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Forest Park High

General school information

Category: High (09-12) School
Phone: 703-583-3200
Address: 15721 Forest Park Drive Woodbridge, VA 22193
Principal: Richard Martinez
Superintendent: Dr. Steven L. Walts
School Number: 870
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level Two
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 Two
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 81 90 10 7 82 89 11 6 84 90 10
Female 10 81 91 9 7 83 91 9 8 83 91 9
Male 8 81 89 11 6 81 87 13 5 85 89 11
American Indian < < 100 0 < < 100 0
Asian 3 92 94 6 2 91 93 7 9 88 98 2
Black 1 82 84 16 3 76 79 21 5 82 87 13
Hispanic 5 79 84 16 9 73 82 18 3 80 83 17
Native Hawaiian < < 100 0 < < 100 0
White 14 81 95 5 10 87 97 3 8 87 95 5
Two or more races 20 73 93 7 5 91 95 5 8 81 89 11
Students with Disabilities 5 60 65 35 11 50 61 39 7 51 58 42
Students without Disabilities 9 84 93 7 6 85 92 8 6 87 93 7
Economically Disadvantaged 1 76 77 23 5 71 76 24 2 79 82 18
Not Economically Disadvantaged 11 83 94 6 8 87 94 6 8 86 93 7
English Learners 5 56 61 39 - 20 20 80 - 19 19 81
Military Connected 6 88 94 6 6 94 100 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 9 81 90 10 7 82 89 11 6 84 90 10
Female 10 81 91 9 7 83 91 9 8 83 91 9
Male 8 81 89 11 6 81 87 13 5 85 89 11
American Indian < < 100 0 < < 100 0
Asian 3 92 94 6 2 91 93 7 9 88 98 2
Black 1 82 84 16 3 76 79 21 5 82 87 13
Hispanic 5 79 84 16 9 73 82 18 3 80 83 17
Native Hawaiian < < 100 0 < < 100 0
White 14 81 95 5 10 87 97 3 8 87 95 5
Two or more races 20 73 93 7 5 91 95 5 8 81 89 11
Students with Disabilities 5 59 64 36 11 50 61 39 7 51 58 42
Students without Disabilities 9 84 93 7 6 85 92 8 6 87 93 7
Economically Disadvantaged 1 76 77 23 5 71 76 24 2 79 82 18
Not Economically Disadvantaged 11 83 94 6 8 87 94 6 8 86 93 7
English Learners 5 56 61 39 - 20 20 80 - 19 19 81
Military Connected 6 88 94 6 6 94 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 60 89 11 22 65 87 13 27 60 87 13
Female 32 58 89 11 26 64 90 10 31 59 90 10
Male 26 62 88 12 19 65 84 16 24 61 86 14
American Indian < < 100 0 < < 100 0
Asian 36 64 100 0 20 75 95 5 30 67 98 2
Black 16 65 81 19 9 68 77 23 18 65 84 16
Hispanic 23 56 80 20 18 66 84 16 12 67 79 21
Native Hawaiian < < 100 0 < < 100 0
White 39 56 95 5 34 59 93 7 42 51 93 7
Two or more races 30 64 94 6 17 68 85 15 33 54 87 13
Students with Disabilities 7 57 64 36 15 45 60 40 8 43 51 49
Students without Disabilities 31 60 92 8 23 67 90 10 30 62 91 9
Economically Disadvantaged 12 64 76 24 11 64 75 25 9 68 78 22
Not Economically Disadvantaged 35 59 93 7 27 65 92 8 35 57 91 9
English Learners 10 63 73 27 - 27 27 73 - 17 17 83
Military Connected 30 58 88 12 32 65 97 3
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 28 60 89 11 22 65 87 13 27 60 87 13
Female 32 58 89 11 26 64 90 10 31 59 90 10
Male 26 62 88 12 19 65 84 16 24 61 86 14
American Indian < < 100 0 < < 100 0
Asian 36 64 100 0 20 75 95 5 30 67 98 2
Black 16 65 81 19 9 68 77 23 18 65 84 16
Hispanic 23 56 80 20 18 66 84 16 12 67 79 21
Native Hawaiian < < 100 0 < < 100 0
White 39 56 95 5 34 59 93 7 42 51 93 7
Two or more races 30 64 94 6 17 68 85 15 33 54 87 13
Students with Disabilities 7 57 64 36 15 45 60 40 8 43 51 49
Students without Disabilities 31 60 92 8 23 67 90 10 30 62 91 9
Economically Disadvantaged 12 64 76 24 11 64 75 25 9 68 78 22
Not Economically Disadvantaged 35 59 93 7 27 65 92 8 35 57 91 9
English Learners 10 63 73 27 - 27 27 73 - 17 17 83
Military Connected 30 58 88 12 32 65 97 3
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

