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Teacher quality
Principal leadership
Parent involvement
We moved from a private school to Newport and have found the academics are at a high standard for public school. A high percentage of the parents are highly concerned about education quality and are involved in the community. As most schools, we've found there are teachers who are outstanding and a few that are not so great. There are athletics programs, but this is not a strong point. Overall an above average high school.
—Submitted by a parent
If you fit into either the 'smart prep/jock' category, or the '5 APs a semester' category, you will excel. If not, well too bad for you. As long as you sign up for APs, they'll like you! I had a girl who is very mentally challenged just switch into my World History class from AP World. I'm not sure why they had her sign up for AP. AP isbn't for the smart kid, it's for the average one. Most people don't really know why they're taking APs, I felt like there was actually some manipulation to try to get us to take 'the AP route'. Newport has a great rep, but honestly, I don't think this can be very balanced. Some very good teachers, but also some very poor. Administration is very concerned with the school's status.
—Submitted by a student
although I know that there will always be good teachers and mediocre teachers, it seems like Newport has lowered its standards in hiring or in monitoring the quality of their teachers. Quite a few of the teachers do not even have any concept of keeping the students interested in the class, let alone engage them to be more interested in learning. I know its a public school, but it is still incumbent upon the teacher to have an open communication line between the student and the parents if there is a need for improvement. We just have not seen this at all. We had very high expectations from NHS, but are now quite disappointed.
—Submitted by a parent
Extremely weak eclectic curriculum and instructional materials, poor presentation, especially in math and science. Teachers don't understand elementary laws and patterns of human learning, let alone any advanced pedagogical techniques. Adherence to discovering/minimum instruction method : no explanations provided, just activities to do from the book, which doesn t have any explanations either. Then teachers just register who managed to get it and who didn t. Horrific failure rates the administration refuses to disclose. Teachers have in their contract a right to not post grades for FIVE WEEKS! They constantly lose submitted assignments and then give students Fs for them. No way to prove that it was not student s fault. No communication to parents about problems except in final grade reports. No graded papers allowed to be taken home come and see them during your work day if you want and can. Unethical behavior of some teachers, insulting and psychologically traumatizing students.
—Submitted by a parent
Our children were B students yet were extremely well prepared for college by Newport. Our son, who graduated with a 2.6, just registered for college and earned an entire semester of credit for his AP work. Nice. Our daughter graduated with a 3.0 and now carries a 3.7 in college. She noticed immediately as a freshman the incredible quality of her preparation compared to her classmates. What students perceive as harsh discipline I would characterize as consistent and objective leadership. The environment is calm and well-managed, and we have not had the problems that other schools have had. Newport has an award-winning PTSA. Its annual Ski Swap has been the best of its kind for over twenty years. Bellevue's other high schools are also excellent. You can find the same curriculum at much smaller neighboring schools, which can be less intimidating and better able to provide a highly personal educational experience.
—Submitted by a parent
Newport High School have great programs in any field of academics a public high school can offer. Students are highly motivated in all areas--sports, arts, music, and academics. There are so many students taking AP classes and still manage to be well-rounded in other areas as well. Teachers are very supportive and almost all of them are willing to help students outside the class hour (the half hour after school). Newport High School is one of few high schools that really pushes all the students to try their best.
—Submitted by a student
Great School! Its pretty big but there is always a lot going on. Not too cliquey, tons of academic, extracurricualr and athletic oppurtunities. K-N-I-G-H-T-S Newport Knighs are the Best!
—Submitted by a student
Of course this school is hard! Its job is to prepare you for the real world. The classes are tough and there's the AP push to improve the school's image. Yet the teachers (most anyways) are extremely supportive and experianced. Both the admin and student ASB leave much to be desired, but the sports program is great. If your self-motivated child would thrive in a highly competative and large student body, Newport is the place for you! Go Knights!
—Submitted by a student
If your student loves music but also wants to focus on academics, go to Newport.
