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C.D. Hylton High

General school information

Category: High (09-12) School
Phone: 703-580-4000
Address: 14051 Spriggs Rd Woodbridge, VA 22193
Principal: Mr. David Cassady
Superintendent: Dr. Steven L. Walts
Region: 4
Division: Prince William County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

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 One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three 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

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 88 81 12 5 91 86 9 4 88 84 12
Female 10 90 80 10 6 95 89 5 4 91 87 9
Male 4 87 82 13 4 86 83 14 4 85 81 15
American Indian < 100 < 0 < < < < < 100 < 0
Asian 2 84 82 16 9 93 85 7 10 86 76 14
Black 6 85 79 15 4 94 90 6 3 90 87 10
Hispanic 4 87 82 13 1 85 83 15 2 86 85 14
Native Hawaiian < 100 < 0 < 100 < 0
White 11 92 81 8 9 95 86 5 8 91 83 9
Two or more races 10 97 86 3 12 100 88 0 3 87 83 13
Students with Disabilities 9 57 47 43 2 57 55 43 3 54 51 46
Economically Disadvantaged 5 81 76 19 4 86 82 14 2 84 82 16
English Learners 1 65 64 35 - 70 70 30 1 64 63 36
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 88 81 12 5 91 86 9 4 88 84 12
Female 10 90 80 10 6 95 89 5 4 91 87 9
Male 4 87 82 13 4 86 83 14 4 85 81 15
American Indian < 100 < 0 < < < < < 100 < 0
Asian 2 84 82 16 9 93 85 7 10 86 76 14
Black 6 85 78 15 4 94 90 6 3 90 87 10
Hispanic 4 87 82 13 1 85 83 15 2 86 85 14
Native Hawaiian < 100 < 0 < 100 < 0
White 11 92 81 8 9 95 86 5 8 91 83 9
Two or more races 10 97 86 3 12 100 88 0 3 87 83 13
Students with Disabilities 10 56 47 44 2 57 55 43 3 54 51 46
Economically Disadvantaged 5 81 76 19 4 86 82 14 2 84 82 16
English Learners 1 65 64 35 - 70 70 30 1 64 63 36
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 88 66 12 21 87 65 13 20 85 66 15
Female 28 90 62 10 27 90 63 10 24 89 65 11
Male 16 85 69 15 15 83 68 17 15 81 66 19
American Indian < 100 < 0 < < < < < 100 < 0
Asian 27 93 67 7 28 91 63 9 31 85 54 15
Black 19 83 65 17 20 91 71 9 17 83 66 17
Hispanic 15 86 71 14 16 80 63 20 13 83 70 17
Native Hawaiian < 100 < 0 < 100 < 0
White 31 90 59 10 30 89 59 11 29 91 62 9
Two or more races 28 93 64 7 21 97 76 3 28 91 63 9
Students with Disabilities 8 47 39 53 4 46 42 54 2 48 47 52
Economically Disadvantaged 12 79 67 21 19 80 61 20 13 82 70 18
English Learners 3 68 65 32 1 55 53 45 1 58 56 43
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 88 66 12 21 87 65 13 20 85 66 15
Female 28 90 62 10 27 90 63 10 24 89 65 11
Male 16 85 69 15 15 83 68 17 15 81 66 19
American Indian < 100 < 0 < < < < < 100 < 0
Asian 27 93 67 7 28 91 63 9 31 85 54 15
Black 19 83 65 17 20 91 71 9 17 83 66 17
Hispanic 15 86 71 14 16 80 63 20 13 83 70 17
Native Hawaiian < 100 < 0 < 100 < 0
White 31 90 59 10 30 89 59 11 29 91 62 9
Two or more races 28 93 64 7 21 97 76 3 28 91 63 9
Students with Disabilities 8 47 39 53 4 46 42 54 2 48 47 52
Economically Disadvantaged 12 79 67 21 19 80 61 20 13 82 70 18
English Learners 3 68 65 32 1 55 53 45 1 58 56 43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 83 71 17 9 83 75 17 10 80 70 20
Female 13 85 71 15 10 84 74 16 11 85 74 15
Male 11 82 71 18 8 83 75 17 9 74 65 26
American Indian - 80 80 20 10 80 70 20 < 100 < 0
Asian 26 88 62 12 18 96 78 4 23 86 63 14
Black 8 82 74 18 6 79 73 21 7 78 71 22
Hispanic 9 80 71 20 6 81 75 19 8 76 69 24
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 17 86 69 14 13 88 75 12 15 88 73 12
Two or more races 14 89 75 11 11 86 75 14 6 77 70 23
Students with Disabilities 3 46 43 54 1 51 50 49 3 46 43 54
Economically Disadvantaged 10 78 68 22 6 81 75 19 8 74 66 26
English Learners 3 63 60 37 5 67 61 33 6 62 56 38
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 83 82 17 1 91 90 9 2 79 77 21
Female 1 83 83 17 1 93 92 7 1 84 83 16
Male 2 83 81 17 1 88 87 12 2 74 72 26
American Indian < < < < < 100 < 0 < 100 < 0
Asian 4 89 85 11 - 97 97 3 3 84 81 16
