Best elementary schools in Fairfax

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:Here are the best elementary schools in Fairfax County Public Schools (FCPS) with their respective key statistics and average SOL scores for each:

Sangster Elementary
Enrollment: 899
Student-Teacher Ratio: 17.5
Economically Disadvantaged: 4.0%
Average SOL Score: 90%

Wolftrap Elementary
Enrollment: 550
Student-Teacher Ratio: 16.6
Economically Disadvantaged: 2.7%
Average SOL Score: 91%

Haycock Elementary
Enrollment: 829
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 4.2%
Average SOL Score: 89%

Colvin Run Elementary
Enrollment: 766
Student-Teacher Ratio: 14.7
Economically Disadvantaged: 2.1%
Average SOL Score: 92%

Churchill Road Elementary
Enrollment: 600
Student-Teacher Ratio: 15.7
Economically Disadvantaged: 3.0%
Average SOL Score: 90%

Forestville Elementary
Enrollment: 580
Student-Teacher Ratio: 15.1
Economically Disadvantaged: 5.7%
Average SOL Score: 88%

Navy Elementary
Enrollment: 851
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 7.9%
Average SOL Score: 89%

Spring Hill Elementary
Enrollment: 948
Student-Teacher Ratio: 18.2
Economically Disadvantaged: 11.5%
Average SOL Score: 87%

Kent Gardens Elementary
Enrollment: 1,006
Student-Teacher Ratio: 16.4
Economically Disadvantaged: 4.1%
Average SOL Score: 91%

Wakefield Forest Elementary
Enrollment: 648
Student-Teacher Ratio: 15.8
Economically Disadvantaged: 7.9%
Average SOL Score: 88%

Waynewood Elementary
Enrollment: 726
Student-Teacher Ratio: 17.0
Economically Disadvantaged: 2.8%
Average SOL Score: 90%

Poplar Tree Elementary
Enrollment: 721
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 9.4%
Average SOL Score: 89%

Chesterbrook Elementary
Enrollment: 537
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 2.6%
Average SOL Score: 92%

Westbriar Elementary
Enrollment: 847
Student-Teacher Ratio: 17.6
Economically Disadvantaged: 9.4%
Average SOL Score: 88%

Flint Hill Elementary
Enrollment: 608
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 8.6%
Average SOL Score: 87%

Silverbrook Elementary
Enrollment: 814
Student-Teacher Ratio: 14.8
Economically Disadvantaged: 9.2%
Average SOL Score: 89%

Great Falls Elementary
Enrollment: 517
Student-Teacher Ratio: 14.6
Economically Disadvantaged: 5.4%
Average SOL Score: 91%

Canterbury Woods Elementary
Enrollment: 796
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 14.4%
Average SOL Score: 86%

Vienna Elementary
Enrollment: 377
Student-Teacher Ratio: 13.3
Economically Disadvantaged: 5.3%
Average SOL Score: 93%

Cherry Run Elementary
Enrollment: 461
Student-Teacher Ratio: 13.4
Economically Disadvantaged: 6.1%
Average SOL Score: 90%

Stenwood Elementary
Enrollment: 539
Student-Teacher Ratio: 13.9
Economically Disadvantaged: 10.9%
Average SOL Score: 87%

Hunt Valley Elementary
Enrollment: 747
Student-Teacher Ratio: 15.2
Economically Disadvantaged: 11.0%
Average SOL Score: 86%

Willow Springs Elementary
Enrollment: 859
Student-Teacher Ratio: 15.5
Economically Disadvantaged: 14.2%
Average SOL Score: 85%

Keene Mill Elementary
Enrollment: 801
Student-Teacher Ratio: 17.4
Economically Disadvantaged: 19.9%
Average SOL Score: 84%

Oak Hill Elementary
Enrollment: 657
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 8.4%
Average SOL Score: 88%

Fox Mill Elementary
Enrollment: 645
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 9.3%
Average SOL Score: 89%

The best??? All you’ve done is prove that children who come from upper middle class home where parents are college educated will score well on standardized tests. Doesn’t say a word about the learning experiences of the students. The kids at these schools would score exactly the same if they were placed in a Title 1 school.

You raise an important issue about the influence of socioeconomic status on education. However, the assertion that students would perform the same in Title 1 schools as in more affluent schools overlooks key challenges. Title 1 schools, which serve higher percentages of low-income families, often face additional hurdles such as higher student-to-teacher ratios and limited resources, which can impact the focus on and quality of education. Additionally, these schools frequently address more non-academic issues related to poverty, which can detract from learning. Research shows that poverty correlates with lower academic achievement due to factors like increased stress and reduced access to learning materials. Therefore, the environment and resources of a school significantly influence student performance.

Maybe trying learning about Title 1 before writing such drivel. The point of Title 1 is to provide funding for ADDITIONAL staffing and resources. Ask any teacher in FCPS who's worked in a Title 1 school versus a non-Title 1 school. Smaller classes, more content coaches, better technology, you name it. The families of the kids who are not in poverty realize what a prize they have.

The families I have known who had kids in Title 1 schools either moved, applied for a language immersion program, or made sure that their kid was accepted into AAP and moved to the Center. None of them stayed at the Title 1 school. All of them said that the teachers were great, the Principal's were invested in the school, and that they realized that their kid was going to get very little attention in the classroom. My sample size is small, I know three families who have discussed their choices. But most people who are at a Title 1 school are there because they wanted a bigger house but didn't have the money to buy one in a more expensive part of town with better schools. Then they played the "How do I get my kid into a better school."

