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Charles City County High

General school information

Category: Combined (07-12) School
Phone: 804-829-9249
Address: 10039 Courthouse Rd Charles City, VA 23030-3440
Principal: Mr. Marcus Petty
Superintendent: Dr. David W. Gaston
School Number: 100
Region: 1
Division: Charles City County Public Schools
Division Number: 19
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.)
Annual Waiver: 2017 through 2019

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level One

Achievement Gaps

EnglishLevel Two
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 No Students
Black Level One Level Three
Economically Disadvantaged Level Two Level Three
English Learners Level One Too Small
Hispanic Level One Level One
Students with Disabilities Level Three Level Three
White Level Two Level Three

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 5 63 68 32 6 62 67 33 5 69 74 26
Female 9 67 76 24 7 62 69 31 2 74 77 23
Male 2 61 63 37 4 62 66 34 8 63 71 29
American Indian < < < < < < < < 20 70 90 10
Asian < < 100 0
Black 2 66 68 32 5 61 66 34 2 68 70 30
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < < < < < < <
White 7 58 64 36 8 55 63 38 6 73 78 22
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 19 19 81 - 19 19 81 4 23 27 73
Students without Disabilities 6 73 78 22 7 69 76 24 5 77 82 18
Economically Disadvantaged 3 64 67 33 5 58 63 37 2 69 71 29
Not Economically Disadvantaged 8 63 71 29 7 67 73 27 10 69 79 21
English Learners < < 100 0 < < < < < < < <
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
All Students 12 49 60 40 8 56 64 36 4 81 85 15
Female 27 40 67 33 9 59 69 31 4 89 93 7
Male 4 54 57 43 7 52 59 41 4 73 77 23
American Indian < < < < < < 100 0 < < 100 0
Black 7 63 70 30 6 50 56 44 4 81 85 15
Hispanic < < 100 0 < < 100 0
White 17 17 33 67 15 60 75 25 - 73 73 27
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 17 17 83 < < < <
Students without Disabilities 14 60 74 26 10 65 76 24 4 89 94 6
Economically Disadvantaged 7 55 62 38 5 56 62 38 3 79 82 18
Not Economically Disadvantaged 21 36 57 43 14 55 68 32 7 87 93 7
English Learners < < < < < < 100 0
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
All Students 3 57 60 40 6 56 61 39 3 49 53 47
Female 4 63 67 33 7 57 64 36 - 60 60 40
Male 3 53 56 44 5 55 59 41 7 38 45 55
American Indian < < < < < < < < < < < <
Black - 48 48 52 5 62 67 33 - 51 51 49
Native Hawaiian < < < < < < < <
White 6 71 76 24 < < < < 5 58 63 37
Two or more races < < 100 0 < < < <
Students with Disabilities - 20 20 80 < < < < - 15 15 85
Students without Disabilities 4 65 69 31 6 63 69 31 4 59 63 37
Economically Disadvantaged 3 57 59 41 5 59 64 36 3 50 53 47
Not Economically Disadvantaged 5 57 62 38 7 50 57 43 4 48 52 48
English Learners < < 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 - 84 84 16 2 75 77 23 8 77 85 15
Female - 95 95 5 5 68 73 27 4 75 79 21
Male - 77 77 23 - 82 82 18 13 78 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black - 88 88 13 4 75 79 21 3 75 78 22
Hispanic < < 100 0 < < 100 0
White - 75 75 25 - 64 64 36 12 88 100 0
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 93 93 7 3 79 82 18 7 81 89 11
Economically Disadvantaged - 79 79 21 5 60 65 35 - 79 79 21
Not Economically Disadvantaged - 94 94 6 - 88 88 13 16 75 91 9
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
< = 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 14 58 72 28 9 72 81 19 15 49 64 36
Female 23 60 84 16 10 69 79 21 19 50 69 31
Male 8 56 64 36 8 74 82 18 12 47 59 41
American Indian < < 100 0 < < < < < < 100 0
Black 12 60 72 28 8 75 83 18 10 49 60 40
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < < <
