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George Mason High

General school information

Category: High (09-12) School
Phone: 703-248-5500
Address: 7124 Leesburg Pike Falls Church, VA 22043
Principal: Matt Hills
Superintendent: Dr. Peter Noonan
Region: 4
Division: Falls Church City Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level One
Graduation and Completion Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 96 82 5 14 97 83 4 9 96 87 4
Female 15 97 83 3 17 97 80 3 11 96 85 4
Male 13 94 80 6 10 96 86 4 7 97 90 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 9 95 86 5 5 95 89 5 - 95 95 5
Black < 100 < 0 - 92 92 8 < < < <
Hispanic 3 82 79 18 4 85 81 15 - 88 88 12
White 17 98 81 2 17 99 82 1 13 99 85 1
Two or more races 10 100 90 0 19 100 81 0 5 100 95 0
Students with Disabilities - 85 85 15 14 83 69 17 3 83 80 17
Economically Disadvantaged - 82 82 18 - 67 67 33 5 90 85 10
English Learners - 60 60 40 - 67 67 33 - 89 89 11
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 96 82 5 14 97 83 4 9 96 87 4
Female 15 97 83 3 17 97 80 3 11 96 85 4
Male 13 94 80 6 10 96 86 4 7 97 90 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 9 95 86 5 5 95 89 5 - 95 95 5
Black < 100 < 0 - 92 92 8 < < < <
Hispanic 3 82 79 18 4 85 81 15 - 88 88 12
White 17 98 81 2 17 99 82 1 13 99 85 1
Two or more races 10 100 90 0 19 100 81 0 5 100 95 0
Students with Disabilities - 85 85 15 14 83 69 17 3 83 80 17
Economically Disadvantaged - 82 82 18 - 67 67 33 5 90 85 10
English Learners - 60 60 40 - 67 67 33 - 89 89 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 48 93 44 7 58 96 38 4 53 94 41 6
Female 53 92 39 8 68 99 31 1 60 98 38 2
Male 43 93 49 7 50 94 45 6 45 89 45 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 48 96 48 4 71 100 29 0 48 95 48 5
Black < < < < 17 92 75 8 < < < <
Hispanic 19 74 55 26 29 92 63 8 27 77 50 23
White 55 96 42 4 65 97 32 3 55 98 43 2
Two or more races 60 100 40 0 69 100 31 0 81 100 19 0
Students with Disabilities 7 71 63 29 13 78 66 22 15 80 65 20
Economically Disadvantaged 18 65 47 35 < < < < 26 79 53 21
English Learners - 59 59 41 < < < < 30 85 55 15
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 48 93 44 7 58 96 38 4 53 94 41 6
Female 53 92 39 8 68 99 31 1 60 98 38 2
Male 43 93 49 7 50 94 45 6 45 89 45 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 48 96 48 4 71 100 29 0 48 95 48 5
Black < < < < 17 92 75 8 < < < <
Hispanic 19 74 55 26 29 92 63 8 27 77 50 23
White 55 96 42 4 65 97 32 3 55 98 43 2
Two or more races 60 100 40 0 69 100 31 0 81 100 19 0
Students with Disabilities 7 71 63 29 13 78 66 22 15 80 65 20
Economically Disadvantaged 18 65 47 35 < < < < 26 79 53 21
English Learners - 59 59 41 < < < < 30 85 55 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 88 71 12 16 88 72 12 18 83 65 17
Female 17 88 71 12 18 91 73 9 21 81 61 19
Male 16 88 71 13 15 85 71 15 15 84 69 16
Asian 23 89 66 11 29 89 60 11 14 72 58 28
Black - 75 75 25 9 86 77 14 - 65 65 35
Hispanic 6 80 74 20 3 71 68 29 10 70 60 30
White 18 90 72 10 18 92 73 8 23 89 67 11
Two or more races 22 89 67 11 13 93 80 7 13 83 70 18
Students with Disabilities 1 66 65 34 7 66 59 34 1 58 57 42
Economically Disadvantaged 11 83 71 17 6 68 62 32 6 59 53 41
English Learners 10 73 63 27 19 68 49 32 - 56 56 44
