helpful giving the extra time and attention to the needs of the students. Many long days and night are put in by the principal and staff. They might not be able to attended all functions but are aware of the students performances and accomplishments and thankful for the great students and families. Having families of their own they give more time to the students of Porter. It is truly a family with everyone caring, and looking out for each other.
—Submitted by a parent


Posted May 9, 2012

Mary G. Porter has not only the best test scores but The Best Principal. My children are cared for and loved. The principal strives to protect the students and has high expectations. She wants all of us to be accountable. She has a tough position and especially with parents that want their own way. It saddens me to read any negative statements about Porter. The success of the school is the proof of the results and over 600 parents wanting their child to go to Porter. My children have been there 8 years and I applaud the staff and thank them especially the principal!
—Submitted by a parent


Posted May 9, 2012

Porter is outstanding! The school really works on making it Bully free! The principal is wonderful and loves my kids. She gives tough love and only wants a climate that promotes success. I am so happy with all the technology. My son is making QR codes.
—Submitted by a parent


Posted April 6, 2012

The teachers are excellent at Porter. The principal does have a strong personality... and a kind heart. I've spoken with the principal about different issues. Eventually, she did listen to me, and implemented changes over the past two years. No matter what school you choose, it is very important to be involved in your school in some way, and to continually speak up with gentleness and respect., then you are more likely to be heard. My children transferred from a private, Christian school. Their biggest challenge was learning a totally different way of doing math. Also, they are not pampered. Socially, my kids have friends from different religions and cultures and countries. Any disobeying of the rules is quickly taken care of with reasonable consequences. The staff also rewards their students for showing Star Qualities. (character qualities like, respect, courtesy, etc...) Parents are required to submit volunteer hours. This is also what makes the school good, because of the different talents and skills that the parents give back to the students and teachers. Overall, it is a good school, because the teachers and the principal genuinely care about the kids.
—Submitted by a parent


Posted September 27, 2011

I have kids at Porter too, and have issues with the principal. Wondering how she is still there with all these complaints? Did anyone bring this up to the PTA or the school board?
—Submitted by a parent


Posted August 25, 2011

If you are a parent looking for a safe bully free school this is the best place. if your kids in elememtary school theyll love it, middle not so much. As a student I can say the principal is a warm-hearted person, but as a principle she has too much control. The njhs and sca in the school are just little servants who do chores for facuilty whereas in other schools they have a signifugant role. students are forced to sign agreements that ban students and parents from critisising the school openly through the web and studens are punished for it. Also some of the teachers are too sarcastic and verbally abusive at some points this leads to students talking back and disipline referrals. The school adds too many tests to increase averages and this adds stress.Lastly the schools obsession with publucity has a negative effect on sports and such. There is extreme pressure on the robotics and basketball teams to exceed or else there are conciquences. Last year the robotics teams had unbelieveable success but only one team went to the international championships because money was (tight) but that year the school spent over 1k on ipods and technology to draw attention for the technology labs.


Posted April 26, 2011

At this school and we have won the title "School of EXCELLENCE" 5 times, IN A ROW. So... tell me, why is it that Leesylvania has a better rating than us? Kids at Leesylvania probably get more referrals than us too. Plus, you have to apply to Porter to have the chance of getting in. So our school should definitely not have the rating of three stars, meaning average. We are an above average school. And by the way, our teacher staff is also excellent, as well as parent involvement.


Posted March 28, 2011

Dear Parents: I would like to hear more about this school and principal. This year my boys selected thru the lottery process. I would like to know your positive and negative views on this school. I am noticing a number of parents raised issue with Principal, was is raised in the PTA. How long this principal is serving this school, how long is her tenure in this school? I How about the school curriculam? How the students feel about their school? How are the other yeacher's and staff's behaviour? How about extra curricular activities? The parents of prospective enrolling student will be highly benefitted from your kind reviews. If there is change needed, how influential the PTA is? Awaiting your kind response.
—Submitted by a parent


Posted March 27, 2011

It would seem to be that whoever says they like the principal have not had any sort of one-on-one with the principal. She seems to have her own agenda in doing things, and who does that agenda benefit? It is unclear other than it may just feed her need to be in power. It is a shame. Many parents are excited to bring their children to this school, whether it be from the consistent good grades on the SOL's, the uniforms or the required parent-involvement, but it is quite disappointing that there seems to be a lack of heart in the school, but instead, there's plenty of whitehead and administrative staff to back it up. The couple of teachers I have gotten to know have been okay, but with all the hype of the school, I'd expect way more than just okay. My children now attend Rosa Parks Elementary, and I was blown away by how incredibly wonderful everything is there. Now I know that it wasn't just my imagination that Porter could use a lot of improvement. When the principal and upper staff fall short, it trickles down to the rest of the school. It is like having a rotten apple in a bag with other apples. The rotten apple, and those apples close it need to be removed.
—Submitted by a parent