White 15 52 67 33 13 56 69 31 19 50 69 31
Two or more races < < 100 0 < < < <
Students with Disabilities - 29 29 71 < < < < 6 6 11 89
Students without Disabilities 16 63 79 21 10 75 85 15 17 57 74 26
Economically Disadvantaged 13 61 74 26 3 79 82 18 11 41 52 48
Not Economically Disadvantaged 16 51 68 32 15 65 79 21 19 58 77 23
English Learners < < 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
All Students 12 52 64 36 3 77 80 20 9 43 52 48
Female 21 54 75 25 8 69 77 23 17 45 62 38
Male 6 50 56 44 - 82 82 18 - 41 41 59
American Indian < < 100 0 < < 100 0 < < 100 0
Black 9 52 61 39 5 76 81 19 11 37 49 51
Native Hawaiian < < < < < < < <
White 12 47 59 41 < < < < 5 53 58 42
Two or more races < < 100 0 < < < <
Students with Disabilities - 20 20 80 < < < < - - - 100
Students without Disabilities 15 58 73 27 3 87 90 10 11 56 67 33
Economically Disadvantaged 11 54 65 35 - 77 77 23 9 31 40 60
Not Economically Disadvantaged 14 48 62 38 8 77 85 15 9 61 70 30
English Learners < < 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 16 65 80 20 16 66 81 19 22 55 76 24
Female 26 68 95 5 13 69 81 19 20 56 76 24
Male 9 63 72 28 19 63 81 19 23 53 77 23
American Indian < < 100 0 < < < < < < 100 0
Black 15 68 82 18 11 74 84 16 9 63 72 28
Hispanic < < 100 0
White 19 56 75 25 < < < < 35 47 82 18
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 18 68 86 14 17 63 80 20 22 58 80 20
Economically Disadvantaged 14 69 83 17 9 82 91 9 15 54 69 31
Not Economically Disadvantaged 19 56 75 25 19 57 76 24 28 55 83 17
< = 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 2 58 60 40 - 41 41 59 1 62 63 37
Female 1 64 65 35 - 45 45 55 3 63 66 34
Male 3 54 57 43 - 39 39 61 - 61 61 39
American Indian 8 62 69 31 - 58 58 42 - 92 92 8
Black 2 57 58 42 - 34 34 66 1 56 57 43
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < < < < < < < < < < <
White 2 59 60 40 - 52 52 48 3 67 70 30
Two or more races < < 100 0 < < < < - 70 70 30
Students with Disabilities - 14 14 86 - 18 18 82 - 17 17 83
Students without Disabilities 3 65 68 32 - 46 46 54 2 70 72 28
Economically Disadvantaged 3 51 54 46 - 30 30 70 1 55 56 44
Not Economically Disadvantaged 1 70 71 29 - 56 56 44 2 71 73 27
English Learners < < < < < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 28 28 72 - 36 36 64 2 64 66 34
Female - 33 33 67 - 44 44 56 4 68 72 28
Male - 26 26 74 - 28 28 72 - 59 59 41
American Indian < < < < < < < < < < 100 0
Black - 38 38 63 - 26 26 74 4 64 68 32
Hispanic < < < <
White - 8 8 92 - 55 55 45 - 57 57 43
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 17 17 83 < < < <
Students without Disabilities - 35 35 65 - 41 41 59 2 71 73 27
Economically Disadvantaged - 23 23 77 - 28 28 72 3 60 63 37
Not Economically Disadvantaged - 38 38 62 - 50 50 50 - 75 75 25
English Learners < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 35 35 65 - 50 50 50 - 52 52 48
Female - 40 40 60 - 50 50 50 - 53 53 47
Male - 31 31 69 - 50 50 50 - 52 52 48
American Indian < < < < < < < < < < < <
Black - 28 28 72 - 45 45 55 - 42 42 58
Native Hawaiian < < < < < < < <
White - 36 36 64 < < < < - 67 67 33
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 14 14 86
Students without Disabilities - 39 39 61 - 53 53 47 - 63 63 37
Economically Disadvantaged - 34 34 66 - 50 50 50 - 45 45 55
Not Economically Disadvantaged - 36 36 64 - 50 50 50 - 65 65 35
English Learners < < < <
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 72 74 26 - 65 65 35 4 75 79 21
Female 4 78 83 17 - 73 73 27 13 81 94 6
Male - 69 69 31 - 60 60 40 - 72 72 28
American Indian < < < < < < < < < < 100 0
Black - 73 73 27 - 60 60 40 - 77 77 23
Hispanic < < 100 0
White 6 72 78 22 - 70 70 30 12 65 76 24
