Summary
Carver Elementary is a PK–5 school in Newport News, VA, serving 634 students in the Newport News City Public Schools district, and it is one of the lowest-performing elementary schools in Virginia, ranking in the 5th percentile statewide with a 0-star rating for 2025–26. Academic proficiency trails both the district and state in every tested subject and grade — for example, 3rd grade math is at 49.5% proficiency versus 66.1% for the district and 74.0% for the state, and 5th grade reading is at 41.5% versus 61.9% and 72.4% respectively.
The most striking contrast comes from nearby schools serving similar high-poverty populations. In the same district, Deer Park Elementary (3.5 miles away) ranks in the 95th percentile, and Hilton Elementary (1 mile away) ranks in the 79th percentile. Across the city line in Hampton City Public Schools, Mary W. Jackson Elementary (0.7 miles away) and George P. Phenix Elementary (1.9 miles away) also rank in the 67th–79th percentiles, with proficiency rates 30–50 points higher than Carver in many subjects. Carver actually spends more per student ($11,703) than Deer Park ($9,121), Hilton ($9,357), and Mary W. Jackson ($10,164), yet outcomes are far worse. Chronic absenteeism at 18.8% is lower than Newsome Park Elementary (25.7%) and Riverside Elementary (20.9%), but far higher than Deer Park (6.3%) and Mary W. Jackson (5.2%).
There are some encouraging signs: 3rd grade math proficiency jumped from 26.0% in 2022–23 to 49.5% in 2025–26, and English Language Learners have moved from the 1st to the 16th percentile in state subgroup rankings in one year. However, 5th grade reading has slipped from 53.5% to 41.5% over the same period, and the disabled student subgroup ranks 418th out of 420 schools in Virginia — an extreme outlier that needs urgent attention. Overall, Carver’s challenges are not about money or poverty alone, since neighboring schools with similar demographics and less funding succeed. The path forward likely lies in studying what high-performing schools in the region do differently and applying those practices, especially for upper-elementary reading and students with disabilities.
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