2016-20172017-20182018-2019
School---
Division544285416
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 9621577648
Grade 10557575533
Grade 11514519517
Grade 12520546534
Total Students2,2122,2172,232

< = 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 Students221222172232
Female975974994
Male123712431238
American Indian653
Asian157177197
Black573605613
Hispanic442464498
Native Hawaiian533
White836791768
Two or more races193172150
Students with Disabilities257254257
Students without Disabilities195519631975
Economically Disadvantaged521711627
Not Economically Disadvantaged169115061605
English Learners189184178
Not English Learners202320332054
Homeless553
Military Connected171164175
< = 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 275 220 20 7 14 8
Division 3180 2849 181 51 376 101
State 50983 36029 2739 1053 5386 1766
Female School 124 90 3 2 5 3
Division 1731 1236 65 19 138 34
State 27838 15825 923 368 1911 652
Male School 151 130 17 5 9 5
Division 1449 1613 116 32 238 67
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division 14 9 0 0 0 2
State 144 124 9 2 27 8
Asian School 24 11 0 1 0 0
Division 372 153 8 2 6 0
State 5026 1197 70 18 91 37
Black School 68 72 12 2 4 5
Division 623 740 74 9 53 34
State 7955 11098 1113 244 1362 735
Hispanic School 38 50 2 1 7 1
Division 659 1028 52 11 265 38
State 5087 5586 317 107 2168 323
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 82 60 1 3 2 4
White School 123 64 5 3 2 2
Division 1296 752 40 23 41 23
State 30221 16421 1144 621 1576 587
Two or more races School 20 23 1 0 1 0
Division 210 165 7 5 11 4
State 2468 1543 85 58 160 72
Students with Disabilities School 5 38 20 1 2 0
Division 53 474 181 8 78 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 51 91 11 3 10 3
Division 804 1418 117 15 192 61
State 10703 17350 1682 461 2633 1087
English Learners School 7 21 0 0 5 0
Division 149 608 37 2 171 0
State 1418 3765 269 32 1842 117
Homeless School < < < < 0 <
Division 7 18 6 2 3 2
State 232 694 90 42 303 60
Military Connected School 22 20 1 0 1 0
Division 127 84 2 0 6 2
State 1941 1109 47 11 38 24
Foster Care School < < < < 0 <
Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students5445159552296143
Female227217962199752
Male317298943039693
American Indian<<100<10000
Asian3635973610000
Black163152931549543
Hispanic999091919277
Native Hawaiian<<100<10000
White199192971959821
Two or more races454498449812
Students with Disabilities666396649723
Economically Disadvantaged1691539115692106
English Learners3328852885515
Homeless<<100<10000
Military Connected444398439812
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken676 / 30.6%540 / 24.38%
Advanced Placement Course Enrollment692 / 31.33%639 / 28.85%
Dual Enrollment116 / 5.25%147 / 6.64%
Governor's School Enrollment5 / .23%7 / .32%
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 StudentsSchool47036722
Division5,6724,24525
State83,31058,98329
FemaleSchool20516121
Division2,8662,26521
State42,04632,13924
MaleSchool26520622
Division2,8061,98029
State41,26426,84435
American IndianSchool<<100
Division141029
State24615338
AsianSchool252212
Division47442710
State5,5904,89312
BlackSchool1158030
Division1,23591926
State18,36711,78836
HispanicSchool705423
Division1,47294736
State9,2355,82337
Native HawaiianSchool<<100
Division171229
State1257639
WhiteSchool20316618
Division2,0641,61722
State45,92633,47627
Two or more racesSchool544222
Division39631321
State3,8212,77427
Students with DisabilitiesSchool342041
Division44623148
State6,7843,33551
Economically DisadvantagedSchool966532
Division1,7871,18734
State24,87113,98444
English LearnersSchool332136
Division84151739
State4,9222,97340
< = 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 CertificationSchool621612385
 Division4,0954,2063,966
 State99,894109,275104,601
Workplace ReadinessSchool185279316
 Division3,9716,1185,297
 State30,77542,31350,241
Total Credentials EarnedSchool806891701
 Division8,09710,3649,319
 State137,248157,490160,248
Students Earning One or More CredentialsSchool685748620
 Division7,2628,8418,322
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationSchool12--
 Division4610259
 State1,5141,4311,537
CTE CompletersSchool195170221
 Division2,5292,7362,999
 State42,40440,51641,438
State LicensuresSchool---
 Division314056
 State2,4402,2791,881
NOCTI AssessmentsSchool---
 Division---
 State4,1393,6233,525