Black 1 87 86 13 2 87 85 13 2 75 73 25
Hispanic 1 79 78 21 1 88 88 12 1 77 75 23
Native Hawaiian < 100 < 0 < 100 < 0
White 3 82 79 18 1 97 96 3 3 91 89 9
Two or more races - 94 94 6 - 90 90 10 - 79 79 21
Students with Disabilities 2 56 54 44 - 77 77 23 - 44 44 56
Economically Disadvantaged 1 80 80 20 1 89 88 11 1 76 75 24
English Learners - 73 73 27 1 80 79 20 1 62 61 38
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 77 67 23 9 76 66 24 8 76 68 24
Female 12 80 69 20 12 74 62 26 9 83 74 17
Male 10 74 65 26 6 77 71 23 5 67 61 33
American Indian < 100 < 0 < < < < < 100 < 0
Asian 21 87 66 13 20 93 73 7 22 80 59 20
Black 4 71 67 29 4 70 66 30 6 75 69 25
Hispanic 8 73 65 27 6 73 67 27 5 71 66 29
White 17 84 68 16 17 82 65 18 10 84 74 16
Two or more races 17 87 70 13 19 78 59 22 4 71 67 29
Students with Disabilities - 28 28 72 - 23 23 77 2 43 41 57
Economically Disadvantaged 7 67 60 33 4 73 69 27 7 68 61 32
English Learners 3 44 42 56 6 51 45 49 2 56 54 44
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 92 65 8 18 89 71 11 28 89 62 11
Female 29 91 62 9 17 90 73 10 27 89 62 11
Male 24 92 68 8 19 88 69 12 28 89 61 11
American Indian < 100 < 0 < < < <
Asian 43 87 45 13 32 97 66 3 42 94 53 6
Black 21 90 68 10 14 86 72 14 18 88 70 12
Hispanic 23 95 71 5 18 88 70 12 26 88 62 12
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 35 93 59 7 18 90 72 10 35 90 54 10
Two or more races 23 89 66 11 17 90 73 10 25 88 63 13
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 29 92 63 8 22 88 67 12 27 88 62 12
English Learners 12 92 80 8 19 78 59 22 28 76 48 24
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 85 77 15 8 84 76 16 7 81 74 19
Female 9 87 78 13 7 85 78 15 6 83 76 17
Male 8 83 75 17 9 82 73 18 8 79 71 21
American Indian - 80 80 20 < < < < < < < <
Asian 11 91 80 9 14 91 77 9 13 84 71 16
Black 6 82 76 18 4 79 76 21 4 82 78 18
Hispanic 4 80 77 20 5 81 76 19 5 74 69 26
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 17 92 76 8 16 92 76 8 13 91 78 9
Two or more races 13 91 78 9 9 84 75 16 5 83 78 17
Students with Disabilities - 43 43 57 3 46 44 54 1 50 49 50
Economically Disadvantaged 6 80 74 20 5 78 73 22 4 74 70 26
English Learners - 61 61 39 2 65 62 35 - 52 51 48
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 83 72 17 8 82 74 18 7 76 69 24
Female 11 85 75 15 8 86 78 14 8 78 70 22
Male 12 80 68 20 8 78 69 22 7 74 67 26
American Indian < < < < < < < < < < < <
Asian 20 94 74 6 15 94 79 6 14 80 65 20
Black 7 79 72 21 3 77 74 23 5 81 76 19
Hispanic 5 76 71 24 6 79 74 21 6 64 59 36
White 20 91 71 9 18 91 72 9 12 91 79 9
Two or more races 19 92 73 8 8 81 72 19 9 84 74 16
Students with Disabilities - 35 35 65 2 41 39 59 1 46 44 54
Economically Disadvantaged 8 76 68 24 4 80 76 20 5 68 64 32
English Learners - 56 56 44 - 58 58 42 - 45 45 55
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 91 79 9 11 91 80 9 10 92 81 8
Female 14 93 79 7 9 90 82 10 8 92 84 8
Male 8 88 80 12 14 91 77 9 14 91 77 9
American Indian < 100 < 0 < < < <
Asian 9 85 76 15 16 92 76 8 25 97 72 3
Black 8 87 79 13 9 87 78 13 7 93 87 7
Hispanic 7 95 88 5 7 91 84 9 8 86 78 14
Native Hawaiian < 100 < 0 < 100 < 0
White 21 94 73 6 17 96 79 4 13 90 78 10
Two or more races 16 92 76 8 11 89 78 11 5 100 95 0
Students with Disabilities < 100 < 0 < 100 < 0 < < < <
Economically Disadvantaged 11 88 78 12 9 88 79 12 9 87 78 13
English Learners - 76 76 24 9 82 73 18 3 77 73 23
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 85 83 15 5 80 75 20 5 81 76 19
Female 2 85 82 15 5 80 75 20 4 82 79 18
Male 3 86 83 14 5 80 75 20 7 79 72 21
American Indian < 100 < 0 < < < < < 100 < 0
Asian - 92 92 8 8 86 78 14 4 79 75 21
Black 1 81 80 19 1 76 75 24 3 79 76 21
Hispanic 1 80 79 20 4 78 74 22 4 79 75 21
Native Hawaiian < 100 < 0 < 100 < 0
White 8 93 86 7 13 89 77 11 15 91 77 9
Two or more races 3 90 87 10 7 82 75 18 - 74 74 26
Students with Disabilities - 50 50 50 - 45 45 55 - 51 51 49
Economically Disadvantaged 1 81 80 19 3 72 69 28 3 75 73 25