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 87 83 13 3 83 79 17 1 71 70 29
Female 4 93 89 7 4 91 87 9 - 73 73 27
Male 6 81 76 19 2 74 72 26 2 69 67 31
Asian < < < < 30 90 60 10 < < < <
Black < < < < < < < < < < < <
Hispanic - 83 83 17 - 53 53 47 - 54 54 46
White 8 90 82 10 - 88 88 12 2 83 81 17
Two or more races < 100 < 0 - 88 88 13 < < < <
Students with Disabilities - 69 69 31 - 69 69 31 - 50 50 50
Economically Disadvantaged 7 86 79 14 < < < < - 50 50 50
English Learners 7 79 71 21 < < < < - 43 43 57
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 89 71 11 13 88 75 12 21 88 67 12
Female 23 91 68 9 13 91 78 9 30 87 57 13
Male 11 86 76 14 13 85 72 15 13 88 76 12
Asian 25 94 69 6 7 79 71 21 21 64 43 36
Black < 100 < 0 < < < < < < < <
Hispanic 4 65 61 35 6 79 74 21 9 74 65 26
White 18 93 76 7 17 91 74 9 27 94 68 6
Two or more races 38 92 54 8 8 100 92 0 11 95 84 5
Students with Disabilities - 68 68 32 5 63 58 38 - 59 59 41
Economically Disadvantaged 8 67 58 33 - 63 63 38 5 58 53 42
English Learners 9 55 45 45 6 65 59 35 - 60 60 40
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 87 64 13 26 91 65 9 24 86 62 14
Female 19 83 64 17 30 90 61 10 22 81 59 19
Male 27 92 65 8 22 92 71 8 26 91 64 9
Asian 30 85 55 15 43 95 52 5 13 87 73 13
Black < < < < < < < < < 100 < 0
Hispanic 21 100 79 0 - 69 69 31 19 81 62 19
White 23 88 65 12 25 93 68 7 28 87 59 13
Two or more races 19 81 63 19 29 94 65 6 23 77 54 23
Students with Disabilities 5 58 53 42 13 67 53 33 5 74 68 26
Economically Disadvantaged < 100 < 0 < < < < 17 75 58 25
English Learners < 100 < 0 42 83 42 17 - 67 67 33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 94 77 6 22 93 71 7 27 90 63 10
Female 16 94 78 6 22 96 74 4 24 90 66 10
Male 19 94 75 6 22 89 67 11 30 90 60 10
Asian 20 98 78 2 23 90 67 10 25 97 72 3
Black - 90 90 10 14 81 67 19 - 68 68 32
Hispanic 8 82 74 18 7 77 70 23 17 73 56 27
White 18 96 78 4 26 96 70 4 32 94 63 6
Two or more races 28 97 69 3 17 100 83 0 28 93 65 8
Students with Disabilities 4 76 73 24 8 73 65 27 4 74 69 26
Economically Disadvantaged 9 79 70 21 9 71 63 29 10 55 45 45
English Learners 11 81 70 19 7 60 53 40 5 49 44 51
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 96 77 4 27 91 64 9 32 88 56 12
Female 18 96 79 4 24 96 73 4 30 86 56 14
Male 21 95 75 5 29 85 56 15 33 90 57 10
Asian 24 95 71 5 29 95 67 5 17 100 83 0
Black < 100 < 0 8 75 67 25 < < < <
Hispanic 13 83 71 17 13 77 63 23 19 61 42 39
White 18 98 79 2 32 93 61 7 37 93 55 7
Two or more races 29 100 71 0 18 100 82 0 32 95 64 5
Students with Disabilities - 87 87 13 11 57 46 43 7 70 63 30
Economically Disadvantaged 27 91 64 9 - 63 63 38 5 52 48 48
English Learners < < < < - 47 47 53 5 32 26 68
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 98 76 2 22 98 76 2 27 97 70 3
Female 21 97 76 3 25 98 73 2 20 96 75 4
Male 23 99 76 1 18 99 81 1 35 99 64 1
Asian 25 100 75 0 21 93 71 7 44 100 56 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic 10 95 85 5 - 94 94 6 23 100 77 0
White 23 98 75 2 25 99 74 1 29 98 69 2
Two or more races 33 93 60 7 21 100 79 0 19 88 69 13
Students with Disabilities - 85 85 15 6 94 88 6 8 100 92 0
Economically Disadvantaged < 100 < 0 23 92 69 8 27 82 55 18
English Learners < 100 < 0 20 90 70 10 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 87 80 13 5 85 80 15 6 73 67 27