< = 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
2012-2013Division4,770.005,107.00573.00
State5,761.004,621.00875.00
2013-2014Division4,657.005,137.00651.00
State5,807.004,651.00784.00
2014-2015Division4,937.005,284.00574.00
State5,933.004,819.00771.00
2015-2016Division4,911.005,285.00683.00
State6,084.004,849.00812.00
2016-2017Division5,092.005,506.00759.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,7364411,7504551,893313
Female766194756214827150
Male9702479942411,066163
American Indian<<<<<<
Asian131241522517919
Black45210549011551888
Hispanic32811233712540192
Native Hawaiian<<<<<<
White66715863115365795
Two or more races149401333613219
Students with Disabilities167721757419153
Economically Disadvantaged437187498220526164
English Learners143481355214437
Homeless46<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 18
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 24
Other Offenses Against Persons 38
Disorderly or Disruptive Behavior Offenses 96
Alcohol, Tobacco, and Other Drug Offenses 26
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.2
Asian7.13.683
Black25.94927.353
Hispanic202320.917.1
Native Hawaiian0.20.1
White37.814.335.715.9
Two or more races8.710.27.811
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian7.18
Black25.94027.3
Hispanic204020.950
Native Hawaiian0.20.1
White37.835.750
Two or more races8.7207.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.2
Asian7.18
Black25.927.3100
Hispanic2020.9
Native Hawaiian0.20.1
White37.835.7
Two or more races8.77.8
< = 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 26.328.129.3
< = 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 29.337.934.7
< = 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 7874.770.9
< = 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 - 1.4% - 5.7% - 0.7%
Division
All Schools 1.5% 4% 10.2% 8.4% 8.5% 4.3%
High Poverty 1.4% 7.8% 9.8% 13.8% 8.6% 7.1%
Low Poverty - 3% - 6.3% - 3.4%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education1%2%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201727%71%0%2%
2017-201827%71%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-NoYes
AsianYesYes-NoTS
BlackYesYes-NoYes
HispanicYesYes-NoYes
WhiteYesYes-NoYes
Economically DisadvantagedYesYes-NoYes
English LearnersYesYesYesNoYes
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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%91%73%75%
Asian97%99%87%75%
Black79%84%60%75%
Hispanic84%86%63%75%
White96%97%81%75%
Economically Disadvantaged77%82%62%75%
English Learners65%67%53%75%
Students with Disabilities65%65%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 Students84%86%74%70%
Asian100%98%89%70%
Black76%79%60%70%
Hispanic83%82%64%70%
White89%89%81%70%
Economically Disadvantaged77%79%63%70%
English Learners81%76%57%70%
Students with Disabilities53%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 GroupCurrent Rate
All Students85%
Asian94%
Black74%
Hispanic82%
White92%
Economically Disadvantaged76%
English Learners58%
Students with Disabilities58%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian100%90%84%
Black89%82%84%
Hispanic82%81%84%
White95%86%84%
Economically Disadvantaged83%78%84%
English Learners75%65%84%
Students with Disabilities71%56%84%
Homeless<--
Foster Care---

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students21%20%9%10%
Asian14%14%5%10%
Black19%19%9%10%
Hispanic27%25%9%10%
White20%18%9%10%
Economically Disadvantaged31%31%13%10%
English Learners28%27%8%10%
Students with Disabilities30%28%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 Progress65%46%58%
English Learner Proficiency11%--

< = 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 Progress517865%
English Learner Proficiency109211%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students95%96%95%
Asian97%97%100%
Black92%95%93%
Hispanic96%98%96%
White97%96%95%
Economically Disadvantaged94%97%96%
Not Economically Disadvantaged96%96%-
English Learners97%100%97%
Students with Disabilities88%95%95%
Students without Disabilities96%97%-
Female97%98%-
Male94%95%-
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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