Our base school was a language immersion program and a good number of the kids came from schools that were Title 1 or near Title 1 schools. Entire families came to our school. It doesn't take a genius to figure out why. The kids were great and hopefully they enjoyed the program but they were not there because their family loved the language, the parents wanted their kids at a better school and were willing to drive them to school every day.

And we chose to stay at our title 1 school with language immersion and local level IV AAP.

Yale or jail

Are you trying to be funny? My kid will end up in jail because they go to school with some poor kids? Let me guess you voted for the felon?

DP. I’ve heard this saying from several people zoned for certain schools. It certainly wasn’t an original saying from that poster.

You continue to have this faux outrage over tiny perceived slights, while all the time seeking to justify the SB sabotaging Fairfax families’ school pyramid choices with boundary changes. Really bizarre.

Sabotage? There is no guarantee school boundaries won’t change. You knew that when you bought a home. Get over it.

Dumb, because when I said to the OP that she should understand that the school board is about to F with boundaries and that certain people like you like to claim what you just did, that everyone should magically know the boundary situation, then the response I heard was: why do you always bring up boundary changes?

You can’t have it both ways. If people should have full info and know that the school board is about to sabotage their school pyramid choice, then you need to be okay with me or others telling them that. Otherwise, you can’t claim that they should’ve known better. And otherwise you just sound like a conniving SB shill who is pushing the school board’s equity agenda at the expense of county families.

[Anonymous]

Anonymous wrote:As a veteran elementary FCPS teacher and as a graduate of an FCPS high school in the 1980s, let me offer a point of view.

So much of what contributes to a good school is the principal. There is very little oversight of a principal other than test scores. Principals often do not choose to report things like bullying and violence in schools through official channels, because they will get a phone call from the central office asking them why they can’t control their school. So they underreport or let things slide.

The best way to counteract that is to contact the school board for explanations of why situations are not being handled.

In terms of instruction, elementary teachers had textbooks taken away and instructional policy is made by people at Gatehouse who haven’t been in a classroom in years and who want to cut costs. They jump on bandwagons like whole language and don’t know what they are talking about,

The way to counter that is to take excellent teachers out of the classroom for a year at a time, have them report to Gatehouse to organize and lead teacher training, and then put them back at their schools.

Behavior is out of control because so many kids need more restrictive placements for a while to get under control, but there aren’t enough placements for severely emotionally or behaviorally disabled kids in private placements because the county no longer contracts with schools that use restraint and seclusion, rather than being sure such use is closely supervised and documented. So, the pipeline has backed up.

Kids at Burke School are regularly out of control, assaulting teachers, so that many Burke teachers are suffering from concussions (THIS IS FACT) and the police are frequently called to the building. There are no seats for those kids in private placements, parents refuse to get treatment for their kids, and it’s a zoo.

As a result, kids who should be at Burke are at CSS programs, and kids in gen ed who should be in CSS are stuck trashing classrooms and assaulting peers and staff.

There are many, many students in Title I schools who can barely read in the fifth and sixth grades. That is also a fact. Again, principals are not well-supervised and I know some who have lied to central office about what academic interventions are in place.

It’s a horrifying problem. As parents, please help by contacting your school board members, who are not educators and don’t know what is going on until you tell them.

+1. Another issue is that no one except principals is evaluating APs. It's hugely problematic and contributes to the cycle of terrible APs getting promoted to principal positions. Teachers evaluate principals. Those evaluations are mostly ignored but at least they make a paper trail.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a veteran elementary FCPS teacher and as a graduate of an FCPS high school in the 1980s, let me offer a point of view.

So much of what contributes to a good school is the principal. There is very little oversight of a principal other than test scores. Principals often do not choose to report things like bullying and violence in schools through official channels, because they will get a phone call from the central office asking them why they can’t control their school. So they underreport or let things slide.

The best way to counteract that is to contact the school board for explanations of why situations are not being handled.

In terms of instruction, elementary teachers had textbooks taken away and instructional policy is made by people at Gatehouse who haven’t been in a classroom in years and who want to cut costs. They jump on bandwagons like whole language and don’t know what they are talking about,

The way to counter that is to take excellent teachers out of the classroom for a year at a time, have them report to Gatehouse to organize and lead teacher training, and then put them back at their schools.

Behavior is out of control because so many kids need more restrictive placements for a while to get under control, but there aren’t enough placements for severely emotionally or behaviorally disabled kids in private placements because the county no longer contracts with schools that use restraint and seclusion, rather than being sure such use is closely supervised and documented. So, the pipeline has backed up.

Kids at Burke School are regularly out of control, assaulting teachers, so that many Burke teachers are suffering from concussions (THIS IS FACT) and the police are frequently called to the building. There are no seats for those kids in private placements, parents refuse to get treatment for their kids, and it’s a zoo.

As a result, kids who should be at Burke are at CSS programs, and kids in gen ed who should be in CSS are stuck trashing classrooms and assaulting peers and staff.

There are many, many students in Title I schools who can barely read in the fifth and sixth grades. That is also a fact. Again, principals are not well-supervised and I know some who have lied to central office about what academic interventions are in place.

It’s a horrifying problem. As parents, please help by contacting your school board members, who are not educators and don’t know what is going on until you tell them.