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 84 86 14 - 78 78 22 5 87 92 8
Economically Disadvantaged 3 62 65 35 - 47 47 53 - 72 72 28
Not Economically Disadvantaged - 90 90 10 - 81 81 19 11 79 89 11
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 67 70 30 - 28 28 72 - 51 51 49
Female - 69 69 31 - 29 29 71 - 50 50 50
Male 7 64 71 29 - 28 28 72 - 52 52 48
American Indian < < 100 0 < < < < < < 100 0
Black 6 59 65 35 - 20 20 80 - 41 41 59
Hispanic < < < <
White < < < < - 47 47 53 - 73 73 27
Two or more races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 70 74 26 - 30 30 70 - 55 55 45
Economically Disadvantaged 7 60 67 33 - 13 13 87 - 41 41 59
Not Economically Disadvantaged - 75 75 25 - 48 48 52 - 61 61 39
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 8 87 95 5 - 34 34 66 - 100 100 0
Female - 89 89 11 - 40 40 60 < < 100 0
Male 14 86 100 0 - 29 29 71 < < 100 0
American Indian < < 100 0 < < 100 0
Black 4 87 91 9 - 25 25 75 < < 100 0
Hispanic < < 100 0
White - 100 100 0 - 40 40 60 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 8 87 95 5 - 34 34 66 - 100 100 0
Economically Disadvantaged 9 83 91 9 - 19 19 81 < < 100 0
Not Economically Disadvantaged 6 94 100 0 - 50 50 50 < < 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
< = 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 8 63 72 28 9 70 79 21 6 69 74 26
Female 8 64 71 29 8 72 80 20 4 69 73 27
Male 8 63 72 28 10 69 79 21 6 69 75 25
American Indian 18 55 73 27 10 80 90 10 < < 100 0
Black 5 62 67 33 4 71 75 25 2 67 69 31
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < 100 0
White 11 69 80 20 15 67 83 17 2 80 82 18
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 4 26 30 70 - 30 30 70 - 41 41 59
Students without Disabilities 9 69 78 22 10 76 86 14 7 74 81 19
Economically Disadvantaged 7 61 68 32 3 71 74 26 3 66 69 31
Not Economically Disadvantaged 10 68 78 22 15 70 84 16 8 72 81 19
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 53 64 36 6 61 67 33 2 64 66 34
Female 17 46 63 38 7 57 64 36 - 70 70 30
Male 6 59 65 35 5 64 68 32 3 59 62 38
American Indian < < < < < < < < < < 100 0
Black 3 48 52 48 - 67 67 33 - 63 63 37
Native Hawaiian < < < < < < 100 0
White 18 65 82 18 < < < < - 74 74 26
Two or more races < < 100 0 < < < <
Students with Disabilities 10 30 40 60 < < < < - 38 38 62
Students without Disabilities 10 58 69 31 6 66 72 28 2 72 74 26
Economically Disadvantaged 8 54 62 38 5 64 68 32 - 61 61 39
Not Economically Disadvantaged 14 52 67 33 7 57 64 36 4 70 74 26
English Learners < < 100 0 < < 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 10 59 69 31 13 67 81 19 6 65 71 29
Female 9 64 73 27 5 76 81 19 11 58 68 32
Male 12 53 65 35 19 61 81 19 3 70 73 27
American Indian < < < < < < 100 0 < < 100 0
Black 12 62 73 27 6 67 73 27 4 61 64 36
Hispanic < < 100 0 < < 100 0
White < < < < 24 71 94 6 6 69 75 25
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 65 76 24 15 72 87 13 7 69 76 24
Economically Disadvantaged 14 50 64 36 7 70 77 23 - 70 70 30
Not Economically Disadvantaged 6 71 76 24 23 64 86 14 12 62 73 27
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 93 100 0 9 78 88 13 20 80 100 0
Female < < 100 0 10 76 86 14 < < 100 0
Male < < 100 0 9 82 91 9 < < 100 0
American Indian < < 100 0 < < 100 0
Black 10 90 100 0 5 75 80 20 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 7 93 100 0 10 80 90 10 20 80 100 0
Economically Disadvantaged < < 100 0 - 82 82 18 < < 100 0
Not Economically Disadvantaged < < 100 0 14 76 90 10 < < 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 5 69 74 26 6 75 81 19 8 79 87 13
Female - 72 72 28 11 72 83 17 - 83 83 17
Male 8 67 75 25 3 77 80 20 11 78 89 11