English Learners - 67 67 33 - 63 63 37 - 52 52 48
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 84 71 16 13 86 73 14 13 81 68 19
Female 14 85 71 15 12 87 75 13 13 81 68 19
Male 13 83 70 17 15 85 70 15 13 81 68 19
American Indian - 90 90 10 - 91 91 9 < < < <
Asian 22 91 69 9 19 95 75 5 18 87 69 13
Black 11 80 68 20 9 83 74 17 10 82 72 18
Hispanic 9 82 73 18 11 83 72 17 11 77 67 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 88 69 12 20 90 69 10 21 84 62 16
Two or more races 16 93 77 7 18 89 71 11 11 81 70 19
Students with Disabilities 3 43 40 57 5 54 49 46 5 48 44 52
Economically Disadvantaged 10 80 70 20 10 82 72 18 9 76 67 24
English Learners 3 72 69 28 5 73 68 27 3 62 59 38
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 82 73 18 8 89 80 11 7 85 78 15
Female 9 82 73 18 9 88 80 12 6 84 78 16
Male 10 81 72 19 8 89 81 11 8 86 78 14
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 8 85 78 15 15 94 79 6 11 87 76 13
Black 8 75 67 25 7 88 81 12 3 89 86 11
Hispanic 7 78 72 22 6 85 79 15 6 80 74 20
Native Hawaiian < 100 < 0 < 100 < 0
White 14 86 72 14 11 91 80 9 15 87 71 13
Two or more races 9 95 86 5 11 97 86 3 - 86 86 14
Students with Disabilities 3 40 37 60 2 58 57 42 3 52 48 48
Economically Disadvantaged 5 72 67 28 8 86 79 14 4 81 77 19
English Learners 6 61 56 39 - 78 78 22 - 64 64 36
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 84 65 16 18 87 69 13 17 76 60 24
Female 19 86 67 14 17 87 69 13 18 78 60 22
Male 19 82 63 18 20 87 68 13 14 73 59 27
American Indian < < < < < 100 < 0 < < < <
Asian 35 94 59 6 19 98 79 2 24 76 53 24
Black 16 79 63 21 13 82 70 18 14 76 61 24
Hispanic 15 85 69 15 18 87 69 13 14 74 60 26
Native Hawaiian < 100 < 0 < 100 < 0
White 22 87 65 13 26 91 65 9 23 81 58 19
Two or more races 24 86 62 14 23 82 59 18 18 80 63 20
Students with Disabilities 2 46 44 54 10 65 56 35 1 43 41 57
Economically Disadvantaged 12 80 68 20 13 84 71 16 12 71 59 29
English Learners - 81 81 19 20 89 70 11 8 61 53 39
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 75 17 11 80 68 20 11 78 67 22
Female 9 83 74 17 8 81 73 19 9 75 66 25
Male 7 84 77 16 14 78 64 22 14 82 68 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian 19 90 71 10 21 92 71 8 11 92 81 8
Black 6 81 74 19 8 77 69 23 10 76 66 24
Hispanic 5 81 76 19 8 76 67 24 10 76 67 24
White 12 86 75 14 19 84 65 16 17 78 61 22
Two or more races 12 94 82 6 15 88 73 12 10 75 65 25
Students with Disabilities 6 42 36 58 2 36 33 64 10 51 41 49
Economically Disadvantaged 8 80 73 20 8 73 66 27 8 73 65 27
English Learners 1 75 74 25 1 57 55 43 3 63 60 38
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 98 70 2 19 98 79 2 28 96 69 4
Female 27 99 72 1 13 98 84 2 23 97 73 3
Male 30 94 64 6 33 97 64 3 39 94 56 6
American Indian < 100 < 0
Asian 30 100 70 0 29 100 71 0 54 92 38 8
Black 21 94 74 6 5 97 92 3 17 100 83 0
Hispanic 22 100 78 0 13 95 82 5 17 91 74 9
White 42 97 55 3 41 100 59 0 44 100 56 0
Two or more races 36 100 64 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 21 100 79 0 11 93 82 7 21 98 77 2
English Learners < 100 < 0 < 100 < 0 - 50 50 50
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division465544285
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten181819
Grade 9619610618
Grade 10555595589
Grade 11547528540
Grade 12604557549
Total Students2,3432,3082,315
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = 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 Students234323082315
Female120812251209
Male113510831106
American Indian18138
Asian179191186
Black657633621
Hispanic832882916
Native Hawaiian736
White483435421
Two or more races167151157
Students with Disabilities269258258
Students without Disabilities207420502057
Economically Disadvantaged8001097937
Not Economically Disadvantaged154312111378
English Learners345334300
Not English Learners199819742015
Homeless534
Military Connected568669
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 265 262 11 3 24 7
