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General school information

Category: High (09-12) School
Phone: 757-825-4430
Address: 1491 W Queen St Hampton, VA 23669
Principal: Ms. Tiffany D. Hardy
Superintendent: Dr. Jeffery O. Smith
Region: 2
Division: Hampton City 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

Fully Accredited

Title I Improvement Status

Not Applicable

Reward School Status


Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

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
  2014-20152015-20162016-2017 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75777578777576YES
Mathematics70775868656771YES-3YR
History70797864737673YES
Science70727269727371YES
Graduation and Completion Index85899194919593YES
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811648075204757225
Female486821458277184817719
Male181801947773233696531
American Indian<<<<<100<0<<<<
Asian7867914<<<<20100800
Black383801737875222747126
Hispanic-95955<<<<793867
Native Hawaiian<<<<<<<<
White-808020-969645787323
Two or more races-10010001981631910807020
Students with Disabilities-575743104535558382963
Economically Disadvantaged175732527573253726828
English Learners8423358<<<<4524848
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811648075204757225
Female486821458277184817719
Male181801947773233696531
American Indian<<<<<100<0<<<<
Asian7867914<<<<20100800
Black383811737875222747126
Hispanic-95955<<<<793867
Native Hawaiian<<<<<<<<
White-808020-969645787323
Two or more races-10010001981631910807020
Students with Disabilities-565644104535558382963
Economically Disadvantaged175732527573253726828
English Learners8423358<<<<4524848
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students669633156660348685933
Female9726328773662711756425
Male367643345954415605440
American Indian<<<<<<<<<<<<
Asian<<<<2575502529865714
Black567623336359376655935
Hispanic-71712957773232494716
White168266181176662415695431
Two or more races-737327227856228847616
Students with Disabilities333306853025706322668
Economically Disadvantaged564593626159396615539
English Learners-333367-1919815454155
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students669633156660348685933
Female9726328773662711756425
Male367643345954415605440
American Indian<<<<<<<<<<<<
Asian<<<<2575502529865714
Black567623336359376655935
Hispanic-71712957773232494716
White168266181176662415695431
Two or more races-737327227856228847616
Students with Disabilities333306853025706322668
Economically Disadvantaged564593626159396615539
English Learners-333367-1919815454155
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368663236966312626038
Female371682927573252666434
Male266643446359372585742
American Indian<<<<<<<<<<<<
Asian793867249268825815619
Black266643416664341605940
Hispanic37471267817419-747426
Native Hawaiian<<<<<<<<
White678722268176197756825
Two or more races98273185706530-686832
Students with Disabilities138366344540556383262
Economically Disadvantaged165643526564352595741
English Learners-59594138482166736727
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-606040-585842-646436
Female-676733-676733-707030
Male1555445-515149-606040
American Indian<<<<<<<<
Asian<100<0<100<0<<<<
Black1605940-545446-616139
Hispanic<<<<<<<<-868614
Native Hawaiian<100<0<<<<
White-535347-757525-828218
Two or more races<<<<-626238<100<0
Students with Disabilities-343466-424258-424258
Economically Disadvantaged-575743-565644-626238
English Learners-646436-818119-93937
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-6362371636237-505050
Female-6060401706930-525248
Male165643525553451494851
American Indian<<<<<<<<
Asian<<<<<<<<<<<<
Black-595941-636237-474753
Hispanic-717129<<<<-676733
Native Hawaiian<<<<
White481781947571254605640
Two or more races<<<<-505050-676733
Students with Disabilities-424258-393961-131388
Economically Disadvantaged-6161391616039-464654
English Learners-434357-808020-484852
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students782751868679144747026
Female883761758984114777323
Male681751988375173696631
Asian<100<03192628<100<0
Black579742148379171727128
Hispanic8928389100910-707030
White1291799129281813837017
Two or more races20937378100920-646436
Students with Disabilities-292971<<<<-535347
Economically Disadvantaged479762148380173706730
English Learners<<<<<100<01592778
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students370673047469264676433
Female272702847672244716729
Male367643347166293636037
American Indian<<<<<<<<<<<<
Asian158065201592778892848
Black267653327169292636137
Hispanic-8484166918695747026
Native Hawaiian<<<<<100<0<<<<
White108574151583681710867614
Two or more races5686332148066206766924
Students with Disabilities141405954136592292771
Economically Disadvantaged164623626967313615839
English Learners-454555-525248-737327
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369673147167292646136
Female171702947671243706730
Male467633336663342575543
American Indian<<<<<<<<<<<<
Asian<100<0-838317<100<0
Black165643526867321595841
Hispanic-9595568881134676333
Native Hawaiian<<<<<<<<
White12837117158368189847516
Two or more races11796821157560254837817
Students with Disabilities-3535652403760-131387
Economically Disadvantaged163623726665342575543
English Learners-353565-474753-646436
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6746826785771511726128
Female8847616890831012756425
Male465603577871229685832
Asian30906010<100<0<<<<
Black472682838077208696131
Hispanic-808020<100<0991829
White11827118269568519765724
Two or more races<<<<1710083015856915
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged472682848177198645736
English Learners<100<0<100<0-707030
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167663327068301696831
Female-66663416967311686832
Male168673237169291706930
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<100<0
Black-6766331686732-666534
Hispanic<<<<-92928<<<<
Native Hawaiian<<<<<100<0
White69488677568255100950
Two or more races-585842-646436-545446
Students with Disabilities-555545-353565-383862
Economically Disadvantaged-60604016665341656435
English Learners-333367-535347-888813
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students465623577770237746726
Female464603667771237767024
Male467643387769237716429
American Indian<<<<<100<0<<<<
Asian148673142880522018866814
Black262603847470265706630
Hispanic574692639087105868114
Native Hawaiian<<<<<100<0<<<<
White1484701621927182194736
Two or more races137865221180702016826718
Students with Disabilities142415845652445363164
Economically Disadvantaged156554447369276696331
English Learners-484853373702711726128
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students770633077871226787322
Female870623057772235807520
Male670643087970217777023
American Indian<<<<<100<0<<<<
Asian21795721<<<<<<<<
Black367643347672244767224
Hispanic13695631<<<<1792758
Native Hawaiian<<<<<100<0
White23906710269670417100830
Two or more races2179582115927787807320
Students with Disabilities-4242584575443-464654
Economically Disadvantaged359564147370274757225
English Learners-383862<<<<10766724
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267653347167292636038
Female166653457166293706730
Male368663237168292575543
American Indian<<<<<100<0<<<<
Asian<100<0<<<<<100<0
Black164633646964311595841
Hispanic-717129-91919-797921
Native Hawaiian<100<0<100<0<<<<
White13837017380772010908110
Two or more races7878013-71712925835817
Students with Disabilities-424258-464654-232377
Economically Disadvantaged-59584156964311565544
English Learners-545446-828218-737327
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15756431081711912827018
Female1545346881731911806920
Male26259381381681913847216
Asian<100<033835017<<<<
Black152514857773239807120
Hispanic-8282188100920-91919
White4797521331006703591579
Two or more races86758332080602013816919
Students with Disabilities-272773<<<<<<<<
Economically Disadvantaged-484852477732311776623
English Learners<<<<<<<<<<<<
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-828218<100<014776323
Female<<<<<100<018765924
Male<<<<11786722
Asian<100<0<100<0
Black<<<<7746726
Hispanic<100<0<100<0
Students with Disabilities<100<0<100<0
Economically Disadvantaged<<<<17755825
English Learners<<<<<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