FCPS is FCPS....every school similar but depends on the teachers and principals which seem to change at most schools frequently.

Laughable assertion given the wide disparities at the schools.

sure pal

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a veteran elementary FCPS teacher and as a graduate of an FCPS high school in the 1980s, let me offer a point of view.

So much of what contributes to a good school is the principal. There is very little oversight of a principal other than test scores. Principals often do not choose to report things like bullying and violence in schools through official channels, because they will get a phone call from the central office asking them why they can’t control their school. So they underreport or let things slide.

The best way to counteract that is to contact the school board for explanations of why situations are not being handled.

In terms of instruction, elementary teachers had textbooks taken away and instructional policy is made by people at Gatehouse who haven’t been in a classroom in years and who want to cut costs. They jump on bandwagons like whole language and don’t know what they are talking about,

The way to counter that is to take excellent teachers out of the classroom for a year at a time, have them report to Gatehouse to organize and lead teacher training, and then put them back at their schools.

Behavior is out of control because so many kids need more restrictive placements for a while to get under control, but there aren’t enough placements for severely emotionally or behaviorally disabled kids in private placements because the county no longer contracts with schools that use restraint and seclusion, rather than being sure such use is closely supervised and documented. So, the pipeline has backed up.

Kids at Burke School are regularly out of control, assaulting teachers, so that many Burke teachers are suffering from concussions (THIS IS FACT) and the police are frequently called to the building. There are no seats for those kids in private placements, parents refuse to get treatment for their kids, and it’s a zoo.

As a result, kids who should be at Burke are at CSS programs, and kids in gen ed who should be in CSS are stuck trashing classrooms and assaulting peers and staff.

There are many, many students in Title I schools who can barely read in the fifth and sixth grades. That is also a fact. Again, principals are not well-supervised and I know some who have lied to central office about what academic interventions are in place.

It’s a horrifying problem. As parents, please help by contacting your school board members, who are not educators and don’t know what is going on until you tell them.

FCPS is FCPS....every school similar but depends on the teachers and principals which seem to change at most schools frequently.

Laughable assertion given the wide disparities at the schools.

sure pal

You got us. Clearly everyone school in Fairfax county is the exact same. There is no difference whatsoever. 🙄

Equity warriors don’t even believe that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a veteran elementary FCPS teacher and as a graduate of an FCPS high school in the 1980s, let me offer a point of view.

So much of what contributes to a good school is the principal. There is very little oversight of a principal other than test scores. Principals often do not choose to report things like bullying and violence in schools through official channels, because they will get a phone call from the central office asking them why they can’t control their school. So they underreport or let things slide.

The best way to counteract that is to contact the school board for explanations of why situations are not being handled.

In terms of instruction, elementary teachers had textbooks taken away and instructional policy is made by people at Gatehouse who haven’t been in a classroom in years and who want to cut costs. They jump on bandwagons like whole language and don’t know what they are talking about,

The way to counter that is to take excellent teachers out of the classroom for a year at a time, have them report to Gatehouse to organize and lead teacher training, and then put them back at their schools.

Behavior is out of control because so many kids need more restrictive placements for a while to get under control, but there aren’t enough placements for severely emotionally or behaviorally disabled kids in private placements because the county no longer contracts with schools that use restraint and seclusion, rather than being sure such use is closely supervised and documented. So, the pipeline has backed up.

Kids at Burke School are regularly out of control, assaulting teachers, so that many Burke teachers are suffering from concussions (THIS IS FACT) and the police are frequently called to the building. There are no seats for those kids in private placements, parents refuse to get treatment for their kids, and it’s a zoo.

As a result, kids who should be at Burke are at CSS programs, and kids in gen ed who should be in CSS are stuck trashing classrooms and assaulting peers and staff.

There are many, many students in Title I schools who can barely read in the fifth and sixth grades. That is also a fact. Again, principals are not well-supervised and I know some who have lied to central office about what academic interventions are in place.

It’s a horrifying problem. As parents, please help by contacting your school board members, who are not educators and don’t know what is going on until you tell them.

FCPS is FCPS....every school similar but depends on the teachers and principals which seem to change at most schools frequently.

Laughable assertion given the wide disparities at the schools.

sure pal

You got us. Clearly everyone school in Fairfax county is the exact same. There is no difference whatsoever. 🙄

Equity warriors don’t even believe that.

If they did they would leave schools alone, which they clearly won’t.

[Anonymous]

Agree. The principal is the key player. A good one knows what is going on because he/she is present. A not so good one may say he knows what is happening, but that is not necessarily true.

A good principal should be stepping into the classroom and walking the halls frequently. I taught for one principal who took lunch duty --he knew all the kids.

[Anonymous]

This probably isn’t the place, but it would be interesting to compile a list of talented principals who have left the system over the last few years.

[Anonymous]

Anonymous wrote:To identify the top elementary schools (in terms of test scores), look at the top rated high schools and work your way backward. Most schools are the top schools because of their demographics and parental involvement, which extends from elementary to high school. Alternatively, look at the middle schools that send the most kids to TJJHST and work your way backward.

Ignore the nonsense from posters complaining about the FCPS school boundary redistricting. The County is working to implement more cost efficient boundaries and many on the fringes aren’t happy about it. Buy a home within walking distance of its assigned elementary school and you’ve got nothing to worry about.