Posted March 11, 2011

Its not that she is a bad person, her a as principle is whats bad. She micro-manages, and has to control everything. She has tried to control what we were so much now, its insane! And none of its in the "uniform Policy" book, nor is it in the code of behavior. She's trying to get all the parents to buy from Landing In uniform services, and they are so expensive! Some type of kickbacks are going on. Also, she will not hear us students out. Its immediately your wrong and shes right. Plus, im in the 8th grade, and she treats us like children. She talks down to us like we don't understand her and we are mentally challenged. My parents have tried to talk to her, and they say its impossible she refuses to hear you out and her option is "Your welcome to leave". I think some parents don't realize what they are putting their kids into when they enroll for that school. Plus, the curriculum is the same for county wide. The teachers, dont really push us and when The principle comes to "talk" to us, she ends up yelling at us as if we dont know anything. I mean , I'm a Student I am there 5 days a week, I know my school and its not as good as people make it seem to be.


Posted February 4, 2011

We are new to the school this year, but we love it. My daughter has pride in the school and has learned great discipline. Porter has taught her this, as well as instilling pride in her country, which seems to be going by the wayside these days. She has excelled in her academics and is challenged to go beyond regular classroom work. The PTA is very active in the school and does fun events. The extracurricular activites are wonderful - chess club, quill and scroll, robotics, to name a few. We love this school and feel very fortunate to have our daughter attend Mary G. Porter.
—Submitted by a parent


Posted November 17, 2010

This school is a good school to receive an education based on the diversity, clubs, after-school sports, technology, etc. But unfortunately, this school is all about test scoresm test to learn, not learn to test, all about SOL's, School of Excellence. Numbers and Politics! I have had excellent support from the Middle School Superintendent. You might want to start with her before you go all the way up. If this not work, send compaint to Prince William Human Rights Commission, or Office of Civil Rights. Parents advocate for your children! M ake sure they do not get lost with all the outer trappings of what looks good, but make sure they get an equal education! It's about the children not how friendly or unfriendly the Principal is!
—Submitted by a parent


Posted October 12, 2010

Porter has great staff and teachers. Unfortunately, there is a lot of tension surrounding them because of the principal. She is not a good leader and I can personally attest to her dismissive nature regarding my child. And no I am not one of those "difficult" parents with a problem child. There are enough complaints about The principal to merit consideration. Furthermore, taking anything up the chain of command does nothing because the assistant superintendent and Ms. Whitehead are best friends. Rae Darlington will not give credence to any complaint regarding Darci Whitehead. Ms Whitehead also allows for the girls to get away with a lot more bullying than the boys. Leadership starts from the top and trickles down. If the staff and faculty are not happy, it affects the students.
—Submitted by a parent


Posted September 14, 2010

As a parent of 2 Porter students, I am surprised by the reviews- I don't think is accurate. I agree that the teaching staff, opportunities for parent/family involvement, communication are all excellent. I do find the prinicpal approachable, dedicated to do what her students need, and creative. I have personally met with her a few times regarding my children/issues, she listened to what I had to say, asked fair questions and I was amazed at how well she spoke with my daughter about a discipline issue. I have heard some parents voice concerns about the principle- but honestly, those parents who voice concerns, I can see them being very difficult, condescending, and not wiling to see their child could do anything wrong. They are more the problem, not Mrs. Whitehead. When i come in the school and in dealing with it, I feel welcomed and included.
—Submitted by a parent


Posted July 14, 2010

As a parent whose children are getting ready to start at this school in September I want to state how I feel about the principle and school in general. I love this principle. This principle and school has a track record of positive results. That is what makes them the professionals and more specifically that s what makes them know what is best for the child. If it is not broke don t fix it. Parents should be there to support the staff and the principle to help them continue what they have been doing for some time now very well. If too many options from parents were welcomed in, we might break something. Please let s leave good alone. It is the leadership skills of this principle and the efforts of the support staff that has produced the results they have so far. Providing firm direction to children is not bullying.
—Submitted by a parent


Posted June 16, 2010

I also had a problems with this principal. I was surprised at how she treated me. I felt that her decisions were not in the best interest of my child and I ended up talking to the superintendant. I was shocked that the superintendant dismissed me. She said that she is good friends with the principal and that the principal would never do what I said happened,. She also said that nobody has ever complained about this principal. After I pulled my child out of the school, many parents asked why I did this and they confided in me thier similar stories and their similar frustrations with going to the superintendant. My complaint is not about the principal but with the superintendant. If there is no accountability, the principal is going to behave any way she wants. PWC schools hurt our property values. I see now the problem.
—Submitted by a parent


Posted June 16, 2010

I thought I was the only one that felt this way at times. I believe this school year is my child's last year. I want my child to have a fresh start elsewhere. Everything you said is what I have been feeling this way for quiet sometime.
—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.

