Award Year: 2015

Great Neck Middle School

1848 North Great Neck Road
Virginia Beach, VA, 23454-1111

(757) 648-4550

Dr. Eugene F. Soltner, Principal at time of Nomination

Virginia Beach City Public Schools

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Great Neck Middle School, in partnership with the community, is dedicated to providing the skills and environment necessary to help students reach their greatest potential.

Student Demographics
  • Black/African American: 10%
  • White: 72%
  • Hispanic: 7%
  • Hawaiian/Pacific Islander: 1%
  • Asian: 3%
  • Native American: 1%
  • Two or more races: 6%
  • ELL: 3%
  • Economically Disadvantaged: %
Problem solving with a STEM activity.

Problem solving with a STEM activity.

Great Neck Middle School serves a diverse population of approximately 1150 students, drawing from nine elementary feeder schools, a Title I school, and two military installations. More than 600 families are military affiliated. A concentration of foreign NATO families adds to the ESL population, and a blend of middle class, affluent, and 24% poverty-level students compose the learning community. Teachers are active participants in resolving the challenges of ensuring all students develop their full potential. In addition to regularly assessing data and developing goals and strategies to accomplish this vision, Great Neck teachers encourage and challenge all students with a number of deliberate and purposeful approaches and programs. The primary strategy to ensure the achievement of all students has been harnessing the collective efforts of staff through dedicated, committed Professional Learning Communities (PLCs). Teacher teams create and analyze common assessments, share best practices and expectations, analyze student products, develop common plans and rubrics, and, most importantly, shift the focus from teaching to learning. Staff have made an extraordinary commitment to meeting the needs of all learners. A strong Response to Intervention program with a focus on under-performing subgroups identifies students not meeting their potential and provides varying levels of assistance both inside and outside the classroom with highly fluid placements in remediation and other interventions. In addition, an exceptionally collaborative special education inclusion model is in place to address the needs of the special education population and to close achievement gaps between special education students and their non-disabled peers.