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Albemarle High

General school information

Category: High (09-12) School
Phone: 434-975-9300
Address: 2775 Hydraulic Road Charlottesville, VA 22901-8917
Principal: Jesse Turner
Superintendent: Dr. Matthew S. Haas
School Number: 880
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Three

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Three
Economically Disadvantaged Level One Level Two
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level Three
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 92 8 12 74 86 14 12 70 82 18
Female 15 77 93 7 13 75 88 12 12 72 85 15
Male 11 80 91 9 11 73 84 16 12 67 79 21
Asian 24 70 94 6 17 75 92 8 24 58 82 18
Black 4 79 83 17 5 55 60 40 3 49 52 48
Hispanic 6 61 68 32 3 64 67 33 2 58 59 41
White 15 80 96 4 16 80 95 5 16 79 95 5
Two or more races - 90 90 10 - 90 90 10 6 77 84 16
Students with Disabilities 7 48 55 45 7 51 58 42 9 36 45 55
Students without Disabilities 14 81 95 5 12 76 89 11 12 74 86 14
Economically Disadvantaged 5 70 75 25 3 58 61 39 2 52 54 46
Not Economically Disadvantaged 16 81 96 4 15 80 94 6 16 77 93 7
English Learners - 53 53 47 - 19 19 81 - 19 19 81
Military Connected < < 100 0 18 64 82 18
Foster Care < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 92 8 12 74 86 14 12 70 82 18
Female 15 77 93 7 13 75 88 12 12 72 85 15
Male 11 80 91 9 11 73 84 16 12 67 79 21
Asian 24 70 94 6 17 75 92 8 24 58 82 18
Black 4 79 83 17 5 55 60 40 3 49 52 48
Hispanic 6 61 68 32 3 64 67 33 2 58 59 41
White 15 80 96 4 16 80 95 5 16 79 95 5
Two or more races - 90 90 10 - 90 90 10 6 77 84 16
Students with Disabilities 7 48 55 45 7 51 58 42 9 36 45 55
Students without Disabilities 14 81 95 5 12 76 89 11 12 74 86 14
Economically Disadvantaged 5 70 75 25 3 58 61 39 2 52 54 46
Not Economically Disadvantaged 16 81 96 4 15 80 94 6 16 77 93 7
English Learners - 53 53 47 - 19 19 81 - 19 19 81
Military Connected < < 100 0 18 64 82 18
Foster Care < < < < < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 46 87 13 40 48 89 11 40 42 82 18
Female 46 44 90 10 45 46 91 10 47 38 84 16
Male 37 49 85 15 37 51 87 13 35 45 80 20
Asian 51 37 89 11 59 30 89 11 51 30 81 19
Black 11 49 60 40 13 49 62 38 7 42 49 51
Hispanic 17 42 58 42 16 61 76 24 16 42 58 42
White 50 46 96 4 49 47 96 4 53 42 95 5
Two or more races 21 63 83 17 33 67 100 0 35 54 88 12
Students with Disabilities 11 61 72 28 22 44 66 34 11 34 46 54
Students without Disabilities 44 45 89 11 42 49 91 9 43 42 86 14
Economically Disadvantaged 8 53 61 39 7 59 66 34 13 39 52 48
Not Economically Disadvantaged 50 45 95 5 50 45 96 4 50 43 92 8
English Learners 3 42 45 55 - 7 7 93 - 13 13 88
Military Connected < < < < 40 40 80 20
Foster Care < < 100 0 < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 46 87 13 40 48 89 11 40 42 82 18
Female 46 44 90 10 45 46 91 10 47 38 84 16
Male 37 49 85 15 37 51 87 13 35 45 80 20
Asian 51 37 89 11 59 30 89 11 51 30 81 19
Black 11 49 60 40 13 49 62 38 7 42 49 51
Hispanic 17 42 58 42 16 61 76 24 16 42 58 42
White 50 46 96 4 49 47 96 4 53 42 95 5
Two or more races 21 63 83 17 33 67 100 0 35 54 88 12
Students with Disabilities 11 61 72 28 22 44 66 34 11 34 46 54
Students without Disabilities 44 45 89 11 42 49 91 9 43 42 86 14
Economically Disadvantaged 8 53 61 39 7 59 66 34 13 39 52 48
Not Economically Disadvantaged 50 45 95 5 50 45 96 4 50 43 92 8
English Learners 3 42 45 55 - 7 7 93 - 13 13 88