—Submitted by a parent
Newport is best for the arts overall and probably for academics. There is less pressure to be popular and fashionable than at Bellevue, HS. For sports, it depends: Bellevue has football, basketball, but Newport has soccer, gymnastics, baseball, cross-country. Volleyball and swimming depends on the year. There are some incredible teachers and many fine ones who all care deeply about their students and their profession. Unfortunately, the administration leaves a lot to be desired; they have become more autocratic every year, with little regard for student stress levels or individuality. Student culture is not valued; there is a tendency to punish with a heavy hand. AP classes can be dangerous territory for many families: getting out of one when a student is over their head is just about impossible. Any counselor who shows a pattern of sympathy letting kids switch out of AP is shipped out to a lesser school.
—Submitted by a parent
All you adults who think the tardy policy is too harsh is complete rubbish. If you are late to work or don't bother to show up, you can't have your mom cover for you. Your boss will just fire you because he knows that he can easily hire someone who will be there on time. The real world is a harsh place, the administration doesn't have time for people being late either. So shut up, sit up, and stop complaining.
—Submitted by a parent
This is my senior year, and I've spent my high school career the 'Newport' way. I'm involved in community service with two nonprofit organizations, I dance almost 15 hours per week, I'm taking 6 AP classes this year, and until last semester I had a cumulative 4.0. The experience was great for me, but the crazy thing is that I'm not considered an overachiever by most of the kids in my classes, or by my teachers. I have friends that don't handle that kind of pressure well, but what BSD has set out to do (prepare everyone for college, according to its mission statement) I think it does best at Newport. But we also have huge freedoms. we're allowed to wear hats, hoods and bandanas, listen to ipods when we're working quietly, no one enforces a 'language policy', all we have to do is show up on time and pay attention.
—Submitted by a student
Newport High is a great school for the many students, but administrators are always shuffling the students who fall between the cracks. They have no concern for students who are unable to keep up with the rigor they have set for high standards. They are mostly concerned with keeping their national status. The school is too large to give everyone the education they deserve and desire. Class sizes are huge, and attendance policies are unfounded. It is all about scores!! What a shame that our local public school cannot educate all the children in our community, just the smart ones.
—Submitted by a parent
Great academic program. More than enough extra-curricular activities. PTA is really strong.
—Submitted by a parent
Very highly educated kids. Very effective staff.
—Submitted by a teacher
this school does a terrible job of treating kids as learners and they instead treat them as numbers for their desire to be a blue ribbon school.
—Submitted by a student
A very good school. All kids can extend their special talents at this school. It is not only good at academic, but also sports, music, art. I think it is the best public high school at eastside.
—Submitted by a parent
One of the top 20 high schools in the nation according to Newsweek. Blue Ribbon Scholar award winner. Academics are extremley important. A school that was once a power house in all sports has now shifted more towards academics but great sports programs do remain. Rigorous scheduals are pushed so hard by the administration they are all but required. The number of students in Advanced Placement is astounding. Students are so overwhelmed with school work that the environment at school it often depressing. On the upside Newport has only the best teachers who are well payed.
—Submitted by a student
Good quality instruction. Classes can be large (up to 40 in some cases) but thats not that abnormal for a public school. They have a bunch of 'advanced' classes that are really only in name. Many are easier than their regular counterparts. May just be the teacher, but the emphasis on everyone taking an 'advanced' class just means just changing the classes name in some cases. The attendence policies are rediculous. They say it really will prepare you for college and whatnot. College doesnt require attendence at all! just show up to exams. If you can do the work, whats it matter. all in all, one of the best public educations I think you can get.
—Submitted by a former student
Newport High School is a very challenging school. This school is for those students that are more serious about the benefit that your grades and extra-cirricular activities can impact your college career. There are some really fantastic teachers, and some interesting class choices. However, as said before, they have a ridiculous attendance and tardy policy that makes students feel like they are in kindergarten rather than in high school.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Algebra I was 56% in 2012.