Division 3180 2848 181 50 376 103
State 50983 36022 2734 1046 5399 1777
Female School 168 118 4 2 11 2
Division 1731 1236 64 18 138 35
State 27838 15824 920 366 1921 654
Male School 97 144 7 1 13 5
Division 1449 1612 117 32 238 68
State 23145 20198 1814 680 3478 1123
American Indian School < < < < 0 <
Division 14 9 0 0 0 2
State 144 124 9 2 27 8
Asian School 31 17 0 0 1 0
Division 372 153 8 2 6 0
State 5026 1195 70 18 91 37
Black School 78 69 2 0 2 2
Division 623 740 74 9 52 35
State 7955 11092 1113 243 1359 742
Hispanic School 81 111 5 1 17 0
Division 659 1027 52 10 266 39
State 5086 5584 317 105 2171 325
White School 55 48 3 1 4 3
Division 1296 752 40 23 41 23
State 30222 16424 1138 618 1586 589
Two or more races School 17 16 1 1 0 1
Division 210 165 7 5 11 4
State 2468 1543 86 58 162 72
Students with Disabilities School 3 39 11 0 3 0
Division 53 473 181 8 79 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged School 90 142 7 1 7 3
Division 804 1417 117 15 191 62
State 10704 17348 1682 460 2637 1090
English Learners School 13 54 3 0 13 0
Division 149 607 38 2 171 0
State 1418 3759 272 31 1845 117
Military Connected School 15 9 0 0 1 2
Division 127 84 2 0 6 2
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = 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 Students57253894.154194.6244.2
Female30529095.129295.7113.6
Male26724892.924993.3134.9
American Indian0<<<<00
Asian494898489812
Black15314997.414997.421.3
Hispanic21519791.619892.1177.9
White1141069310793.943.5
Two or more races363494.43597.200
Students with Disabilities575393539335.3
Economically Disadvantaged25023995.62409672.8
English Learners837084.37084.31315.7
Military Connected272488.92488.913.7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment875 / 35.61%801 / 34.51%719 / 31.42%
Dual Enrollment - - 3 / .13%
Governor’s School Enrollment5 / .2%2 / .09%1 / .04%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
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 Students School 571 439 23
Division 5394 4048 25
State 82483 57560 30
Female School 301 254 16
Division 2737 2188 20
State 41546 31230 25
Male School 270 185 31
Division 2657 1860 30
State 40937 26330 36
American Indian School 0 < 100
Division 22 19 14
State 220 132 40
Asian School 44 41 7
Division 451 401 11
State 5492 4724 14
Black School 174 146 16
Division 1166 880 25
State 18272 11640 36
Hispanic School 149 104 30
Division 1396 880 37
State 8548 5341 38
Native Hawaiian School 0 < 100
Division 12 < 100
State 111 70 37
White School 143 101 29
Division 1994 1588 20
State 46319 33154 28
Two or more races School 54 41 24
Division 353 271 23
State 3521 2499 29
Students with Disabilities School 37 19 49
Division 341 174 49
State 5986 3008 50
Economically Disadvantaged School 170 133 22
Division 1551 1030 34
State 23516 13119 44
English Learners School 71 49 31
Division 815 473 42
State 5120 3136 39
LEGEND < = 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
Count
2015-20162016-20172017-2018
Industry CertificationSchool788846
 Division409542063966
 State99894109275103743
Workplace ReadinessSchool517638741
 Division397161185297
 State307754231350241
Total Credentials EarnedSchool595726787
 Division8097103649319
 State137248157490159306
Students Earning One or More CredentialsSchool585709767
 Division726288418322
 State109089126113128000
CTE CompletersSchool259231204
 Division252927362999
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 737 1445 646 44.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 608 1287 512 39.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 828 1685 561 33.3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.6 64.8 64.7

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division 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
  Local Funding State Federal
2014-20154,943.005,277.00574.00
2015-20164,918.005,278.00683.00
2016-20175,099.005,499.00759.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students205239218854071912359