2016-20172017-20182018-2019
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Grade 9492499532
Grade 10383369376
Grade 11340308338
Grade 12311303255
Total Students1,5261,4791,501
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

2017 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
Subgroup2015-20162016-20172017-2018
All Students152614791501
Female775743754
Male751736747
American Indian71012
Asian434534
Black116911481178
Hispanic686063
Native Hawaiian222
White159139138
Two or more races787574
Students with Disabilities197205219
Not Students with Disabilities132912741282
Economically Disadvantaged706734914
Not Economically Disadvantaged820745587
English Learners705866
Not English Learners145614211435
Homeless4326
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 2017: 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 2016-2017 Cohort
Student SubgroupSchoolAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsSchool14320783105
Division59173457423750
State4978334419271095854981970
FemaleSchool94934151
Division33733523141120
State27214151999363331873682
MaleSchool491144254
Division25439934282630
State2256919220177462536251288
American IndianSchool<<<<0<
Division<<<<0<
State123127114274
AsianSchool1030000
Division22120000
State45731128821711553
BlackSchool971726174
Division32350642152735
State79241059810702211500849
HispanicSchool691000
Division25311002
State47504926292891961258
Native HawaiianSchool<<<<0<
Division<<<<0<
State62634043
WhiteSchool14161230
Division1751451326811
State299871610411585831717709
Two or more racesSchool1550001
Division41331122
State23641473934417494
Students with DisabilitiesSchool0278160
Division590576181
State1022603427101341173104
Economically DisadvantagedSchool611307243
Division21041234251738
State959515820159443026401137
English LearnersSchool4111000
Division6121000
State1518329526534162581
HomelessSchool<<<<<<
Division6176320
State203616882523657
Foster CareSchool<<<<0<
Division<<<<<<
State4413725104724
Military ConnectedSchool470000
Division19211000
State175295542122029
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 Students37635895.236196102.7
Female19819196.51929752.5
Male17816793.816994.952.8
American Indian0<100<10000
Asian13131001310000
Black28727595.827696.272.4
Hispanic16161001610000
Native Hawaiian0<100<10000
White363186.13391.738.3
Two or more races212095.22095.200
Students with Disabilities423583.33685.7614.3
Economically Disadvantaged20719895.720096.641.9
English Learners16161001610000
Homeless0<<<<<<
Foster Care0<<<<00
Military Connected11111001110000
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken -60 / 3.93%56 / 3.79%
Advanced Placement Course Enrollment -335 / 21.95%310 / 20.96%
Dual Enrollment - -50 / 3.38%
Governor’s School Enrollment -4 / .26%6 / .41%
IB Course Enrollment -147 / 9.63%134 / 9.06%
Senior Enrolled in IB Program -70 / 4.59%57 / 3.85%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 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.