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.
English: Reading

The state average for English: Reading was 86% in 2012.

82 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
90%

2010

 
 
84%

2009

 
 
95%

2008

 
 
96%
History and Social Science

The state average for History and Social Science was 87% in 2012.

82 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
97%

2010

 
 
100%

2009

 
 
100%

2008

 
 
100%
Math

The state average for Math was 64% in 2012.

82 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%

2008

 
 
99%
Science

The state average for Science was 90% in 2012.

82 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
100%

2010

 
 
95%

2009

 
 
99%

2008

 
 
100%
Scale: % proficient or advanced

About the tests


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

English: Reading

The state average for English: Reading was 88% in 2012.

81 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
96%

2010

 
 
100%

2009

 
 
98%

2008

 
 
94%
History and Social Science

The state average for History and Social Science was 84% in 2012.

2012

 
 
n/a
Math

The state average for Math was 70% in 2012.

81 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
99%

2010

 
 
100%

2009

 
 
98%

2008

 
 
95%
Scale: % proficient or advanced

About the tests


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

English: Reading

The state average for English: Reading was 89% in 2012.

85 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
99%

2010

 
 
99%

2009

 
 
99%

2008

 
 
98%
English: Writing

The state average for English: Writing was 87% in 2012.

84 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
100%

2010

 
 
99%

2009

 
 
97%

2008

 
 
97%
History and Social Science

The state average for History and Social Science was 89% in 2012.

2012

 
 
n/a
Math

The state average for Math was 67% in 2012.

85 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
100%

2010

 
 
100%

2009

 
 
99%

2008

 
 
95%
Science

The state average for Science was 88% in 2012.

85 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
100%

2010

 
 
100%

2009

 
 
98%

2008

 
 
99%
Scale: % proficient or advanced

About the tests


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

English: Reading

The state average for English: Reading was 89% in 2012.

84 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
97%

2009

 
 
100%

2008

 
 
96%
History and Social Science

The state average for History and Social Science was 86% in 2012.

2012

 
 
n/a
Math

The state average for Math was 74% in 2012.

83 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
96%

2010

 
 
90%

2009

 
 
89%

2008

 
 
82%
Scale: % proficient or advanced

About the tests


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

English: Reading

The state average for English: Reading was 88% in 2012.

84 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
99%

2008

 
 
96%
History and Social Science

The state average for History and Social Science was 88% in 2012.

2012

 
 
n/a
Math

The state average for Math was 58% in 2012.

34 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
92%

2010

 
 
95%

2009

 
 
82%

2008

 
 
65%
Scale: % proficient or advanced

About the tests


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

English: Reading

The state average for English: Reading was 89% in 2012.

79 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
97%

2010

 
 
98%

2009

 
 
98%

2008

 
 
97%
English: Writing

The state average for English: Writing was 88% in 2012.

79 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%

2009

 
 
100%

2008

 
 
99%
History and Social Science

The state average for History and Social Science was 88% in 2012.

2012

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a
Math

The state average for Math was 60% in 2012.

93 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
100%

2010

 
 
97%

2009

 
 
96%

2008

 
 
97%
Science

The state average for Science was 92% in 2012.

79 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%

2008

 
 
100%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students99%
Female students100%
Male students97%
Black students95%
Asian students100%
Hispanicn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities99%
Limited English proficient studentsn/a
Proficient in English99%
Not migrant99%

History and Social Science

All Students100%
Female students100%
Male students100%
Black students100%
Asian students100%
Hispanicn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%
Not migrant100%

Math

All Students89%
Female students91%
Male students86%
Black students86%
Asian students85%
Hispanicn/a
White students94%
Students identified as economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilitiesn/a
Students without disabilities91%
Limited English proficient studentsn/a
Proficient in English91%
Not migrant89%

Science

All Students99%
Female students98%
Male students100%
Black students100%
Asian students100%
Hispanicn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities99%
Limited English proficient studentsn/a
Proficient in English99%
Not migrant99%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students95%
Female students98%
Male students91%
Black students94%
Asian students80%
Hispanic94%
White students100%
Students identified as economically disadvantaged93%
Not economically disadvantaged95%
Students with disabilities90%
Students without disabilities96%
Limited English proficient students73%
Proficient in English99%
Not migrant95%