Female10372299682161011189
Male1015163917191901170
American Indian143124121
Asian154241522915834
Black649795638255563
Hispanic603150640163700165
Native Hawaiian<<<<<<
White4651043819436368
Two or more races160301323312128
Students with Disabilities206631965919458
Economically Disadvantaged717181738199870215
English Learners207632627926074
Homeless56<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 10
Offenses Against Staff <
Weapons Offenses <
Property Offenses 14
All Other Offenses 18
Other Offenses Against Persons 32
Disorderly or Disruptive Behavior Offenses 64
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.771.650.564
Asian7.6532.488.2831.98
Black28.08947.9327.4531.68
Hispanic35.57125.6238.24841.58
Native Hawaiian0.2992.480.13
White20.6513.2218.86412.87
Two or more races7.146.616.54811.88
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.770.564
Asian7.6538.283
Black28.08927.45
Hispanic35.57166.6738.24866.67
Native Hawaiian0.2990.13
White20.6518.864
Two or more races7.1433.336.54833.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.770.564
Asian7.6538.283
Black28.08927.45
Hispanic35.57138.248
Native Hawaiian0.2990.13
White20.6518.864
Two or more races7.146.548
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 35.2635.6739.13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 31.3234.6726.44
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 78.9378.673.12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%4%
Provisional Special Education3%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201628%70%0%2%
2016-201731%68%0%1%
2017-201831%65%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary​
Student Group​English Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-NoYes
AsianYesYes-NoYes
BlackYesYes-NoYes
HispanicYesYes-NoYes
WhiteYesYes-NoYes
Economically DisadvantagedYesYes-NoYes
English LearnersYesYesNoNoYes
Students with DisabilitiesYesYes-NoYes

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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students92%91%73%75%
Asian98%94%87%75%
Black94%90%60%75%
Hispanic87%88%63%75%
White95%94%81%75%
Economically Disadvantaged88%85%62%75%
English Learners71%71%53%75%
Students with Disabilities49%53%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students91%89%74%70%
Asian93%95%89%70%
Black91%88%60%70%
Hispanic88%87%64%70%
White96%91%81%70%
Economically Disadvantaged88%85%63%70%
English Learners78%76%57%70%
Students with Disabilities56%51%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 Group​Current Rate​
All Students88%
Asian89%
Black92%
Hispanic81%
White95%
Economically Disadvantaged82%
English Learners64%
Students with Disabilities47%

< = 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 Group​Current Rate​Annual Target​Long Term Goal​
All Students90%84%84%
Asian91%90%84%
Black91%82%84%
Hispanic85%81%84%
White92%86%84%
Economically Disadvantaged81%78%84%
English Learners73%65%84%
Students with Disabilities58%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students16%17%9%10%
Asian18%16%5%10%
Black10%11%9%10%
Hispanic19%20%9%10%
White16%18%9%10%
Economically Disadvantaged20%20%13%10%
English Learners22%23%8%10%
Students with Disabilities23%23%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 Progress43%46%58%
English Learner Proficiency8%--
< = 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 LearnersNumerator​Denominator​Rate
English Learner Progress5713243%
English Learner Proficiency121588%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students97%98%98%
Asian100%96%100%
Black96%97%99%
Hispanic97%98%98%
White98%98%99%
Economically Disadvantaged96%98%98%
Not Economically Disadvantaged98%97%99%
English Learners94%96%99%
Students with Disabilities81%94%94%
Students without Disabilities99%98%99%
Female98%98%99%
Male96%97%98%
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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