Female 4 87 83 13 - 88 88 12 11 84 74 16
Male 10 86 76 14 9 82 74 18 3 67 64 33
Asian < 100 < 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic - 68 68 32 < < < < - 54 54 46
White 10 91 81 9 9 97 89 3 9 87 78 13
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 7 71 64 29 4 79 75 21 - 62 62 38
Economically Disadvantaged - 65 65 35 < < < < - 30 30 70
English Learners - 67 67 33 < < < < - 46 46 54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 94 71 6 26 96 70 4 28 95 67 5
Female 21 95 73 5 21 96 75 4 27 95 67 5
Male 24 93 69 7 32 97 65 3 28 95 67 5
American Indian < < < < < 100 < 0 < 100 < 0
Asian 21 93 72 7 20 96 76 4 24 97 73 3
Black 10 90 80 10 5 100 95 0 18 82 64 18
Hispanic 13 82 69 18 16 94 78 6 8 81 73 19
White 24 97 73 3 32 96 64 4 33 97 64 3
Two or more races 36 96 61 4 21 97 77 3 20 98 78 2
Students with Disabilities 6 78 72 22 11 85 75 15 7 78 71 22
Economically Disadvantaged 6 82 76 18 5 89 84 11 3 81 78 19
English Learners 8 69 62 31 6 88 82 12 3 88 84 13
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 95 76 5 23 97 74 3 17 98 81 2
Female 21 97 76 3 15 96 80 4 17 97 81 3
Male 19 94 75 6 31 98 67 2 18 99 81 1
American Indian < < < < < 100 < 0 < 100 < 0
Asian 13 92 79 8 21 95 74 5 19 95 76 5
Black < 100 < 0 - 100 100 0 < 100 < 0
Hispanic 20 87 67 13 13 100 88 0 5 95 90 5
White 21 99 78 1 26 96 70 4 21 99 78 1
Two or more races < < < < 35 94 59 6 8 100 92 0
Students with Disabilities 5 84 78 16 8 88 80 12 - 87 87 13
Economically Disadvantaged - 89 89 11 < 100 < 0 6 100 94 0
English Learners 7 80 73 20 < 100 < 0 5 95 90 5
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < - 82 82 18 < 100 < 0
Female < < < < < 100 < 0 < 100 < 0
Male < 100 < 0 < < < < < 100 < 0
Black < < < <
Hispanic < 100 < 0 < 100 < 0
White < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged < < < < < 100 < 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 93 67 7 30 97 66 3 36 91 55 9
Female 23 93 71 7 27 96 69 4 40 91 51 9
Male 30 92 63 8 33 97 64 3 34 92 58 8
American Indian < 100 < 0
Asian 32 95 63 5 24 100 76 0 29 100 71 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic 4 75 71 25 20 88 68 12 11 70 59 30
White 27 95 67 5 38 97 59 3 44 95 51 5
Two or more races 39 100 61 0 9 100 91 0 33 95 62 5
Students with Disabilities 8 73 65 27 12 88 76 12 8 65 58 35
Economically Disadvantaged 14 79 64 21 < < < < - 63 63 38
English Learners 9 55 45 45 < < < < - 73 73 27
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Female < 100 < 0
White < 100 < 0 < 100 < 0
Two or more races < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division12165
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9201212220
Grade 10203199201
Grade 11203211196
Grade 12202206208
Total Students809828825
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students809828825
Female410393393
Male399435432
American Indian431
Asian736958
Black403434
Hispanic108110125
White517536532
Two or more races677675
Students with Disabilities146132114
Not Students with Disabilities663696711
Economically Disadvantaged625581
Not Economically Disadvantaged747773744
English Learners505468
Not English Learners759774757
Homeless343
Military Connected484342
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”

