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Fort Defiance High

General school information

Category: High (09-12) School
Phone: 540-245-5050
Address: 195 Fort Defiance Rd Fort Defiance, VA 24437
Principal: Mr. Larry K. Landes
Superintendent: Dr. Eric W. Bond
School Number: 670
Region: 5
Division: Augusta County Public Schools
Division Number: 8
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 Two
MathematicsLevel Two

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading 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 4 83 88 12 9 78 87 13 10 76 86 14
Female 3 89 92 8 8 80 88 12 9 81 90 10
Male 5 78 83 17 9 77 86 14 10 71 82 18
Asian < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 13 60 73 27 - 82 82 18 - 64 64 36
White 4 86 90 10 8 79 88 12 11 77 88 13
Two or more races - 80 80 20 < < 100 0 < < < <
Students with Disabilities 7 47 53 47 16 32 47 53 17 28 44 56
Students without Disabilities 4 87 90 10 8 84 91 9 9 82 90 10
Economically Disadvantaged 2 80 82 18 3 77 80 20 7 68 75 25
Not Economically Disadvantaged 5 85 90 10 11 79 90 10 11 80 91 9
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 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 4 83 88 12 9 78 87 13 10 76 86 14
Female 3 89 92 8 8 80 88 12 9 81 90 10
Male 5 78 83 17 9 77 86 14 10 71 82 18
Asian < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 13 60 73 27 - 82 82 18 - 64 64 36
White 4 86 90 10 8 79 88 12 11 77 88 13
Two or more races - 80 80 20 < < 100 0 < < < <
Students with Disabilities 7 47 53 47 16 32 47 53 17 28 44 56
Students without Disabilities 4 87 90 10 8 84 91 9 9 82 90 10
Economically Disadvantaged 2 80 82 18 3 77 80 20 7 68 75 25
Not Economically Disadvantaged 5 85 90 10 11 79 90 10 11 80 91 9
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 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 18 66 84 16 35 52 87 13 36 49 85 15
Female 24 67 90 10 39 51 90 10 43 47 90 10
Male 14 65 79 21 31 53 84 16 29 51 80 20
Asian < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 19 50 69 31 36 36 73 27 < < < <
White 20 66 86 14 34 54 88 12 36 51 87 13
Two or more races - 80 80 20 < < 100 0 < < < <
Students with Disabilities - 44 44 56 11 32 42 58 17 22 39 61
Students without Disabilities 20 68 88 12 38 54 91 9 39 52 90 10
Economically Disadvantaged 15 65 80 20 22 61 83 17 20 48 69 31
Not Economically Disadvantaged 20 66 86 14 40 48 88 12 44 49 92 8
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 84 16 35 52 87 13 36 49 85 15
Female 24 67 90 10 39 51 90 10 43 47 90 10
Male 14 65 79 21 31 53 84 16 29 51 80 20
Asian < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 19 50 69 31 36 36 73 27 < < < <
White 20 66 86 14 34 54 88 12 36 51 87 13
Two or more races - 80 80 20 < < 100 0 < < < <
Students with Disabilities - 44 44 56 11 32 42 58 17 22 39 61
Students without Disabilities 20 68 88 12 38 54 91 9 39 52 90 10
Economically Disadvantaged 15 65 80 20 22 61 83 17 20 48 69 31
Not Economically Disadvantaged 20 66 86 14 40 48 88 12 44 49 92 8
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 71 85 15 17 66 83 17 10 78 88 12
Female 16 70 86 14 22 65 87 13 10 78 89 11
Male 12 72 84 16 11 67 78 22 10 77 88 12
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 19 67 86 14 9 54 63 37 9 82 91 9
White 14 71 85 15 17 68 85 15 10 77 88 12
Two or more races 10 80 90 10 < < < < < < 100 0
Students with Disabilities 7 43 50 50 16 31 47 53 11 41 52 48
Students without Disabilities 15 73 87 13 17 69 86 14 10 81 92 8
Economically Disadvantaged 10 67 78 22 6 67 73 27 10 70 80 20
Not Economically Disadvantaged 16 72 88 12 22 66 87 13 11 82 92 8
English Learners < < < < - 57 57 43 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 - 73 73 27 1 76 77 23 1 80 81 19
Female - 73 73 27 - 81 81 19 - 83 83 17
Male - 73 73 27 1 71 73 27 2 78 79 21
American Indian < < < < < < 100 0
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < - 40 40 60 - 95 95 5
White - 72 72 28 1 80 81 19 1 78 79 21
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 40 40 60 6 47 53 47 - 56 56 44
Students without Disabilities - 77 77 23 - 80 80 20 1 84 85 15
Economically Disadvantaged - 67 67 33 - 68 68 32 2 71 73 27
Not Economically Disadvantaged - 76 76 24 1 83 85 15 - 87 87 13
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 71 88 12 18 62 80 20 15 77 93 7
Female 21 67 88 12 26 60 86 14 15 77 92 8
Male 12 76 88 12 7 66 73 27 16 78 94 6
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < 10 60 70 30 < < < <
White 16 72 88 12 19 63 82 18 15 79 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 10 10 20 80 < < < <
Students without Disabilities 18 72 89 11 18 65 84 16 16 80 96 4
Economically Disadvantaged 10 69 79 21 10 69 79 21 14 68 82 18
Not Economically Disadvantaged 20 72 92 8 21 59 80 20 16 81 96 4
English Learners < < 100 0 < < < <
Military Connected < < < <
Foster Care < < < <
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 23 69 93 7 33 62 95 5 18 79 97 3
Female 20 74 93 7 38 59 97 3 24 76 100 0
Male 27 65 92 8 26 67 93 7 10 83 93 7
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < < < < < < < < < 100 0
White 23 69 93 7 34 62 96 4 17 80 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 24 70 94 6 33 62 95 5 18 79 97 3
