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General school information

Category: High (09-12) School
Phone: 804-693-2526
Address: 6680 Short Lane Gloucester, VA 23061-9291
Principal: Mr. Nate Collins
Superintendent: Dr. Walter Clemons
Region: 3
Division: Gloucester County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Partially Accredited: Warned School-Pass Rate

Title I Improvement Status

Not Applicable

Reward School Status


Accountability

State Accreditation Status

Partially Accredited: Warned School-Pass Rate

This rating is applied to schools that are not within a narrow margin of, nor making acceptable progress toward, achieving the adjusted SOL pass rates required for full accreditation.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

State Accreditation Results
  2013-20142014-20152015-2016 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75919388908989YES
Mathematics70595771636766NO-W
History70828384838584YES
Science70818683828683YES
Graduation and Completion Index85949294939494YES
LEGENDYes-C = Current year
Yes-3YR = Three-year average
Yes-4YR = Four-year average
IS = Improving school
AB = Approaching benchmark
W = Warned

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students693867691869691849
Female892848692868994856
Male4938975918594888412
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<<<<
Black595895-767624-868614
Hispanic-949467100930-1001000
White793867793867891849
Two or more races7867914-909010-95955
Students with Disabilities477732346864324504650
Economically Disadvantaged589841158681143898711
English Learners<<<<<100<0<100<0
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students693867691869691849
Female892848692868994856
Male4938975918594888413
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<<<<
Black595895-767624-868614
Hispanic-949467100930-1001000
White793867793867891849
Two or more races7867914-909010-95955
Students with Disabilities477732346864324504650
Economically Disadvantaged589841158681143898711
English Learners<<<<<100<0<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

Writing

Writing Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198970111684671617866914
Female26957051987681319907110
Male138370171481671915816719
Asian<<<<<100<0<<<<
Black13958255686332-747426
Hispanic32794721694886<<<<
White198970111885671518876913
Two or more races211007902588631321886713
Students with Disabilities-53534784638547332667
Economically Disadvantaged1284721677669249827218
English Learners<<<<<100<0<100<0
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198970111684671617866914
Female26957051987681319907110
Male138370171481671915816719
Asian<<<<<100<0<<<<
Black13958255686332-747426
Hispanic32794721694886<<<<
White198970111885671518876913
Two or more races211007902588631321886713
Students with Disabilities-53534784638547332667
Economically Disadvantaged1284721677669249827218
English Learners<<<<<100<0<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