Military Connected < < < < 40 40 80 20
Foster Care < < 100 0 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 12 60 73 27 8 68 76 24
Female 12 63 74 26 13 63 76 24 8 68 76 24
Male 13 52 65 35 12 58 70 30 8 68 76 24
American Indian < < < < < < < <
Asian 23 62 85 15 31 58 89 11 28 65 93 7
Black 2 38 40 60 2 45 47 53 2 53 55 45
Hispanic 5 63 68 32 3 64 68 32 2 58 60 40
White 16 63 78 22 16 65 81 19 9 77 86 14
Two or more races 18 49 67 33 8 48 56 44 8 70 77 23
Students with Disabilities 9 32 41 59 3 38 41 59 4 56 60 40
Students without Disabilities 13 60 72 28 13 63 76 24 9 70 79 21
Economically Disadvantaged 4 52 55 45 5 54 59 41 3 59 62 38
Not Economically Disadvantaged 17 60 77 23 17 64 81 19 11 74 84 16
English Learners 4 63 68 32 4 56 60 40 1 52 53 47
Military Connected 9 82 91 9 15 69 85 15
Foster Care < < 100 0 < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 60 63 37 3 73 76 24 2 71 73 27
Female 3 72 75 25 1 80 81 19 2 71 73 27
Male 2 49 50 50 5 66 72 28 2 72 74 26
American Indian < < < <
Asian - 85 85 15 8 92 100 0 20 80 100 0
Black - 45 45 55 - 65 65 35 1 58 59 41
Hispanic 2 69 71 29 - 76 76 24 2 65 67 33
White 5 60 65 35 7 76 84 16 1 81 83 17
Two or more races - 60 60 40 - 46 46 54 - 94 94 6
Students with Disabilities - 24 24 76 - 38 38 62 - 65 65 35
Students without Disabilities 3 68 71 29 4 78 82 18 3 73 77 23
Economically Disadvantaged 1 59 60 40 - 66 66 34 1 65 67 33
Not Economically Disadvantaged 4 63 66 34 7 80 86 14 3 79 82 18
English Learners 3 74 77 23 - 77 77 23 - 65 65 35
Military Connected < < 100 0 < < < <
Foster Care < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 66 70 30 6 59 64 36 3 63 66 34
Female 3 66 70 30 6 62 68 32 1 65 67 33
Male 4 66 69 31 5 55 61 39 4 61 65 35
American Indian < < < <
Asian 11 67 78 22 8 72 80 20 5 76 81 19
Black - 39 39 61 - 35 35 65 - 45 45 55
Hispanic 4 67 70 30 2 50 52 48 - 43 43 57
White 5 77 82 18 9 67 76 24 5 77 82 18
Two or more races - 68 68 32 5 53 58 42 - 65 65 35
Students with Disabilities - 46 46 54 - 29 29 71 - 33 33 67
Students without Disabilities 4 68 72 28 7 63 69 31 3 66 69 31
Economically Disadvantaged 1 53 54 46 3 45 48 52 1 45 46 54
Not Economically Disadvantaged 5 74 79 21 8 67 75 25 4 74 78 22
English Learners 2 58 60 40 7 33 40 60 - 29 29 71
Military Connected - 90 90 10 < < < <
Foster Care < < 100 0 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 48 73 27 23 55 78 22 16 71 87 13
Female 25 53 78 22 26 54 80 20 17 69 86 14
Male 25 44 69 31 20 56 76 24 15 74 88 12
American Indian < < < <
Asian 48 41 89 11 51 41 93 7 41 57 97 3
Black 2 27 30 70 2 37 39 61 6 58 64 36
Hispanic 11 49 59 41 10 67 76 24 7 77 83 17
White 27 54 81 19 26 59 85 15 14 77 91 9
Two or more races 43 26 70 30 15 45 60 40 20 55 75 25
Students with Disabilities 12 41 53 47 - 73 73 27 - 73 73 27
Students without Disabilities 26 48 74 26 24 54 78 22 17 71 88 12
Economically Disadvantaged 7 40 47 53 12 51 64 36 8 69 78 22
Not Economically Disadvantaged 30 50 80 20 27 56 83 17 18 72 90 10
English Learners 9 43 52 48 8 54 62 38 7 73 80 20
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 67 83 17 12 68 80 20 11 66 77 23
Female 14 69 84 16 10 71 82 18 12 65 77 23
Male 17 66 83 17 14 65 79 21 10 67 77 23
American Indian < < < < < < < <
Asian 25 70 95 5 24 63 86 14 23 63 86 14
Black 3 47 50 50 1 47 47 53 - 47 47 53
Hispanic 4 59 63 37 4 63 66 34 1 54 56 44
White 19 74 93 7 15 76 91 9 15 75 90 10
Two or more races 22 64 86 14 17 66 83 17 11 61 71 29