To identityn

This. Focus on high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:To identify the top elementary schools (in terms of test scores), look at the top rated high schools and work your way backward. Most schools are the top schools because of their demographics and parental involvement, which extends from elementary to high school. Alternatively, look at the middle schools that send the most kids to TJJHST and work your way backward.

Ignore the nonsense from posters complaining about the FCPS school boundary redistricting. The County is working to implement more cost efficient boundaries and many on the fringes aren’t happy about it. Buy a home within walking distance of its assigned elementary school and you’ve got nothing to worry about.

To identityn

This. Focus on high school.

Which good high schools are safe from their boundary review? Go ahead and tell us. We’ll wait.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To identify the top elementary schools (in terms of test scores), look at the top rated high schools and work your way backward. Most schools are the top schools because of their demographics and parental involvement, which extends from elementary to high school. Alternatively, look at the middle schools that send the most kids to TJJHST and work your way backward.

Ignore the nonsense from posters complaining about the FCPS school boundary redistricting. The County is working to implement more cost efficient boundaries and many on the fringes aren’t happy about it. Buy a home within walking distance of its assigned elementary school and you’ve got nothing to worry about.

To identityn

This. Focus on high school.

Which good high schools are safe from their boundary review? Go ahead and tell us. We’ll wait.

Inventory is probably limited but I'd think walkers are likely safe.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’d buy a house you can afford, in a neighborhood you like, with a commute you can manage and send your kid to Catholic school. Stay away from the FCPS nonsense.

We were lucky to be in a great FCPS elementary, but if I had to do it all over again, this is absolutely what I would do. And we are not Catholic. But Catholic schools are excellent, time tested, and not affected by the kind of crap coming out of Gatehouse.

There is a misconception that Catholic schools are "excellent" especially by comparison to FCPS schools, but it depends on what your definition of "excellent" is. Are they "excellent" at weeding out kids with special needs? Sure - often times, they do not provide the depth and breadth of special needs services to students so those parents send their special needs kids to public schools to get those services. Are they "excellent" at assigning lots of busy work to give parents the impression that their students are always busy, churn out a ton of work product and are buried under homework which must mean that they are learning more than the kids in public school. Yep, sure do. Are they "excellent" because their student bodies are predominantly made up of a homogeneous pool of MC-UMC families with active parents who work together as a community to prioritize compliance instead of free-thinking? Yes again. Catholic schools are excellent at keeping MC-UMC predominantly white, similarly thinking families together to learn without the "distraction" of poor students, special needs students, LGBTQ students, and students whose families have different (read: more leftist) world views. Is that "excellent?" Apparently large swaths of families think so.

But the actual level of instruction provided at each grade level is often times not as high as what one would receive in the public school system. In our FCPS pyramid, there is a very large and active K-8
Catholic school. The parents are extremely vocal about the exceptional quality of education they are paying for. Then they send their kids to the local public high school after they graduate from the Catholic school and realize that their kids have not been offered the advanced math options that FCPS offers in 5th-8th, or foreign language options in 7th/8th, and many of those kids are competent in Honors classes but fail to excel in AP classes where critical thinking is emphasized over rote memorization and regurgitation. Then the public school kids start running circles around them in the classroom.

We switched from FCPS to a Catholic school. It is a night and day difference. The Catholic school is 100% better. My kid is taking math an entire grade ahead. Advanced math in FCPS was a joke. Kid was totally bored. You have no idea what you are talking about.

DP

How many Catholic schools are in the area? Likely some are better than others, just like public school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If I could do it all over again, I'd get a much cheaper home and save my money for private school. I don't think anything in FCPS is very good.

Pains me to say this, but long, long ago my late father scrimped, saved, researched and even visited schools to determine the best FCPS HS pyramids for his large family. Dad was proudly Jesuit-educated from elementary to masters and only briefly considered Catholic schools. He determined the area parochial schools were inferior to FCPS.

How the tide has turned. DH and I are FCPS alumni and so also educated DC in FCPS. We have seen firsthand how our schools have declined precipitously.

If we had to do all over, we’d have gone private.

Sounds like the Public School Dismantlers are here in full-force. Keep chipping away at public school so they can get vouchers for private & religious schools. If they can take down Fairfax, the floodgates will open. We are in very sad times right now.

Yapping on a message board is much less effective than what the school board has done to hurt trust in and enthusiasm about public school in the last decade or so.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here are the best elementary schools in Fairfax County Public Schools (FCPS) with their respective key statistics and average SOL scores for each:

Sangster Elementary
Enrollment: 899
Student-Teacher Ratio: 17.5
Economically Disadvantaged: 4.0%
Average SOL Score: 90%

Wolftrap Elementary
Enrollment: 550
Student-Teacher Ratio: 16.6
Economically Disadvantaged: 2.7%
Average SOL Score: 91%

Haycock Elementary
Enrollment: 829
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 4.2%
Average SOL Score: 89%

Colvin Run Elementary
Enrollment: 766
Student-Teacher Ratio: 14.7
Economically Disadvantaged: 2.1%
Average SOL Score: 92%

Churchill Road Elementary
Enrollment: 600
Student-Teacher Ratio: 15.7
Economically Disadvantaged: 3.0%
Average SOL Score: 90%

Forestville Elementary
Enrollment: 580
Student-Teacher Ratio: 15.1
Economically Disadvantaged: 5.7%
Average SOL Score: 88%

Navy Elementary
Enrollment: 851
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 7.9%
Average SOL Score: 89%

