The top reported proficiency rate is 42% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Collierville Virtual Academy
Collierville Virtual Academy is a regular public school within Collierville Schools, serving grades three through twelve entirely in a virtual format. It is not a charter school. The school is housed at the district administrative address on West Poplar Avenue in Collierville, a predominantly residential Memphis suburb with a historic town square, a major shopping mall, and extensive retail corridors. The town has grown substantially in recent decades, and Collierville Schools became an independent district not long ago after voters approved a measure to separate from Shelby County Schools. The district overall is regarded highly in statewide academic rankings, and housing in Collierville reflects that demand, with home values well above national and state medians and rents that are similarly elevated.
The school itself is small, with an enrollment that skews heavily toward older students. The upper grades, from ninth through twelfth, account for the bulk of the student body, while the elementary and middle school grades have only a handful of students each. A small number of third graders were enrolled but none were reported, so the youngest students in the building are in fourth grade. Racially and ethnically, the student population is about half white, with a substantial share of Black students, a smaller share of Hispanic students, a small share of Asian students, a few students of two or more races, and a single American Indian or Alaska Native student. Data on the share of students who qualify for free or reduced-price lunch was not reported, and data on students with disabilities and English learners was also not available, so a parent may want to ask the school directly about how it supports those populations in a virtual environment.
State testing results for the 2023-24 school year are available for grades three through eight, though participation rates were below what is typically expected, which means the results may not fully represent the enrolled students in those grades. In English language arts, a modest share of tested students scored at the proficient level or above. In science, the result was similar. In math, notably fewer students reached the proficient or above threshold, and in social studies the share was also on the low side. The small number of tested students in each subject means these figures are sensitive to the performance of just a few individuals, but the overall picture across subjects is that proficiency rates fall below the midpoint when compared with other school districts in Shelby County, landing in the bottom quartile. No high school level state assessment results were available in the data for this school, and no graduation rate was reported, so a parent considering a high school pathway here would need to seek that information from the school directly.
The data did not include information on course access, staffing, attendance, or disciplinary actions. There is no reported information on whether the school offers Advanced Placement, dual credit, or career and technical education programs, though because it is part of Collierville Schools, a family may want to ask how virtual students access the broader district's course offerings. The school's virtual format means there are no on-site athletic teams, performing arts, or extracurriculars in the traditional sense; families choosing this school are selecting a fully remote academic experience, likely for reasons of scheduling, health, or personal preference.
For a family considering Collierville Virtual Academy, the core question is whether a virtual setting fits the student's needs. The academic results from the tested elementary and middle school grades suggest that students performing near grade level in English and science may find a reasonable match, while math and social studies outcomes are weaker. The lack of key data points such as graduation rate, college readiness indicators, and support services for special populations means a thorough conversation with the school's administration is essential.
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