Students with Disabilities 11 39 50 50 4 45 48 52 2 45 46 54
Students without Disabilities 16 70 86 14 13 71 84 16 12 69 81 19
Economically Disadvantaged 5 56 62 38 2 56 58 42 2 51 53 47
Not Economically Disadvantaged 20 72 91 9 17 74 91 9 15 73 88 12
English Learners - 56 56 44 1 31 32 68 - 26 26 74
Migrant < < < < < < < <
Military Connected 11 89 100 0 16 64 80 20
Foster Care < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 72 87 13 10 67 77 23 10 65 75 25
Female 13 75 88 12 10 69 80 20 11 64 75 25
Male 18 69 87 13 10 65 75 25 8 67 75 25
Asian 21 72 93 7 22 64 87 13 11 69 81 19
Black 2 53 55 45 - 41 41 59 - 43 43 57
Hispanic 5 66 71 29 5 59 64 36 2 57 59 41
White 19 78 97 3 12 78 90 10 14 74 88 12
Two or more races 24 59 82 18 17 63 80 20 15 54 69 31
Students with Disabilities 7 43 50 50 - 39 39 61 - 47 47 53
Students without Disabilities 16 74 90 10 11 71 82 18 11 68 79 21
Economically Disadvantaged 3 64 67 33 2 51 53 47 1 54 54 46
Not Economically Disadvantaged 19 75 94 6 14 75 89 11 14 71 85 15
English Learners - 57 57 43 - 26 26 74 - 24 24 76
Migrant < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 86 14 21 66 87 13 27 60 87 13
Female 20 67 87 13 17 72 89 11 23 63 86 14
Male 21 65 86 14 26 60 86 14 33 56 89 11
American Indian < < < <
Asian 39 55 94 6 34 55 90 10 52 41 93 7
Black 2 50 52 48 - 47 47 53 - 39 39 61
Hispanic 8 54 63 38 3 86 89 11 10 50 60 40
White 21 71 93 7 24 69 93 7 27 69 96 4
Two or more races 32 64 96 4 40 45 85 15 < < < <
Students with Disabilities 6 59 65 35 18 55 73 27 < < < <
Students without Disabilities 21 66 87 13 22 66 88 12 28 60 87 13
Economically Disadvantaged 9 56 65 35 7 67 73 27 10 39 48 52
Not Economically Disadvantaged 23 68 91 9 26 66 91 9 31 64 95 5
English Learners - 50 50 50 < < < < < < < <
Military Connected < < 100 0 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 66 77 23 6 72 79 21 4 70 74 26
Female 10 66 76 24 5 74 79 21 6 68 74 26
Male 12 65 77 23 8 70 78 22 2 71 74 26
American Indian < < < <
Asian 15 82 97 3 15 71 85 15 9 78 87 13
Black - 44 44 56 - 54 54 46 - 53 53 47
Hispanic 2 55 57 43 3 56 58 42 - 53 53 47
White 16 73 89 11 9 83 92 8 7 82 90 10
Two or more races 11 67 78 22 - 85 85 15 - 73 73 27
Students with Disabilities 4 34 38 62 - 51 51 49 - 40 40 60
Students without Disabilities 12 70 82 18 7 76 83 17 5 76 81 19
Economically Disadvantaged 3 53 56 44 1 55 56 44 1 51 52 48
Not Economically Disadvantaged 16 73 89 11 10 84 94 6 6 81 87 13
English Learners - 57 57 43 - 33 33 67 - 26 26 74
Migrant < < < <
Military Connected < < 100 0 - 85 85 15
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 64 83 17 17 61 78 22 12 61 73 27
Female 16 66 81 19 14 63 76 24 10 61 71 29
Male 22 62 85 15 19 60 80 20 14 61 75 25
American Indian < < 100 0 < < 100 0
Asian 36 58 94 6 29 59 87 13 17 71 87 13
Black 4 47 50 50 3 50 53 47 2 38 40 60
Hispanic 8 62 69 31 4 59 63 37 4 51 54 46
White 23 69 92 8 22 66 87 13 17 69 87 13
Two or more races 16 66 82 18 13 60 73 27 6 60 66 34
Students with Disabilities 7 47 54 46 5 51 56 44 2 42 45 55
Students without Disabilities 20 66 86 14 18 63 80 20 13 63 77 23
Economically Disadvantaged 6 56 63 37 4 53 57 43 3 47 50 50
Not Economically Disadvantaged 24 67 91 9 22 65 87 13 16 68 84 16
English Learners 7 57 64 36 1 50 50 50 - 39 39 61
Military Connected 30 57 87 13 23 69 92 8
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 70 89 11 16 67 83 17 7 43 50 50