History and Social Science

All Studentsn/a
Students with disabilitiesn/a
Not migrantn/a

Math

All Students89%
Female students89%
Male students89%
Black students82%
Asian students100%
Hispanic78%
White students97%
Students identified as economically disadvantaged67%
Not economically disadvantaged94%
Students with disabilities70%
Students without disabilities92%
Limited English proficient students73%
Proficient in English91%
Not migrant89%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students94%
Female students94%
Male students94%
Black students93%
Asian students100%
Hispanicn/a
White students91%
Students identified as economically disadvantaged88%
Not economically disadvantaged96%
Students with disabilities100%
Students without disabilities93%
Limited English proficient students92%
Proficient in English95%
Not migrant94%

English: Writing

All Students96%
Female students98%
Male students94%
Black students93%
Asian students100%
Hispanicn/a
American Indian studentsn/a
White students97%
Students identified as economically disadvantaged100%
Not economically disadvantaged96%
Students with disabilities92%
Students without disabilities97%
Limited English proficient students100%
Proficient in English96%
Not migrant96%

History and Social Science

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

Math

All Students91%
Female students90%
Male students91%
Black students81%
Asian students100%
Hispanicn/a
White students94%
Students identified as economically disadvantaged82%
Not economically disadvantaged93%
Students with disabilities64%
Students without disabilities95%
Limited English proficient students92%
Proficient in English90%
Not migrant91%

Science

All Students96%
Female students96%
Male students97%
Black students93%
Asian students100%
Hispanicn/a
White students97%
Students identified as economically disadvantaged94%
Not economically disadvantaged97%
Students with disabilities73%
Students without disabilities100%
Limited English proficient students92%
Proficient in English97%
Not migrant96%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students100%
Female students100%
Male students100%
Black students100%
Asian students100%
Hispanic100%
White students100%
Students identified as economically disadvantaged100%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient students100%
Proficient in English100%
Not migrant100%

History and Social Science

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

Math

All Students96%
Female students98%
Male students95%
Black students95%
Asian students100%
Hispanic100%
White students93%
Students identified as economically disadvantaged100%
Not economically disadvantaged96%
Students with disabilitiesn/a
Students without disabilities97%
Limited English proficient students100%
Proficient in English96%
Not migrant96%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students100%
Female students100%
Male students100%
Black students100%
Asian students100%
Hispanicn/a
White students100%
Students identified as economically disadvantaged100%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%
Not migrant100%

History and Social Science

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

Math

All Students71%
Female students76%
Male students65%
Black students70%
Asian studentsn/a
Hispanicn/a
White students79%
Students identified as economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilitiesn/a
Students without disabilities69%
Limited English proficient studentsn/a
Proficient in English71%
Not migrant71%
Scale: % proficient or advanced

About the tests


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

English: Reading

All Students99%
Female students98%
Male students100%
Black students94%
Asian studentsn/a
Hispanic100%
White students100%
Students identified as economically disadvantaged100%
Not economically disadvantaged98%
Students with disabilitiesn/a
Students without disabilities99%
Limited English proficient students100%
Proficient in English99%
Not migrant99%

English: Writing

All Students100%
Female students100%
Male students100%
Black students100%
Asian studentsn/a
Hispanic100%
White students100%
Students identified as economically disadvantaged100%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient students100%
Proficient in English100%
Not migrant100%

History and Social Science

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

Math

All Students91%
Female students88%
Male students95%
Black students94%
Asian students94%
Hispanicn/a
White students92%
Students identified as economically disadvantaged91%
Not economically disadvantaged92%
Students with disabilitiesn/a
Students without disabilities92%
Limited English proficient students91%
Proficient in English91%
Not migrant91%

Science

All Students99%
Female students98%
Male students100%
Black students94%
Asian studentsn/a
Hispanic100%
White students100%
Students identified as economically disadvantaged93%
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
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) 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

  • 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.

35 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
n/a

2008

 
 
100%
Geometry

The state average for Geometry was 88% in 2010.

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a
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 Students100%
Female students100%
Male students100%
Black studentsn/a
Asian studentsn/a
Hispanicn/a
White students100%
Students identified as economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilitiesn/a
Students without disabilities100%
Limited English proficient studentsn/a
Proficient in English100%
Not migrant100%
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 47% 57%
Black 33% 26%
Asian/Pacific Islander 11% 6%
Hispanic 9% 9%
American Indian/Alaska Native N/A 0%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 0%N/A33%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 20N/A17
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

15311 Forest Grove Drive
Woodbridge, VA 22191
Phone: (703) 580-6501

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