Spring Hill Elementary
Enrollment: 948
Student-Teacher Ratio: 18.2
Economically Disadvantaged: 11.5%
Average SOL Score: 87%

Kent Gardens Elementary
Enrollment: 1,006
Student-Teacher Ratio: 16.4
Economically Disadvantaged: 4.1%
Average SOL Score: 91%

Wakefield Forest Elementary
Enrollment: 648
Student-Teacher Ratio: 15.8
Economically Disadvantaged: 7.9%
Average SOL Score: 88%

Waynewood Elementary
Enrollment: 726
Student-Teacher Ratio: 17.0
Economically Disadvantaged: 2.8%
Average SOL Score: 90%

Poplar Tree Elementary
Enrollment: 721
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 9.4%
Average SOL Score: 89%

Chesterbrook Elementary
Enrollment: 537
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 2.6%
Average SOL Score: 92%

Westbriar Elementary
Enrollment: 847
Student-Teacher Ratio: 17.6
Economically Disadvantaged: 9.4%
Average SOL Score: 88%

Flint Hill Elementary
Enrollment: 608
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 8.6%
Average SOL Score: 87%

Silverbrook Elementary
Enrollment: 814
Student-Teacher Ratio: 14.8
Economically Disadvantaged: 9.2%
Average SOL Score: 89%

Great Falls Elementary
Enrollment: 517
Student-Teacher Ratio: 14.6
Economically Disadvantaged: 5.4%
Average SOL Score: 91%

Canterbury Woods Elementary
Enrollment: 796
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 14.4%
Average SOL Score: 86%

Vienna Elementary
Enrollment: 377
Student-Teacher Ratio: 13.3
Economically Disadvantaged: 5.3%
Average SOL Score: 93%

Cherry Run Elementary
Enrollment: 461
Student-Teacher Ratio: 13.4
Economically Disadvantaged: 6.1%
Average SOL Score: 90%

Stenwood Elementary
Enrollment: 539
Student-Teacher Ratio: 13.9
Economically Disadvantaged: 10.9%
Average SOL Score: 87%

Hunt Valley Elementary
Enrollment: 747
Student-Teacher Ratio: 15.2
Economically Disadvantaged: 11.0%
Average SOL Score: 86%

Willow Springs Elementary
Enrollment: 859
Student-Teacher Ratio: 15.5
Economically Disadvantaged: 14.2%
Average SOL Score: 85%

Keene Mill Elementary
Enrollment: 801
Student-Teacher Ratio: 17.4
Economically Disadvantaged: 19.9%
Average SOL Score: 84%

Oak Hill Elementary
Enrollment: 657
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 8.4%
Average SOL Score: 88%

Fox Mill Elementary
Enrollment: 645
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 9.3%
Average SOL Score: 89%

The best??? All you’ve done is prove that children who come from upper middle class home where parents are college educated will score well on standardized tests. Doesn’t say a word about the learning experiences of the students. The kids at these schools would score exactly the same if they were placed in a Title 1 school.

You raise an important issue about the influence of socioeconomic status on education. However, the assertion that students would perform the same in Title 1 schools as in more affluent schools overlooks key challenges. Title 1 schools, which serve higher percentages of low-income families, often face additional hurdles such as higher student-to-teacher ratios and limited resources, which can impact the focus on and quality of education. Additionally, these schools frequently address more non-academic issues related to poverty, which can detract from learning. Research shows that poverty correlates with lower academic achievement due to factors like increased stress and reduced access to learning materials. Therefore, the environment and resources of a school significantly influence student performance.

Maybe trying learning about Title 1 before writing such drivel. The point of Title 1 is to provide funding for ADDITIONAL staffing and resources. Ask any teacher in FCPS who's worked in a Title 1 school versus a non-Title 1 school. Smaller classes, more content coaches, better technology, you name it. The families of the kids who are not in poverty realize what a prize they have.

The families I have known who had kids in Title 1 schools either moved, applied for a language immersion program, or made sure that their kid was accepted into AAP and moved to the Center. None of them stayed at the Title 1 school. All of them said that the teachers were great, the Principal's were invested in the school, and that they realized that their kid was going to get very little attention in the classroom. My sample size is small, I know three families who have discussed their choices. But most people who are at a Title 1 school are there because they wanted a bigger house but didn't have the money to buy one in a more expensive part of town with better schools. Then they played the "How do I get my kid into a better school."

Our base school was a language immersion program and a good number of the kids came from schools that were Title 1 or near Title 1 schools. Entire families came to our school. It doesn't take a genius to figure out why. The kids were great and hopefully they enjoyed the program but they were not there because their family loved the language, the parents wanted their kids at a better school and were willing to drive them to school every day.

And we chose to stay at our title 1 school with language immersion and local level IV AAP.

Yale or jail

Are you trying to be funny? My kid will end up in jail because they go to school with some poor kids? Let me guess you voted for the felon?

DP. I’ve heard this saying from several people zoned for certain schools. It certainly wasn’t an original saying from that poster.

You continue to have this faux outrage over tiny perceived slights, while all the time seeking to justify the SB sabotaging Fairfax families’ school pyramid choices with boundary changes. Really bizarre.

Sabotage? There is no guarantee school boundaries won’t change. You knew that when you bought a home. Get over it.

Dumb, because when I said to the OP that she should understand that the school board is about to F with boundaries and that certain people like you like to claim what you just did, that everyone should magically know the boundary situation, then the response I heard was: why do you always bring up boundary changes?