Economically Disadvantaged 28 66 93 7 11 63 74 26 14 86 100 0
Not Economically Disadvantaged 22 71 92 8 38 62 100 0 19 78 96 4
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 17 74 91 9 23 66 89 11 19 72 91 9
Female 14 75 90 10 27 62 89 11 18 71 89 11
Male 20 73 93 7 18 72 90 10 21 72 93 7
American Indian < < < < < < < <
Asian < < 100 0 27 64 91 9 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 4 87 91 9 15 65 79 21 7 78 85 15
White 18 74 92 8 24 67 90 10 21 71 92 8
Two or more races - 73 73 27 < < < < < < 100 0
Students with Disabilities 3 45 48 52 5 38 44 56 9 47 56 44
Students without Disabilities 18 76 94 6 25 69 93 7 20 74 94 6
Economically Disadvantaged 9 77 86 14 10 69 79 21 15 71 85 15
Not Economically Disadvantaged 21 73 94 6 29 65 94 6 22 72 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 72 93 7 30 58 88 12 19 72 91 9
Female 19 74 93 7 35 53 88 12 18 71 89 11
Male 23 70 93 7 23 64 88 12 20 74 93 7
American Indian < < < <
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic - 100 100 0 < < < < 11 67 78 22
White 22 71 93 7 30 59 89 11 20 72 93 7
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 7 47 53 47 - 38 38 62 - 54 54 46
Students without Disabilities 22 74 96 4 32 60 92 8 20 74 94 6
Economically Disadvantaged 13 77 89 11 13 65 78 22 7 75 82 18
Not Economically Disadvantaged 25 70 95 5 37 55 92 8 24 71 96 4
English Learners < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 80 89 11 20 75 94 6 37 60 97 3
Female 3 83 86 14 23 74 98 2 45 50 95 5
Male 17 76 93 7 15 75 90 10 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0
Hispanic < < < < < < 100 0
White 11 80 91 9 19 75 95 5 35 62 96 4
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 10 79 89 11 20 74 94 6 37 60 97 3
Economically Disadvantaged - 82 82 18 19 69 88 13 < < 100 0
Not Economically Disadvantaged 13 79 91 9 20 76 96 4 33 63 96 4
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 18 73 91 9 18 71 89 11 17 75 91 9
Female 18 73 91 9 22 64 86 14 13 77 90 10
Male 19 73 92 8 13 80 93 7 21 71 92 8
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < 14 62 76 24 4 87 91 9
White 19 73 92 8 19 71 90 10 18 73 91 9
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 36 36 64 - 37 37 63 - 57 57 43
Students without Disabilities 20 75 95 5 20 74 94 6 18 76 94 6
Economically Disadvantaged 10 75 84 16 7 72 80 20 16 71 87 13
Not Economically Disadvantaged 23 72 95 5 25 70 95 5 17 76 93 7
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 23 67 89 11 21 68 89 11 20 66 86 14
Female 16 70 86 14 20 67 87 13 18 64 83 17
Male 30 62 92 8 23 69 92 8 22 67 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 23 65 88 12 11 76 87 13 8 72 81 19
White 24 66 90 10 22 67 89 11 21 65 86 14
Two or more races 11 78 89 11 20 80 100 0 < < 100 0
Students with Disabilities 12 46 58 42 9 48 58 42 9 32 41 59
Students without Disabilities 23 68 91 9 22 69 91 9 21 69 90 10
Economically Disadvantaged 12 67 79 21 11 70 81 19 15 59 74 26
Not Economically Disadvantaged 27 66 93 7 26 67 93 7 22 69 91 9
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 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 18 67 84 16 17 73 89 11 3 61 64 36
Female 10 72 82 18 9 77 86 14 5 53 58 42
Male 26 61 87 13 24 69 93 7 - 71 71 29
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 7 71 79 21 9 91 100 0 < < < <
White 19 66 86 14 16 72 88 12 4 59 63 37
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 45 55 45 - 58 58 42 < < < <
Students without Disabilities 18 68 86 14 18 74 91 9 3 66 69 31
Economically Disadvantaged 9 69 78 22 7 77 84 16 - 47 47 53
Not Economically Disadvantaged 22 66 88 12 21 71 92 8 6 72 78 22
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < <
Foster Care < < 100 0
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 < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < < < < < 100 0
Black < < < <
White < < 100 0 < < < < < < < <
Two or more races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < <
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 34 62 96 4 27 66 94 6 24 72 96 4
Female 24 71 94 6 22 70 93 7 26 70 96 4
Male 46 53 98 2 35 60 95 5 21 75 96 4
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 34 61 96 4 29 65 95 5 23 73 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 34 62 96 4 28 66 94 6 24 73 97 3
Economically Disadvantaged 23 67 90 10 17 70 87 13 15 69 85 15
Not Economically Disadvantaged 37 61 98 2 30 66 95 5 26 73 99 1
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 70 89 11 22 66 89 11 20 64 83 17
Female 17 68 85 15 27 60 87 13 15 65 80 20
Male 23 71 94 6 17 74 91 9 24 63 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 10 75 85 15 8 72 80 20
White 21 68 89 11 24 66 89 11 21 63 84 16
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 45 45 55 8 46 54 46 - 38 38 62
Students without Disabilities 21 71 92 8 23 67 91 9 22 67 89 11
Economically Disadvantaged 7 67 74 26 12 68 79 21 15 60 75 25
Not Economically Disadvantaged 25 71 97 3 28 66 93 7 22 66 88 12
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division896
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 9184225196
Grade 10204178222
Grade 11189201174
Grade 12202183196
Total Students779787788