17 students were tested at this school in 2012.
2012
2011
The state average for Biology I was 81% in 2012.
354 students were tested at this school in 2012.
2012
The state average for Geometry was 91% in 2012.
2012
2011
The state average for Integrated Math 1 was 45% in 2012.
2012
2011
The state average for Integrated Math 2 was 94% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 27% in 2012.
2012
2011
The state average for Biology I was 61% in 2012.
415 students were tested at this school in 2012.
2012
The state average for Geometry was 59% in 2012.
14 students were tested at this school in 2012.
2012
2011
The state average for Integrated Math 1 was 23% in 2012.
2012
2011
The state average for Integrated Math 2 was 36% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 27% in 2012.
2012
2011
The state average for Biology I was 44% in 2012.
2012
The state average for Geometry was 37% in 2012.
2012
2011
The state average for Integrated Math 1 was 15% in 2012.
2012
2011
The state average for Integrated Math 2 was 21% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 20% in 2012.
2012
2011
The state average for Biology I was 36% in 2012.
2012
The state average for Geometry was 27% in 2012.
2012
2011
The state average for Integrated Math 1 was 29% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | 59% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | 63% |
| Special education | n/a |
| Not special education | 57% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 94% |
| Female | 92% |
| Male | 95% |
| Black | n/a |
| Asian | 96% |
| Asian/Pacific Islander | 96% |
| Hispanic | 87% |
| Multiracial | 89% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 93% |
| Low income | 90% |
| Not low income | 94% |
| Special education | 59% |
| Not special education | 96% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 90% |
| Multiracial | n/a |
| Pacific Islander | n/a |
| White | 98% |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 75% |
| Female | 78% |
| Male | 72% |
| Black | n/a |
| Asian | 83% |
| Asian/Pacific Islander | 83% |
| Hispanic | 70% |
| Multiracial | 83% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 67% |
| Low income | 63% |
| Not low income | 77% |
| Special education | 69% |
| Not special education | 75% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 79% |
| Female | n/a |
| Male | 70% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | 70% |
| Special education | n/a |
| Not special education | 91% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Special education | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| White | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Math was 42% in 2010.
420 students were tested at this school in 2010.
2010
The state average for Reading was 81% in 2012.
425 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 50% in 2011.
433 students were tested at this school in 2011.
2011
2010
The state average for Writing was 85% in 2012.
420 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | 97% |
| Female | 97% |
| Male | 97% |
| Black | n/a |
| Asian | 97% |
| Asian/Pacific Islander | 97% |
| Hispanic | 93% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 98% |
| Low income | 97% |
| Not low income | 97% |
| Special education | 84% |
| Not special education | 98% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 98% |
| Female | 98% |
| Male | 98% |
| Black | n/a |
| Asian | 99% |
| Asian/Pacific Islander | 99% |
| Hispanic | 100% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 97% |
| Low income | 96% |
| Not low income | 98% |
| Special education | 88% |
| Not special education | 99% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
All students
Female
Male
All students
Asian
Asian/Pacific Islander
Hispanic
White
Multiracial
All students
Low income
Not low income
Special education
Not special education
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 64% | ||
| Asian/Pacific Islander | 36% | 9% | ||
| Not provided | 9% | N/A | ||
| Hispanic | 3% | 16% | ||
| Black | 2% | 6% | ||
| Native American | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 12% | N/A | 42% |
| Special education | 7% | N/A | 13% |
| Transitional bilingual | 1% | N/A | 8% |
| This school | District average | State average | |
|---|---|---|---|
| Students per classroom teacher | 20 | N/A | 17 |
| This school | District average | State average | |
|---|---|---|---|
| Average years educational experience | 12 | N/A | 12 |
| This school | District average | State average | |
|---|---|---|---|
| Master's degree or higher | 62% | N/A | 66% |
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Phone: (425) 456-7400
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