You can’t have it both ways. If people should have full info and know that the school board is about to sabotage their school pyramid choice, then you need to be okay with me or others telling them that. Otherwise, you can’t claim that they should’ve known better. And otherwise you just sound like a conniving SB shill who is pushing the school board’s equity agenda at the expense of county families.

Oh FFS lady. A conniving shill? Do you really go through life thinking everything is a damn conspiracy? When you (general you) buy a house, it’s not a guarantee the boundaries won’t change. Most people are not happy about it but boundary changes happen and it’s impossible for everyone to be happy. How do you suggest the School Board address it? And it’s ok to talk about boundary changes but can you limit it to one thread? Why interject it in every dang thread?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here are the best elementary schools in Fairfax County Public Schools (FCPS) with their respective key statistics and average SOL scores for each:

Sangster Elementary
Enrollment: 899
Student-Teacher Ratio: 17.5
Economically Disadvantaged: 4.0%
Average SOL Score: 90%

Wolftrap Elementary
Enrollment: 550
Student-Teacher Ratio: 16.6
Economically Disadvantaged: 2.7%
Average SOL Score: 91%

Haycock Elementary
Enrollment: 829
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 4.2%
Average SOL Score: 89%

Colvin Run Elementary
Enrollment: 766
Student-Teacher Ratio: 14.7
Economically Disadvantaged: 2.1%
Average SOL Score: 92%

Churchill Road Elementary
Enrollment: 600
Student-Teacher Ratio: 15.7
Economically Disadvantaged: 3.0%
Average SOL Score: 90%

Forestville Elementary
Enrollment: 580
Student-Teacher Ratio: 15.1
Economically Disadvantaged: 5.7%
Average SOL Score: 88%

Navy Elementary
Enrollment: 851
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 7.9%
Average SOL Score: 89%

Spring Hill Elementary
Enrollment: 948
Student-Teacher Ratio: 18.2
Economically Disadvantaged: 11.5%
Average SOL Score: 87%

Kent Gardens Elementary
Enrollment: 1,006
Student-Teacher Ratio: 16.4
Economically Disadvantaged: 4.1%
Average SOL Score: 91%

Wakefield Forest Elementary
Enrollment: 648
Student-Teacher Ratio: 15.8
Economically Disadvantaged: 7.9%
Average SOL Score: 88%

Waynewood Elementary
Enrollment: 726
Student-Teacher Ratio: 17.0
Economically Disadvantaged: 2.8%
Average SOL Score: 90%

Poplar Tree Elementary
Enrollment: 721
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 9.4%
Average SOL Score: 89%

Chesterbrook Elementary
Enrollment: 537
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 2.6%
Average SOL Score: 92%

Westbriar Elementary
Enrollment: 847
Student-Teacher Ratio: 17.6
Economically Disadvantaged: 9.4%
Average SOL Score: 88%

Flint Hill Elementary
Enrollment: 608
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 8.6%
Average SOL Score: 87%

Silverbrook Elementary
Enrollment: 814
Student-Teacher Ratio: 14.8
Economically Disadvantaged: 9.2%
Average SOL Score: 89%

Great Falls Elementary
Enrollment: 517
Student-Teacher Ratio: 14.6
Economically Disadvantaged: 5.4%
Average SOL Score: 91%

Canterbury Woods Elementary
Enrollment: 796
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 14.4%
Average SOL Score: 86%

Vienna Elementary
Enrollment: 377
Student-Teacher Ratio: 13.3
Economically Disadvantaged: 5.3%
Average SOL Score: 93%

Cherry Run Elementary
Enrollment: 461
Student-Teacher Ratio: 13.4
Economically Disadvantaged: 6.1%
Average SOL Score: 90%

Stenwood Elementary
Enrollment: 539
Student-Teacher Ratio: 13.9
Economically Disadvantaged: 10.9%
Average SOL Score: 87%

Hunt Valley Elementary
Enrollment: 747
Student-Teacher Ratio: 15.2
Economically Disadvantaged: 11.0%
Average SOL Score: 86%

Willow Springs Elementary
Enrollment: 859
Student-Teacher Ratio: 15.5
Economically Disadvantaged: 14.2%
Average SOL Score: 85%

Keene Mill Elementary
Enrollment: 801
Student-Teacher Ratio: 17.4
Economically Disadvantaged: 19.9%
Average SOL Score: 84%

Oak Hill Elementary
Enrollment: 657
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 8.4%
Average SOL Score: 88%

Fox Mill Elementary
Enrollment: 645
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 9.3%
Average SOL Score: 89%

The best??? All you’ve done is prove that children who come from upper middle class home where parents are college educated will score well on standardized tests. Doesn’t say a word about the learning experiences of the students. The kids at these schools would score exactly the same if they were placed in a Title 1 school.

You raise an important issue about the influence of socioeconomic status on education. However, the assertion that students would perform the same in Title 1 schools as in more affluent schools overlooks key challenges. Title 1 schools, which serve higher percentages of low-income families, often face additional hurdles such as higher student-to-teacher ratios and limited resources, which can impact the focus on and quality of education. Additionally, these schools frequently address more non-academic issues related to poverty, which can detract from learning. Research shows that poverty correlates with lower academic achievement due to factors like increased stress and reduced access to learning materials. Therefore, the environment and resources of a school significantly influence student performance.