< = 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 Students779787788
Female401406406
Male378381382
American Indian121
Asian7910
Black7812
Hispanic495561
White692690691
Two or more races232313
Students with Disabilities546475
Students without Disabilities725723713
Economically Disadvantaged234254239
Not Economically Disadvantaged545533549
English Learners142018
Not English Learners765767770
Homeless532
Military Connected684
Foster Care243
< = 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 100 69 3 5 6 2
Division 434 296 21 11 21 9
State 50983 36029 2739 1053 5386 1766
Female School 57 29 0 1 3 0
Division 249 123 10 2 5 3
State 27838 15825 923 368 1911 652
Male School 43 40 3 4 3 2
Division 185 173 11 9 16 6
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 9 2 27 8
Hispanic School 6 3 0 2 1 0
Division 13 9 1 2 3 0
State 5087 5586 317 107 2168 323
White School 88 61 3 3 5 2
Division 392 271 18 7 17 8
State 30221 16421 1144 621 1576 587
Two or more races School 6 4 0 0 0 0
Division 15 8 0 0 1 0
State 2468 1543 85 58 160 72
Students with Disabilities School 1 7 3 0 1 0
Division 1 24 21 0 6 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 25 27 1 2 6 2
Division 78 109 11 6 16 7
State 10703 17350 1682 461 2633 1087
English Learners School < < < < 0 <
Division 3 7 0 0 1 0
State 1418 3765 269 32 1842 117
< = 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 Students185172931779663
Female908696879733
Male958691909533
American Indian<<100<10000
Hispanic12975119218
White162152941559653
Two or more races10101001010000
Students with Disabilities121192119218
Economically Disadvantaged6353845587610
English Learners<<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 2016-20172017-20182018-2019
Advanced Placement Test Taken64 / 8.23%62 / 7.88%72 / 9.14%
Advanced Placement Course Enrollment64 / 8.23%62 / 7.88%74 / 9.39%
Dual Enrollment66 / 8.48%89 / 11.31%91 / 11.55%
Governor's School Enrollment26 / 3.34%33 / 4.19%45 / 5.71%
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