Female 13 75 89 11 12 71 83 17 4 40 45 55
Male 23 66 88 12 19 64 83 17 11 45 55 45
American Indian < < 100 0
Asian 34 58 92 8 23 64 87 13 14 43 57 43
Black 3 52 55 45 - 64 64 36 - 23 23 77
Hispanic 8 71 79 21 3 62 65 35 3 41 44 56
White 22 75 97 3 21 71 92 8 16 56 72 28
Two or more races 8 73 81 19 29 52 81 19 - 62 62 38
Students with Disabilities 3 64 67 33 5 60 65 35 3 35 39 61
Students without Disabilities 19 71 90 10 17 68 85 15 8 44 52 48
Economically Disadvantaged 3 69 72 28 4 55 58 42 1 33 35 65
Not Economically Disadvantaged 23 71 94 6 21 73 93 7 13 51 64 36
English Learners - 71 71 29 - 36 36 64 - 45 45 55
Military Connected < < 100 0 < < < <
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 61 83 17 20 63 83 17 14 67 81 19
Female 20 59 79 21 19 62 81 19 13 67 80 20
Male 24 62 86 14 22 64 85 15 15 67 82 18
American Indian < < 100 0
Asian 44 50 94 6 39 59 98 2 19 70 89 11
Black 3 49 52 48 5 56 61 39 5 52 57 43
Hispanic 10 59 70 30 7 59 66 34 1 56 58 42
White 26 65 91 9 26 65 92 8 20 73 93 7
Two or more races 29 61 89 11 7 74 81 19 7 61 68 32
Students with Disabilities - 44 44 56 2 64 66 34 - 51 51 49
Students without Disabilities 24 62 86 14 22 63 85 15 16 68 84 16
Economically Disadvantaged 7 56 63 37 6 63 69 31 3 54 58 42
Not Economically Disadvantaged 29 63 92 8 29 63 91 9 19 72 91 9
English Learners 9 53 62 38 2 63 65 35 - 36 36 64
Military Connected < < 100 0 20 73 93 7
Foster Care < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 13 54 67 33 11 62 73 27
Female 13 62 75 25 9 54 63 37 9 63 72 28
Male 20 61 80 20 16 54 70 30 14 61 75 25
Asian 29 68 97 3 19 56 75 25 16 79 95 5
Black 3 39 42 58 1 29 31 69 2 35 37 63
Hispanic 2 59 61 39 2 54 56 44 7 48 55 45
White 22 66 88 12 18 60 78 22 14 69 83 17
Two or more races 9 64 73 27 7 52 59 41 10 57 67 33
Students with Disabilities 5 41 46 54 2 31 33 67 - 37 37 63
Students without Disabilities 18 63 81 19 14 57 71 29 13 65 77 23
Economically Disadvantaged 5 46 51 49 3 38 41 59 5 48 52 48
Not Economically Disadvantaged 21 67 88 12 17 61 78 22 14 68 82 18
English Learners 12 44 56 44 - 41 41 59 - 35 35 65
Military Connected 27 45 73 27 < < 100 0
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division584144
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9506490464
Grade 10483505502
Grade 11499477470
Grade 12501525491
Total Students1,9891,9971,927

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students198919971927
Female947935915
Male104210621012
American Indian621
Asian158162163
Black298291282
Hispanic229257268
White119311751104
Two or more races105110109
Students with Disabilities232248252
Students without Disabilities175717491675
Economically Disadvantaged526559532
Not Economically Disadvantaged146314381395
English Learners206217196
Not English Learners178317801731
Homeless141515
Military Connected213343
Foster Care536
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 337 145 9 0 27 4
Division 716 306 26 4 57 21
State 50983 36029 2739 1053 5386 1766
Female School 178 57 2 0 8 2
Division 393 127 9 1 19 9
State 27838 15825 923 368 1911 652
Male School 159 88 7 0 19 2
Division 323 179 17 3 38 12
State 23145 20204 1816 685 3475 1114
American Indian School < < < < < <
Division < < < < < <
State 144 124 9 2 27 8
Asian School 33 6 0 0 1 0
Division 44 7 0 0 1 2
State 5026 1197 70 18 91 37
Black School 21 44 5 0 6 1
Division 34 70 7 0 11 2
State 7955 11098 1113 244 1362 735
Hispanic School 20 18 1 0 14 3