Math

Math Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359564146965312656335
Female465623557367272696731
Male353504736663342615939
American Indian<<<<<100<0<<<<
Asian<<<<<<<<8585042
Black14947511575643-505050
Hispanic757504378073203716829
White461573957065302676433
Two or more races-515149-737327-666634
Students with Disabilities2312969-4141591373663
Economically Disadvantaged352504836157391555445
English Learners<<<<<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-636237-6767331616139
Female-737327-7272281686832
Male1545346-626238-565644
Asian<100<0<<<<<<<<
Black-505050-696931-535347
Hispanic<<<<-858515-676733
White-646336-6666341636337
Two or more races-545446-707030-474753
Students with Disabilities-424258-383863-333367
Economically Disadvantaged1575643-626238-535347
English Learners<100<0<<<<<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26058403757225-606040
Female46459365817619-606040
Male15757432706830-595941
American Indian<<<<<100<0
Asian<<<<<100<0<<<<
Black-434357-555545-434357
Hispanic85446469736427-717129
White36360374767224-616139
Two or more races-646436-838317-767624
Students with Disabilities-232377-454555-414159
Economically Disadvantaged35653445656035-484852
English Learners<<<<<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7544746116453366756925
Female6615539146148394787322
Male846385486659349726428
American Indian<100<0<100<0
Black-5353476312569-575743
Hispanic9453655<<<<<<<<
White8564844116655347767024
Two or more races<<<<-585842-767624
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged337346385042506726628
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students981731998374178867814
Female785781568478166888113
Male107868221182711810847416
American Indian<<<<<<<<<100<0
Asian<<<<98273188100920
Black-61613916968312727028
Hispanic13725928107767236898311
White984741698575159877813
Two or more races489851111928182848216
Students with Disabilities-43435745853423595741
Economically Disadvantaged474702637672244817819
English Learners<<<<<<<<<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students673672768175195797421
Female577712348581153838017
Male770633087870227756825
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<100<0
Black-444456-717129-626238
Hispanic11726128-8080208857715
White776692478276186807420
Two or more races-88881310958653807720
Students with Disabilities-2929714464254-404060
Economically Disadvantaged164633617472263706730
English Learners<<<<<<<<<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15897411127967218908210
Female139178987871225908510
Male188668141780632011907910
Asian<100<0<100<0<100<0
Black-858515-474753-808020
Hispanic2558334217675033<<<<
White1690741012837117991829
Two or more races<100<015776223-909010
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged108474162727028-888812
English Learners<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7857815108777131292818
Female587831388779131091819
Male9827218128775131393807
Asian<<<<<100<0<100<0
Black-62623827673246817519
Hispanic<<<<12827118595895
White8877913118877131393807
Two or more races48783131097873-888812
Students with Disabilities-5050502646136-808020
Economically Disadvantaged579742157974215908510
English Learners<<<<<<<<
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181084741615856915
Female9817219685781510847316
Male138269181384711620856515
American Indian<100<0<100<0<<<<
Asian175033501810082042100580
Black375722527775235716629
Hispanic7908310139077101392798
White128270181084741616856915
Two or more races15897411118776131594786
Students with Disabilities6564944252504810665634
Economically Disadvantaged668633287668248776923
English Learners<<<<<<<<<100<0
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6888212790831014887412
Female68680144918796888113
Male79084101088791222886612
Asian<<<<<100<0<100<0
Black68579153827918-646436
Hispanic68983112310077010100900
White6898311690841015897311
Two or more races1080702012948265100950
Students with Disabilities4797521-79792112736227
Economically Disadvantaged575702598476167797121
English Learners<<<<<100<0<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11786722679722111817019
Female9786922280772010807020
Male127765231078682213826918
Asian<<<<<100<0<100<0
Black-7171292716929-656535
Hispanic<100<01375632511847416
White11786722779732112826918
Two or more races109081107837617694886
Students with Disabilities840326023936613504750
Economically Disadvantaged568633226866324726828
English Learners<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063201885671521856415
Female117968211484691615846916
Male238158192187661326855915
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black4686432-82821813826818
Hispanic892858-1001000<100<0
White187962211985651521846316
Two or more races25946961988691328906210
Students with Disabilities8463854753474713786522
Economically Disadvantaged86254381577622314816819
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<0<100<0
Female<<<<<100<0<100<0
Male<<<<<100<0
Black<100<0<100<0
Hispanic<<<<
White<<<<<100<0<100<0
Students with Disabilities<<<<
Economically Disadvantaged<<<<<100<0<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

2013-20142014-20152015-2016
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Grade 9467478394
Grade 10443458472
Grade 11409416448
Grade 12472409416
Total Students1,7911,7611,730
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 Subgroup