American Indian < < < < < < 100 0 < < 100 0
Black - 67 67 33 4 75 79 21 - 79 79 21
Hispanic < < 100 0 < < 100 0
White 11 79 89 11 15 62 77 23 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 6 75 81 19 8 85 93 8 9 83 91 9
Economically Disadvantaged 2 66 68 32 - 74 74 26 12 72 84 16
Not Economically Disadvantaged 10 75 85 15 12 76 88 12 - 93 93 7
Grade 5 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 2 87 89 11 9 62 71 29 8 75 83 17
Female - 88 88 12 6 60 65 35 4 76 81 19
Male 3 87 90 10 11 64 75 25 11 73 85 15
American Indian < < < < - 90 90 10 14 86 100 0
Black - 88 88 12 8 60 68 32 3 77 79 21
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 7 84 91 9 7 60 67 33 15 69 85 15
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 50 50 50 5 18 23 77 4 58 62 38
Students without Disabilities 2 92 94 6 10 68 77 23 9 77 86 14
Economically Disadvantaged 1 84 85 15 7 60 67 33 6 71 78 22
Not Economically Disadvantaged 4 93 96 4 11 64 76 24 10 79 89 11
English Learners < < 100 0 < < 100 0 < < 100 0
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 2 92 94 6 16 61 77 23 11 76 87 13
Female - 100 100 0 5 59 64 36 4 81 85 15
Male 3 88 91 9 27 64 91 9 18 71 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Black - 94 94 6 23 54 77 23 3 81 84 16
Hispanic < < 100 0 < < 100 0
White 6 88 94 6 - 67 67 33 12 76 88 12
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 98 100 0 15 67 82 18 12 79 90 10
Economically Disadvantaged - 91 91 9 20 55 75 25 8 73 81 19
Not Economically Disadvantaged 6 94 100 0 13 67 79 21 14 79 93 7
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 - 80 80 20 - 59 59 41 6 74 79 21
Female - 73 73 27 - 40 40 60 - 81 81 19
Male - 86 86 14 - 68 68 32 9 69 78 22
American Indian < < < < < < < < < < 100 0
Black - 79 79 21 - 55 55 45 - 77 77 23
Hispanic < < 100 0 < < 100 0
White - 83 83 17 - 57 57 43 19 56 75 25
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 84 84 16 - 68 68 32 7 78 85 15
Economically Disadvantaged - 74 74 26 - 52 52 48 6 71 77 23
Not Economically Disadvantaged - 89 89 11 - 65 65 35 5 77 82 18
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 - 100 100 0 6 49 55 45 4 88 92 8
Female < < 100 0 5 50 55 45 8 85 92 8
Male < < 100 0 8 48 56 44 - 92 92 8
American Indian < < 100 0 < < 100 0
Black - 100 100 0 - 46 46 54 - 92 92 8
Hispanic < < 100 0
White < < 100 0 13 50 63 38 < < < <
Two or more races < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities - 100 100 0 7 55 62 38 4 88 92 8
Economically Disadvantaged - 100 100 0 4 43 46 54 < < < <
Not Economically Disadvantaged < < 100 0 11 58 68 32 6 89 94 6
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 86 92 8
Female - 92 92 8
Male 8 83 92 8
American Indian < < 100 0
Black - 89 89 11
Hispanic < < 100 0
White 15 77 92 8
Students with Disabilities < < < <
Students without Disabilities 6 94 100 0
Economically Disadvantaged 5 81 86 14
Not Economically Disadvantaged 7 93 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 80 94 6 8 68 77 23
Female 12 80 92 8 6 66 72 28
Male 17 79 96 4 11 71 82 18
American Indian < < 100 0 < < 100 0
Black 12 88 100 0 6 66 71 29
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 13 69 81 19 19 69 88 13
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < - 64 64 36
Students without Disabilities 15 80 96 4 10 69 80 20
Economically Disadvantaged 7 86 93 7 8 65 73 28
Not Economically Disadvantaged 25 70 95 5 10 75 85 15
English Learners < < 100 0
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---
Division---
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 7446251
Grade 8593761
Grade 9685339
Grade 10406847
Grade 11494160
Grade 12584445
Total Students318305303