Division 46 40 6 0 21 8
State 5087 5586 317 107 2168 323
White School 248 64 3 0 4 0
Division 557 166 13 3 19 8
State 30221 16421 1144 621 1576 587
Two or more races School 14 12 0 0 1 0
Division 32 21 0 1 4 1
State 2468 1543 85 58 160 72
Students with Disabilities School 9 28 9 0 4 0
Division 15 63 26 0 11 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 50 62 6 0 17 3
Division 93 121 16 2 29 12
State 10703 17350 1682 461 2633 1087
English Learners School 16 26 1 0 10 0
Division 27 39 4 0 17 2
State 1418 3765 269 32 1842 117
Homeless School < < < < < <
Division 3 4 1 0 5 1
State 232 694 90 42 303 60
Military Connected School 8 2 0 0 0 0
Division 12 3 0 0 0 0
State 1941 1109 47 11 38 24
Foster Care School < < < < 0 <
Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students5224919449194275
Female247237962379683
Male2752549225492197
American Indian<<<<<<<
Asian403998399813
Black777091709168
Hispanic56397039701425
White319315993159941
Two or more races272696269614
Students with Disabilities504692469248
Economically Disadvantaged13811886118861712
English Learners53438143811019
Homeless<<<<<<<
Military Connected10101001010000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken333 / 16.77%441 / 22.14%
Advanced Placement Course Enrollment615 / 30.97%608 / 30.52%
Dual Enrollment459 / 23.11%461 / 23.14%
Governor's School Enrollment - -
IB Course Enrollment - -
Senior Enrolled in IB Program - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool43234321
Division95374022
State83,31058,98329
FemaleSchool22919913
Division50542715
State42,04632,13924
MaleSchool20314429
Division44831330
State41,26426,84435
American IndianSchool<<100
Division<<100
State24615338
AsianSchool32299
Division45427
State5,5904,89312
BlackSchool603837
Division1157634
State18,36711,78836
HispanicSchool412832
Division744243
State9,2355,82337
WhiteSchool27623017
Division66554218
State45,92633,47627
Two or more racesSchool211624
Division493431
State3,8212,77427
Students with DisabilitiesSchool351849
Division915540
State6,7843,33551
Economically DisadvantagedSchool945838
Division19811144
State24,87113,98444
English LearnersSchool292031
Division452642
State4,9222,97340
Native HawaiianSchool--100
Division<<100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsSchool221
 Division7122
 State4,1393,6233,525
State LicensuresSchool348
 Division151720
 State2,4402,2791,881
Industry CertificationSchool35214259
 Division69520772
 State99,894109,275104,601
Workplace ReadinessSchool18440338
 Division1071,055761
 State30,77542,31350,241
Total Credentials EarnedSchool58660606
 Division1981,6041,555
 State137,248157,490160,248
Students Earning One or More CredentialsSchool54577515
 Division1781,3761,336
 State109,089126,113128,672
CTE CompletersSchool69129166
 Division204280302
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,5141,4311,537

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division8,862.003,072.00647.00
State5,761.004,621.00875.00
2013-2014Division9,062.003,106.00607.00
State5,807.004,651.00784.00
2014-2015Division8,706.003,264.00542.00
State5,933.004,819.00771.00
2015-2016Division9,064.003,282.00665.00
State6,084.004,849.00812.00
2016-2017Division9,304.003,530.00735.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,874961,8021801,734173
Female899438408782777
Male975539629390796
American Indian<<<<<<
Asian1524153715210
Black276162622424536
Hispanic221112045123240
White1,124551,085841,00579