2015 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
Subgroup2013-20142014-20152015-2016
All Students179117611730
Female888859840
Male903902890
American Indian676
Asian201815
Black162161153
Hispanic666662
Native Hawaiian1
White146214221397
Two or more races748797
Students with Disabilities175181191
Not Students with Disabilities161615801539
Economically Disadvantaged592554576
Not Economically Disadvantaged119912071154
English Learners986
Not English Learners178217531724
Homeless1
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 2016: 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 2015-2016 Cohort
Student SubgroupSchoolAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsSchool1661981901723
Division1661981901723
State4917334246347093350192269
FemaleSchool98915064
Division98915064
State268261510112433531834822
MaleSchool681071401119
Division681071401119
State2234719145222758031851447
American IndianSchool<<<<0<
Division<<<<0<
State110111115287
AsianSchool<<<<0<
Division<<<<0<
State44281224891612962
BlackSchool8220015
Division8220015
State79001054014302301415981
HispanicSchool590000
Division590000
State44244514381851538310
WhiteSchool1451571601518
Division1451571601518
State300171650514315601740817
Two or more racesSchool693010
Division693010
State222313111283616089
Students with DisabilitiesSchool22419040
Division22419040
State946531134691091067120
Economically DisadvantagedSchool2158801011
Division2158801011
State921814811194032621251240
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 SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students42338390.538390.5174
Female20419495.119495.162.9
Male21918986.318986.3115
American Indian0<100<10000
Asian0<100<10000
Black363083.33083.312.8
Hispanic14141001410000
White35131890.631890.6154.3
Two or more races191894.71894.715.3
Students with Disabilities494591.84591.848.2
Economically Disadvantaged1088780.68780.6109.3
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken60 / 3.35%109 / 6.19%59 / 3.41%
Advanced Placement Course Enrollment128 / 7.15%194 / 11.02%120 / 6.94%
Dual Enrollment384 / 21.44%408 / 23.17%398 / 23.01%
Governor’s School Enrollment27 / 1.51%21 / 1.19%16 / .92%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsSchool41922347
Division41922347
State807645806228
FemaleSchool22014036
Division22014036
State410163155223
MaleSchool1998358
Division1998358
State397482651033
American IndianSchool0<100
Division0<100
State25416635
AsianSchool0<100
Division0<100
State5269454514
BlackSchool442348
Division442348
State175771162334
HispanicSchool14<100
Division14<100
State7574489435
Native HawaiianSchool0<100
Division0<100
State1147732
WhiteSchool33117946
Division33117946
State467663441226
Two or more racesSchool19<100
Division19<100
State3210234527
Students with DisabilitiesSchool30<100
Division30<100
State5865307548
Economically DisadvantagedSchool1205257
Division1205257
State228881345141
English LearnersSchool0<100
Division0<100
State5050327035
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
2013-20142014-20152015-2016
NOCTI AssessmentsSchool533850
 Division533850
 State502439714139
State LicensuresSchool191013
 Division191013
 State90516731790
Industry CertificationSchool23134297
 Division23134297
 State6932189541100544
Workplace ReadinessSchool129314275
 Division129314275
 State283493366530775
Total Credentials EarnedSchool224496635
 Division224496635
 State103599128850137248
Students Earning One or More CredentialsSchool203408423
 Division203408423
 State86257104867109089
CTE CompletersSchool185181149
 Division185181149
 State419243929142404
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 TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10117511264%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students851468759.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9217411163.8%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
60.762.463.3

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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 FundingStateFederal
2012-20134,530.004,723.00796.00
2013-20144,251.004,894.00621.00
2014-20154,384.005,093.00597.00

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 FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
Subgroup0%-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 Students1389229761701415207821461346223102156136121090120
Female668114417669611136736491174380666955052
Male721115359471996467369710659766951154068
American Indian7302000000000000
Asian15112171111610113102
Black124209101391739132186131202378
Hispanic55622547345673153534
Native Hawaiian00000000
White11321906114411431727112210731848613110971627796
Two or more races5593105793106611787319210
Students with Disabilities1372782714019816140331315144301115
Economically Disadvantaged3498334874308737823721015281355923666
English Learners0000810100000000
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

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students93.0992.6292.55
Female93.0392.6292.56
Male93.1592.6292.53
American Indian91.7487.9893.63
Asian94.9994.7594.36
Black94.6293.8693.81
Hispanic93.9894.5993.84
White92.8992.4392.45
Two or more races92.5591.9390.83
Students with Disabilities93.2792.2992.03
Economically Disadvantaged90.9890.1889.98
English Learners95.8296.4289.79
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses44
Technology Offenses11
Offenses Against Student13
Offenses Against Staff<
Weapons Offenses11
Property Offenses14
All Other Offenses54
Other Offenses Against Persons118
Disorderly or Disruptive Behavior Offenses196
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.335.95.398.9.3471.5
Asian1.1171.022.867
Black9.04513.279.1438.568.84411.65
Hispanic3.6851.423.748.93.5843.01
Native Hawaiian.056
White81.6375.3680.7579.2880.75175.94
Two or more races4.13294.9410.365.6077.89
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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.335.398.347
Asian1.1171.022.867
Black9.04511.769.1438.84422.22
Hispanic3.6853.7487.693.584
Native Hawaiian.056
White81.6376.4780.7584.6280.75155.56
Two or more races4.13211.764.947.695.60722.22
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.335.398.347
Asian1.1171.022.867
Black9.0459.1438.844
Hispanic3.6853.748503.584
Native Hawaiian.056
White81.6310080.755080.75180
Two or more races4.1324.945.60720
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students29.6228.2828.51
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students19.0923.6921.91
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students73.1673.6974.65
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
 2014-20152015-2016
Provisional Special Education0%0%
Provisional4%6%
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.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
School
This school---
Division
All Schools---
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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: 2015-2016

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 DegreeMaster's DegreeDoctoral DegreeOther
2013-201441%52%4%3%
2014-201540%54%2%4%
2015-201639%53%3%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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