< = 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 Students318305303
Female140134137
Male178171166
American Indian201521
Asian1--
Black195185172
Hispanic645
Native Hawaiian131
White928991
Two or more races3913
Students with Disabilities444745
Students without Disabilities274258258
Economically Disadvantaged195170188
Not Economically Disadvantaged123135115
English Learners672
Not English Learners312298301
Homeless575
< = 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 14 30 0 0 5 0
Division 14 30 0 0 5 0
State 50983 36029 2739 1053 5386 1766
Female School 7 10 0 0 3 0
Division 7 10 0 0 3 0
State 27838 15825 923 368 1911 652
Male School 7 20 0 0 2 0
Division 7 20 0 0 2 0
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 9 2 27 8
Black School 6 22 0 0 3 0
Division 6 22 0 0 3 0
State 7955 11098 1113 244 1362 735
White School 7 8 0 0 2 0
Division 7 8 0 0 2 0
State 30221 16421 1144 621 1576 587
Students with Disabilities School < < < < < <
Division < < < < < <
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 6 20 0 0 4 0
Division 6 20 0 0 4 0
State 10703 17350 1682 461 2633 1087
Homeless School < < < < < <
Division < < < < < <
State 232 694 90 42 303 60
< = 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 Students4944904490510
Female2017851785315
Male292793279327
American Indian<<100<10000
Black3128902890310
White1715881588212
Students with Disabilities<<<<<<<
Economically Disadvantaged3026872687413
Homeless<<<<<<<
< = 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 Taken12 / 5.58%1 / .49%
Advanced Placement Course Enrollment12 / 5.58%1 / .49%
Dual Enrollment18 / 8.37%15 / 7.28%
Governor's School Enrollment11 / 5.12%11 / 5.34%
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 StudentsSchool503530
Division503530
State83,31058,98329
FemaleSchool262023
Division262023
State42,04632,13924
MaleSchool241537
Division241537
State41,26426,84435
American IndianSchool<<100
Division<<100
State24615338
BlackSchool352723
Division352723
State18,36711,78836
HispanicSchool<<100
Division<<100
State9,2355,82337
WhiteSchool<<100
Division<<100
State45,92633,47627
Students with DisabilitiesSchool<<100
Division<<100
State6,7843,33551
Economically DisadvantagedSchool171041
Division171041
State24,87113,98444
English LearnersSchool<<100
Division<<100
State4,9222,97340
AsianSchool--100
Division--100
State5,5904,89312
Native HawaiianSchool--100
Division--100
State1257639
Two or more racesSchool--100
Division--100
State3,8212,77427
< = 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
Industry CertificationSchool5215-
 Division5622-
 State99,894109,275104,601
Workplace ReadinessSchool24836
 Division24836
 State30,77542,31350,241
Total Credentials EarnedSchool546336
 Division607336
 State137,248157,490160,248
Students Earning One or More CredentialsSchool486336
 Division527336
 State109,089126,113128,672
CTE CompletersSchool515139
 Division515139
 State42,40440,51641,438
NOCTI AssessmentsSchool---
 Division13-
 State4,1393,6233,525
State LicensuresSchool---
 Division1--
 State2,4402,2791,881
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
2012-2013Division6,496.005,877.001,451.00
State5,761.004,621.00875.00
2013-2014Division6,228.005,817.001,164.00
State5,807.004,651.00784.00
2014-2015Division6,266.005,743.001,607.00
State5,933.004,819.00771.00
2015-2016Division6,995.006,156.001,171.00
State6,084.004,849.00812.00
2016-2017Division7,933.006,061.001,699.00
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 Students251682485023172
Female110281032810236
Male141401452212936
American Indian164132165
Black159401463213139
Hispanic<<<<<<
Native Hawaiian<<<<<<
White702076147024
Two or more races<<8284
Students with Disabilities35143682914
Economically Disadvantaged116501353811848
English Learners<<<<<<
Homeless<<<<<<
< = 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
Disorderly or Disruptive Behavior Offenses 17
Other Offenses Against Persons 22
Property Offenses <
Offenses Against Staff <
Offenses Against Student <
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 Indian6.34.92.4
Asian0.3--
Black61.360.773.2
Hispanic1.91.3
Native Hawaiian0.31
White28.929.217.1
Two or more races0.937.3
< = 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 Indian6.34.9
Asian0.3
Black61.360.7
Hispanic1.91.3
Native Hawaiian0.31
White28.929.2
Two or more races0.93
< = 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 Indian6.34.9
Asian0.3--
Black61.360.7
Hispanic1.91.3
Native Hawaiian0.31
White28.929.2
Two or more races0.93
< = 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 44.556.950
< = 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 34.828.142.7
< = 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 68.266.548.1
< = 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 10.3% - 3.4% - 3.4% -
Division
All Schools 8.5% - 5.1% - 1.7% -
High Poverty 6.7% - 6.7% - - -
Low Poverty - - - - - -
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 Education0%0%