Two or more races9799614988
Students with Disabilities214132162821632
Economically Disadvantaged543405237848984
English Learners20671783616436
Homeless2311772210
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 48
Offenses Against Staff 28
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 46
Disorderly or Disruptive Behavior Offenses 84
Alcohol, Tobacco, and Other Drug Offenses 81
Technology Offenses <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.31.10.1
Asian82.28.13.2
Black1543.814.645
Hispanic11.515.712.910.1
Native Hawaiian----
White60.1275930.7
Two or more races5.310.15.511.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.1
Asian88.1
Black1510014.6
Hispanic11.512.9
Native Hawaiian
White60.159
Two or more races5.35.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.1
Asian88.1
Black1514.6
Hispanic11.512.9
Native Hawaiian----
White60.159
Two or more races5.35.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 2729.227.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 2016.219.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 60.555.354.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - 4.3% - 4.9% - 4.9%
Division
All Schools 1% 7.2% 1% 3.1% 3.3% 3.2%
High Poverty - - - - 4.4% -
Low Poverty - 6.1% - 3% - 3.8%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education1%2%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201728%69%2%1%
2017-201828%68%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-YesYes
AsianYesYes-YesYes
BlackYesYes-YesYes
HispanicYesYes-NoYes
WhiteYesYes-YesYes
Economically DisadvantagedNoYes-YesYes
English LearnersNoYesYesNoYes
Students with DisabilitiesYesYes-YesYes

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%86%73%75%
Asian89%89%87%75%
Black57%63%60%75%
Hispanic55%68%63%75%
White90%94%81%75%
Economically Disadvantaged58%61%62%75%
English Learners42%38%53%75%
Students with Disabilities41%52%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students90%89%74%70%
Asian95%93%89%70%
Black80%82%60%70%
Hispanic84%89%64%70%
White92%91%81%70%
Economically Disadvantaged87%82%63%70%
English Learners89%88%57%70%
Students with Disabilities67%65%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students82%
Asian86%
Black57%
Hispanic61%
White90%
Economically Disadvantaged62%
English Learners49%
Students with Disabilities61%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students93%84%84%
Asian94%90%84%
Black90%82%84%
Hispanic84%81%84%
White96%86%84%
Economically Disadvantaged82%78%84%
English Learners74%65%84%
Students with Disabilities76%56%84%
Homeless<--
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%7%9%10%
Asian4%3%5%10%
Black8%7%9%10%
Hispanic20%12%9%10%
White7%5%9%10%
Economically Disadvantaged13%10%13%10%
English Learners17%9%8%10%
Students with Disabilities11%9%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress71%46%58%
English Learner Proficiency17%--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress8612171%
English Learner Proficiency2413817%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students89%94%92%
Asian95%95%92%
Black70%94%93%
Hispanic80%95%80%
White94%94%93%
Economically Disadvantaged78%97%90%
Not Economically Disadvantaged92%93%-
English Learners80%98%78%
Students with Disabilities73%92%85%
Students without Disabilities90%94%-
Female93%94%-
Male85%94%-
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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