 

 

 

Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 153 46 1 0 2 1
Division 153 46 1 0 2 1
State 50979 36013 2733 1046 5404 1786
Female School 82 14 0 0 0 0
Division 82 14 0 0 0 0
State 27837 15823 920 366 1922 656
Male School 71 32 1 0 2 1
Division 71 32 1 0 2 1
State 23142 20190 1813 680 3482 1130
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 8 2 27 9
Asian School 15 3 0 0 0 0
Division 15 3 0 0 0 0
State 5026 1194 70 18 91 37
Black School 8 6 0 0 0 0
Division 8 6 0 0 0 0
State 7955 11090 1111 244 1359 744
Hispanic School 16 8 1 0 2 0
Division 16 8 1 0 2 0
State 5086 5583 317 105 2172 323
White School 98 25 0 0 0 1
Division 98 25 0 0 0 1
State 30218 16420 1139 617 1589 596
Two or more races School 15 3 0 0 0 0
Division 15 3 0 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities School 8 26 1 0 0 1
Division 8 26 1 0 0 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 6 6 1 0 2 0
Division 6 6 1 0 2 0
State 10704 17342 1680 460 2640 1096
English Learners School 6 2 1 0 1 0
Division 6 2 1 0 1 0
State 1418 3757 272 31 1847 115
Homeless School < < < < 0 <
Division < < < < 0 <
State 232 695 90 42 303 61
Military Connected School < < < < 0 <
Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students20320098.52019921
Female96961009610000
Male10710497.210598.121.9
American Indian0<100<10000
Asian18181001810000
Black14141001410000
Hispanic272592.62592.627.4
White12412399.212410000
Two or more races18181001810000
Students with Disabilities363597.23610000
Economically Disadvantaged151386.71386.7213.3
English Learners10990990110
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken220 / 27.99%166 / 20.54%140 / 16.95%
Advanced Placement Course Enrollment221 / 28.12%167 / 20.67%141 / 17.07%
Dual Enrollment52 / 6.62%92 / 11.39%79 / 9.56%
Governor’s School Enrollment - - -
IB Course Enrollment228 / 29.01%61 / 7.55%186 / 22.52%
Senior Enrolled in IB Program51 / 6.49%35 / 4.33%40 / 4.84%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students School 183 160 13
Division 183 160 13
State 82482 57560 30
Female School 86 74 14
Division 86 74 14
State 41546 31230 25
Male School 97 86 11
Division 97 86 11
State 40936 26330 36
Asian School 15 14 7
Division 15 14 7
State 5492 4724 14
Black School 0 < 100
Division 0 < 100
State 18272 11640 36
Hispanic School 19 15 21
Division 19 15 21
State 8547 5341 38
White School 124 108 13
Division 124 108 13
State 46319 33154 28
Two or more races School 16 14 12
Division 16 14 12
State 3521 2499 29
Students with Disabilities School 24 21 12
Division 24 21 12
State 5986 3008 50
Economically Disadvantaged School 0 < 100
Division 0 < 100
State 23515 13119 44
English Learners School 0 < 100
Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool02732
 Division02732
 State413936233471
State LicensuresSchool000
 Division000
 State179019641412
Industry CertificationSchool19233
 Division19233
 State100544109590103892
Workplace ReadinessSchool163019
 Division163019
 State307754231350242
Total Credentials EarnedSchool1714984
 Division1714984
 State137248157490159017
Students Earning One or More CredentialsSchool1714482
 Division1714482
 State109089126113127744
CTE CompletersSchool12172
 Division12172
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 177 215 183 85.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 183 211 159 75.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 205 232 187 80.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
69.2 70 70.2

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201516,087.002,328.00239.00
2015-201616,619.002,379.00251.00
2016-201715,820.002,396.00226.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students72922415740341315778241516802211018
Female364131537216893941587385957
Male3659310368185638497941712511
American Indian0000000000000000
Asian68300722027422167011
Black35000290113821036002
Hispanic901129493492857102725
Native Hawaiian0000
White48113310482226750210775211348
Two or more races50403581316820173132
Students with Disabilities1064291207441357661215210
Economically Disadvantaged471015132248835597310
English Learners37201450224942451424
Homeless0000000000000000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses <
Alcohol, Tobacco, and Other Drug Offenses 25
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.6360.4950.3637.69
Asian9.6699.0358.354
Black3.694.95504.11615.38
Hispanic13.48642.8613.36613.317
Native Hawaiian
White64.63157.1463.9852564.89169.23
Two or more races8.0158.292259.2017.69
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.6360.4950.363
Asian9.6699.0358.354
Black3.694.954.116
Hispanic13.48613.36613.317
Native Hawaiian
White64.63163.98564.891
Two or more races8.0158.2929.201100
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.6360.4950.363
Asian9.6699.0358.354
Black3.694.954.116
Hispanic13.48613.36613.317
Native Hawaiian
White64.63163.98564.891
Two or more races8.0158.2929.201
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 
 
All Students
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 
 
All Students ---
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 
 
All Students ---
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%1%
Provisional1%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201619%74%3%4%
2016-201718%74%5%3%
2017-201819%74%2%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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