Maybe trying learning about Title 1 before writing such drivel. The point of Title 1 is to provide funding for ADDITIONAL staffing and resources. Ask any teacher in FCPS who's worked in a Title 1 school versus a non-Title 1 school. Smaller classes, more content coaches, better technology, you name it. The families of the kids who are not in poverty realize what a prize they have.

The families I have known who had kids in Title 1 schools either moved, applied for a language immersion program, or made sure that their kid was accepted into AAP and moved to the Center. None of them stayed at the Title 1 school. All of them said that the teachers were great, the Principal's were invested in the school, and that they realized that their kid was going to get very little attention in the classroom. My sample size is small, I know three families who have discussed their choices. But most people who are at a Title 1 school are there because they wanted a bigger house but didn't have the money to buy one in a more expensive part of town with better schools. Then they played the "How do I get my kid into a better school."

Our base school was a language immersion program and a good number of the kids came from schools that were Title 1 or near Title 1 schools. Entire families came to our school. It doesn't take a genius to figure out why. The kids were great and hopefully they enjoyed the program but they were not there because their family loved the language, the parents wanted their kids at a better school and were willing to drive them to school every day.

And we chose to stay at our title 1 school with language immersion and local level IV AAP.

Yale or jail

Are you trying to be funny? My kid will end up in jail because they go to school with some poor kids? Let me guess you voted for the felon?

DP. I’ve heard this saying from several people zoned for certain schools. It certainly wasn’t an original saying from that poster.

You continue to have this faux outrage over tiny perceived slights, while all the time seeking to justify the SB sabotaging Fairfax families’ school pyramid choices with boundary changes. Really bizarre.

Sabotage? There is no guarantee school boundaries won’t change. You knew that when you bought a home. Get over it.

Dumb, because when I said to the OP that she should understand that the school board is about to F with boundaries and that certain people like you like to claim what you just did, that everyone should magically know the boundary situation, then the response I heard was: why do you always bring up boundary changes?

You can’t have it both ways. If people should have full info and know that the school board is about to sabotage their school pyramid choice, then you need to be okay with me or others telling them that. Otherwise, you can’t claim that they should’ve known better. And otherwise you just sound like a conniving SB shill who is pushing the school board’s equity agenda at the expense of county families.

Oh FFS lady. A conniving shill? Do you really go through life thinking everything is a damn conspiracy? When you (general you) buy a house, it’s not a guarantee the boundaries won’t change. Most people are not happy about it but boundary changes happen and it’s impossible for everyone to be happy. How do you suggest the School Board address it? And it’s ok to talk about boundary changes but can you limit it to one thread? Why interject it in every dang thread?

It's good that any new person moving to the area understands that imminent boundary alterations can result in changes to the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here are the best elementary schools in Fairfax County Public Schools (FCPS) with their respective key statistics and average SOL scores for each:

Sangster Elementary
Enrollment: 899
Student-Teacher Ratio: 17.5
Economically Disadvantaged: 4.0%
Average SOL Score: 90%

Wolftrap Elementary
Enrollment: 550
Student-Teacher Ratio: 16.6
Economically Disadvantaged: 2.7%
Average SOL Score: 91%

Haycock Elementary
Enrollment: 829
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 4.2%
Average SOL Score: 89%

Colvin Run Elementary
Enrollment: 766
Student-Teacher Ratio: 14.7
Economically Disadvantaged: 2.1%
Average SOL Score: 92%

Churchill Road Elementary
Enrollment: 600
Student-Teacher Ratio: 15.7
Economically Disadvantaged: 3.0%
Average SOL Score: 90%

Forestville Elementary
Enrollment: 580
Student-Teacher Ratio: 15.1
Economically Disadvantaged: 5.7%
Average SOL Score: 88%

Navy Elementary
Enrollment: 851
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 7.9%
Average SOL Score: 89%

Spring Hill Elementary
Enrollment: 948
Student-Teacher Ratio: 18.2
Economically Disadvantaged: 11.5%
Average SOL Score: 87%

Kent Gardens Elementary
Enrollment: 1,006
Student-Teacher Ratio: 16.4
Economically Disadvantaged: 4.1%
Average SOL Score: 91%

Wakefield Forest Elementary
Enrollment: 648
Student-Teacher Ratio: 15.8
Economically Disadvantaged: 7.9%
Average SOL Score: 88%

Waynewood Elementary
Enrollment: 726
Student-Teacher Ratio: 17.0
Economically Disadvantaged: 2.8%
Average SOL Score: 90%

Poplar Tree Elementary
Enrollment: 721
Student-Teacher Ratio: 15.4
Economically Disadvantaged: 9.4%
Average SOL Score: 89%

Chesterbrook Elementary
Enrollment: 537
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 2.6%
Average SOL Score: 92%

Westbriar Elementary
Enrollment: 847
Student-Teacher Ratio: 17.6
Economically Disadvantaged: 9.4%
Average SOL Score: 88%

Flint Hill Elementary
Enrollment: 608
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 8.6%
Average SOL Score: 87%

Silverbrook Elementary
Enrollment: 814
Student-Teacher Ratio: 14.8
Economically Disadvantaged: 9.2%
Average SOL Score: 89%

Great Falls Elementary
Enrollment: 517
Student-Teacher Ratio: 14.6
Economically Disadvantaged: 5.4%
Average SOL Score: 91%