< = 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
2016-201742%53%0%5%
2017-201842%52%0%6%
< = 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 StudentsYesNo-NoYes
Asian-----
BlackYesNo-NoYes
HispanicTSTS-TSTS
WhiteNoNo-NoTS
Economically DisadvantagedYesNo-NoTS
English LearnersTSTSTSTSTS
Students with DisabilitiesTSTS-NoTS

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 Students73%72%73%75%
Asian--87%75%
Black73%70%60%75%
Hispanic<<63%75%
White70%72%81%75%
Economically Disadvantaged71%68%62%75%
English Learners<<53%75%
Students with Disabilities20%28%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 Students55%52%74%70%
Asian--89%70%
Black49%48%60%70%
Hispanic<<64%70%
White67%55%81%70%
Economically Disadvantaged51%45%63%70%
English Learners<<57%70%
Students with Disabilities35%33%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 Students78%
Asian-
Black77%
Hispanic<
White78%
Economically Disadvantaged77%
English Learners-
Students with Disabilities<

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students--
Asian--
Black--
Hispanic--
White--
Economically Disadvantaged--
English Learners--
Students with Disabilities--

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students17%17%9%10%
Asian--5%10%
Black18%16%9%10%
Hispanic<14%9%10%
White16%19%9%10%
Economically Disadvantaged22%24%13%10%
English Learners<18%8%10%
Students with Disabilities18%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 Progress<46%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%94%99%
Asian---
Black100%92%98%
Hispanic<<<
White100%98%100%
Economically Disadvantaged100%95%100%
Not Economically Disadvantaged100%93%100%
English Learners<<-
Students with Disabilities100%100%<
Students without Disabilities100%93%100%
Female100%94%100%
Male100%95%100%
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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School %
Division 56%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 94%
State 81%
Charles City County High to top