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsSchool16910240
Division72943740
State85,89957,72533
FemaleSchool865833
Division37125232
State43,22531,59927
MaleSchool834447
Division35818548
State42,67426,12639
American IndianSchool<<100
Division<<100
State26516737
HispanicSchool<<100
Division221436
State10,1025,82642
WhiteSchool1499139
Division66339740
State46,44832,34030
Two or more racesSchool10<100
Division221245
State3,9902,71532
Students with DisabilitiesSchool<<100
Division24<100
State7,2163,25655
Economically DisadvantagedSchool522552
Division1878157
State27,32914,19048
English LearnersSchool<<100
Division11<100
State5,1822,82046
AsianSchool--100
Division<<100
State6,0845,29213
BlackSchool--100
Division15<100
State18,86811,29840
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsSchool254324
 Division88118106
 State4,1393,6233,525
State LicensuresSchool22127
 Division352621
 State2,4402,2791,881
Industry CertificationSchool331286317
 Division1,0421,2121,156
 State99,894109,275104,601
Total Credentials EarnedSchool378341348
 Division1,1651,3561,294
 State137,248157,490160,248
Students Earning One or More CredentialsSchool300273252
 Division9601,0521,026
 State109,089126,113128,672
CTE CompletersSchool156146137
 Division588554562
 State42,40440,51641,438
Workplace ReadinessSchool---
 Division--11
 State30,77542,31350,241
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
2015-2016Division4,082.005,236.00905.00
State6,084.004,849.00812.00
2016-2017Division4,167.005,449.00986.00
State6,248.005,052.00871.00
2017-2018Division4,350.005,659.00979.00
State6,462.005,219.00867.00

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 Students681787067271363
Female347453673337227
Male334333393934136
American Indian<<<<<<
Asian<<<<100
Black<<<<100
Hispanic464512574
White602706166762259
Two or more races211203130
Students with Disabilities5055876015
Economically Disadvantaged189482184320533
English Learners123191162
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
Offenses Against Student 12
Property Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses 22
Alcohol, Tobacco, and Other Drug Offenses 22
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 Indian0.10.3
Asian0.91.11.3
Black0.91.11
Hispanic6.32.172.6
Native Hawaiian----
White88.992.687.789.6
Two or more races34.32.96.5
< = 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 Indian0.10.3
Asian0.91.1
Black0.91
Hispanic6.37
Native Hawaiian
White88.987.7
Two or more races32.9
< = 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 Indian0.10.3
Asian0.91.1
Black0.91
Hispanic6.37
Native Hawaiian----
White88.910087.7
Two or more races32.9
< = 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 31.532.130.7
< = 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 30.322.927.4
< = 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 69.563.166.1
< = 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

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = 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 who are teaching out of field (not fully endorsed for the content they are teaching) 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

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School1.5%0%
Division3.7%0.6%
State7.3%1.8%

< = 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 all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201742%58%0%0%
2017-201842%58%0%0%
2018-201941%58%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-YesYes
Asian---TSTS
Black---TSTS
HispanicYesYes-YesTS
WhiteYesYes-YesYes
Economically DisadvantagedYesYes-NoYes
English LearnersTSTSTSTSTS
Students with DisabilitiesYesYes-YesTS

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
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 Students90%90%73%75%
Asian--87%75%
Black--60%75%
Hispanic67%88%63%75%
White92%91%81%75%
Economically Disadvantaged91%84%62%75%
English Learners<40%53%75%
Students with Disabilities55%42%39%75%

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

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 Students91%90%74%70%
Asian--89%70%
Black--60%70%
Hispanic85%90%64%70%
White93%91%81%70%
Economically Disadvantaged90%85%63%70%
English Learners<70%57%70%
Students with Disabilities55%42%42%70%

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

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 Students91%
Asian-
Black-
Hispanic77%
White93%
Economically Disadvantaged90%
English Learners<
Students with Disabilities45%

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

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 Students89%84%84%
Asian<90%84%
Black<82%84%
Hispanic81%81%84%
White91%86%84%
Economically Disadvantaged80%78%84%
English Learners<65%84%
Students with Disabilities36%56%84%
Homeless<--
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%9%9%10%
Asian<-5%10%
Black<29%9%10%
Hispanic4%6%9%10%
White10%9%9%10%
Economically Disadvantaged16%17%13%10%
English Learners5%11%8%10%
Students with Disabilities11%11%14%10%

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

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 Progress82%46%58%
English Learner Proficiency13%--

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

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 Progress91182%
English Learner Proficiency21613%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students97%98%97%
Asian---
Black---
Hispanic85%100%92%
White97%99%98%
Economically Disadvantaged93%98%95%
Not Economically Disadvantaged98%98%-
English Learners<<<
Students with Disabilities91%82%82%
Students without Disabilities97%99%-
Female98%99%-
Male96%97%-
Migrant---

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

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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