Canterbury Woods Elementary
Enrollment: 796
Student-Teacher Ratio: 16.2
Economically Disadvantaged: 14.4%
Average SOL Score: 86%

Vienna Elementary
Enrollment: 377
Student-Teacher Ratio: 13.3
Economically Disadvantaged: 5.3%
Average SOL Score: 93%

Cherry Run Elementary
Enrollment: 461
Student-Teacher Ratio: 13.4
Economically Disadvantaged: 6.1%
Average SOL Score: 90%

Stenwood Elementary
Enrollment: 539
Student-Teacher Ratio: 13.9
Economically Disadvantaged: 10.9%
Average SOL Score: 87%

Hunt Valley Elementary
Enrollment: 747
Student-Teacher Ratio: 15.2
Economically Disadvantaged: 11.0%
Average SOL Score: 86%

Willow Springs Elementary
Enrollment: 859
Student-Teacher Ratio: 15.5
Economically Disadvantaged: 14.2%
Average SOL Score: 85%

Keene Mill Elementary
Enrollment: 801
Student-Teacher Ratio: 17.4
Economically Disadvantaged: 19.9%
Average SOL Score: 84%

Oak Hill Elementary
Enrollment: 657
Student-Teacher Ratio: 14.5
Economically Disadvantaged: 8.4%
Average SOL Score: 88%

Fox Mill Elementary
Enrollment: 645
Student-Teacher Ratio: 15.0
Economically Disadvantaged: 9.3%
Average SOL Score: 89%

The best??? All you’ve done is prove that children who come from upper middle class home where parents are college educated will score well on standardized tests. Doesn’t say a word about the learning experiences of the students. The kids at these schools would score exactly the same if they were placed in a Title 1 school.

You raise an important issue about the influence of socioeconomic status on education. However, the assertion that students would perform the same in Title 1 schools as in more affluent schools overlooks key challenges. Title 1 schools, which serve higher percentages of low-income families, often face additional hurdles such as higher student-to-teacher ratios and limited resources, which can impact the focus on and quality of education. Additionally, these schools frequently address more non-academic issues related to poverty, which can detract from learning. Research shows that poverty correlates with lower academic achievement due to factors like increased stress and reduced access to learning materials. Therefore, the environment and resources of a school significantly influence student performance.

Maybe trying learning about Title 1 before writing such drivel. The point of Title 1 is to provide funding for ADDITIONAL staffing and resources. Ask any teacher in FCPS who's worked in a Title 1 school versus a non-Title 1 school. Smaller classes, more content coaches, better technology, you name it. The families of the kids who are not in poverty realize what a prize they have.

The families I have known who had kids in Title 1 schools either moved, applied for a language immersion program, or made sure that their kid was accepted into AAP and moved to the Center. None of them stayed at the Title 1 school. All of them said that the teachers were great, the Principal's were invested in the school, and that they realized that their kid was going to get very little attention in the classroom. My sample size is small, I know three families who have discussed their choices. But most people who are at a Title 1 school are there because they wanted a bigger house but didn't have the money to buy one in a more expensive part of town with better schools. Then they played the "How do I get my kid into a better school."

Our base school was a language immersion program and a good number of the kids came from schools that were Title 1 or near Title 1 schools. Entire families came to our school. It doesn't take a genius to figure out why. The kids were great and hopefully they enjoyed the program but they were not there because their family loved the language, the parents wanted their kids at a better school and were willing to drive them to school every day.

And we chose to stay at our title 1 school with language immersion and local level IV AAP.

Yale or jail

Are you trying to be funny? My kid will end up in jail because they go to school with some poor kids? Let me guess you voted for the felon?

DP. I’ve heard this saying from several people zoned for certain schools. It certainly wasn’t an original saying from that poster.

You continue to have this faux outrage over tiny perceived slights, while all the time seeking to justify the SB sabotaging Fairfax families’ school pyramid choices with boundary changes. Really bizarre.

Sabotage? There is no guarantee school boundaries won’t change. You knew that when you bought a home. Get over it.

Dumb, because when I said to the OP that she should understand that the school board is about to F with boundaries and that certain people like you like to claim what you just did, that everyone should magically know the boundary situation, then the response I heard was: why do you always bring up boundary changes?

You can’t have it both ways. If people should have full info and know that the school board is about to sabotage their school pyramid choice, then you need to be okay with me or others telling them that. Otherwise, you can’t claim that they should’ve known better. And otherwise you just sound like a conniving SB shill who is pushing the school board’s equity agenda at the expense of county families.

Oh FFS lady. A conniving shill? Do you really go through life thinking everything is a damn conspiracy? When you (general you) buy a house, it’s not a guarantee the boundaries won’t change. Most people are not happy about it but boundary changes happen and it’s impossible for everyone to be happy. How do you suggest the School Board address it? And it’s ok to talk about boundary changes but can you limit it to one thread? Why interject it in every dang thread?

DP. I agree that some people looking at elementary schools in FCPS might not know about the ongoing study or that the current School Board consists primarily of party hacks who may change school boundaries even though current enrollments are flat and even projected to decline slightly in the coming years.

If you’re going to take the position that everyone should be on notice on potential changes I don’t know why you’d complain when someone tries to do just that - put people on notice so they approach a potential home eyes wide open. It makes one think that the folks who try to shut down such comments just want to stifle any discussion.

Having said that, within any pyramid, there are areas that are less likely to be affected by potential changes and areas more “at risk.”