2014-2015 FGI cohort year (students entering high school in 2011)
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 StudentsSchool32318343
Division127878738
State800295758128
FemaleSchool16410536
Division65546829
State404633112723
MaleSchool1597851
Division62331949
State395662645433
American IndianSchool0<100
Division0<100
State25416535
AsianSchool11<100
Division312616
State5267459213
BlackSchool24213146
Division77847339
State171681128234
HispanicSchool10<100
Division533436
State8078522135
WhiteSchool412832
Division34721438
State457613375026
Two or more racesSchool17<100
Division663842
State3387249826
Students with DisabilitiesSchool22<100
Division1024358
State5663303146
Economically DisadvantagedSchool1738949
Division57732344
State224091294842
English LearnersSchool151127
Division221341
State5212340435
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
2014-20152015-20162016-2017
NOCTI AssessmentsSchool-1823
 Division-106115
 State-41393623
State LicensuresSchool-64
 Division-4127
 State-17901964
Industry CertificationSchool-283306
 Division-12741373
 State-100544109590
Workplace ReadinessSchool-206328
 Division-9811202
 State-3077542313
Total Credentials EarnedSchool-513661
 Division-24022717
 State-137248157490
Students Earning One or More CredentialsSchool-333438
 Division-14431672
 State-109089126113
CTE CompletersSchool-195179
 Division-848849
 State-4240440516
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 Students3183654412.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students3183523610.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students59731926%
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
64.463.364.1

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
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

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
2013-20143,547.005,896.00982.00
2014-20153,818.005,880.001,031.00
2015-20163,682.005,919.001,063.00

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 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
2013-20142014-20152015-20162016-2017
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 Students136316866174128813677145127214374168124413589144
Female697923270673642964640713785625744465
Male6667634104615724881632723783619614579
American Indian0000000080225224
Asian63215511064000143111
Black101312843140961113581109701175713294511173119
Hispanic57411856061053621052418
White1682571613913101612817101712511115
Two or more races57845748337133672617
Students with Disabilities160261336160261722170191139150351328
Economically Disadvantaged84112748136750106531037531085912273810066105
English Learners69886604396067463262
Homeless4593835148124015414171279
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
Subgroup2015-20162016-20172017-2018
All Students93.593.7692.21
Female93.293.9292.39
Male93.8193.692.04
American Indian89.588.9985.73
Asian97.5397.8697.34
Black93.493.5992.09
Hispanic92.9292.7392.02
Native Hawaiian98.8599.2490.26
White92.7994.4793.09
Two or more races95.1193.9591.38
Students with Disabilities91.6391.7688.17
Economically Disadvantaged92.6692.9490.97
English Learners94.5595.4794.63
Foster Care86.1783.54
Military Connected95.5896.8496.35
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

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses19
Technology Offenses98
Offenses Against Student30
Offenses Against Staff22
Weapons Offenses<
Property Offenses13
All Other Offenses<
Other Offenses Against Persons99
Disorderly or Disruptive Behavior Offenses568
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
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4020.250.4590.950.6760.99
Asian3.6890.252.8180.383.0430.66
Black74.58191.0976.60690.6877.6288.3
Hispanic4.3591.734.4561.714.0570.99
Native Hawaiian0.2010.1310.190.135
White11.2683.7110.4192.099.3983.95
Two or more races5.52.975.1113.995.0715.11
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

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
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4020.4590.676
Asian3.689102.8183.043
Black74.5819076.60694.1277.6285.71
Hispanic4.3594.4564.057
Native Hawaiian0.2010.1310.135
White11.26810.4195.889.398
Two or more races5.55.1115.07114.29
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
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4020.4590.676
Asian3.6892.8183.043
Black74.58176.60610077.62100
Hispanic4.3594.4564.057
Native Hawaiian0.2010.1310.135
White11.26810.4199.398
Two or more races5.55.1115.071
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students57.6957.1858.91
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 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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students33.2130.8327.01
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students76.4276.0973.71
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
 2015-20162016-2017
Provisional Special Education3%2%
Provisional12%8%
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
 2014-20152015-20162016-2017
School
This school---
Division
All Schools---
High Poverty-1%-
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%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: 2016-2017

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
2015-201639%56%1%4%
2016-201739%55%1%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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