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General school information

Category: Combined (07-12) School
Phone: 703-924-7400
Address: 7630 Telegraph Rd Alexandria, VA 22315
Principal: Mr. Martin E Grimm
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax 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

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
English75838284838484YES
Mathematics70767279757777YES
History70909089909190YES
Science70808180808381YES
Graduation and Completion Index85959597969696YES
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118473161284711611827118
Female148773131586711413857215
Male88173191081711910796921
American Indian<100<0<100<0<100<0
Asian109181914938071691769
Black677712387668246736727
Hispanic578732277366274726728
Native Hawaiian<<<<<100<0<<<<
White1889711119917291891739
Two or more races13897611129381717897211
Students with Disabilities241385923937614494551
Economically Disadvantaged573682767165293696731
English Learners163623725350473656235
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158368171683671714816819
Female178467162290691016846916
Male128169191177662312786722
Asian1595815149278816907410
Black11746326107767239756625
Hispanic876692477164295716729
White208666142989611119856715
Two or more races2392698139279828906310
Students with Disabilities231296953631645444056
Economically Disadvantaged866573467266284696531
English Learners-494951-5858424746926
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107465261478642214776323
Female148167191478642215846916
Male56863321478642213705730
Asian5878213179275821906910
Black5656035106858325625738
Hispanic2626038116655347625538
Native Hawaiian<<<<<100<0
White228462161887691323906710
Two or more races10857515189375715856915
Students with Disabilities125247522422765332967
Economically Disadvantaged3646136106353371585742
English Learners237356374033602464354
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students99284878982115908510
Female129382789082104878313
Male6918596898311592878
American Indian<100<0<100<0<100<0
Asian109080101097873397943
Black490861058478164827818
Hispanic59388718180191848316
White1495815129584510100900
Two or more races4888313493897-95955
Students with Disabilities3636037-5656442737127
Economically Disadvantaged489841117978213848116
English Learners1878613-606040-696931
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212880522020775723
Female308656143285521528845616
Male167357272477522314725828
Asian268762133189591128865814
Black147156292075552512685532
Hispanic187356271568533213695731
Native Hawaiian<<<<<100<0<<<<
White338754133988491230895911
Two or more races238158194585401518745626
Students with Disabilities131316923433665454055
Economically Disadvantaged12715829126755339625338
English Learners263623724442563535047
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955312171492921725128
Female208060202676502431835217
Male95949411766483413635037
Asian178367172282601827825518
Black65650441364513614594641
Hispanic96152391355434512604840
Native Hawaiian<<<<<100<0
White247955213181501931845316
Two or more races197657244478332216745826
Students with Disabilities-13138721513854252175
Economically Disadvantaged762553895243485524748
English Learners-383862-1818822424058
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308858123489551119846516
Female38905310389354724866214
Male228563153086561416836717
Asian3290581039975732994656
Black218362172684581611776623
Hispanic268559151883651713796621
White389254845944962996674
Two or more races27865914469246822745226
Students with Disabilities250485025048505666134
Economically Disadvantaged177962211582671813746126
English Learners274722636662343666334
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107464261177662314766224
Female127765231282701815796421
Male8716329972632813725928
American Indian<100<0<100<0<<<<
Asian208666142088681224906610
Black668623257065309665634
Hispanic666613456964318675933
Native Hawaiian<<<<<<<<<<<<
White137966211584701617836617
Two or more races108372171478642216826618
Students with Disabilities136356413837622343266
Economically Disadvantaged664593666761338655735
English Learners254514625250486615539
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257554325654441585742
Female46056403696631-565644
Male-54544614645541595841
Asian-626238-787823-717129
Black151494914442561525148
Hispanic452484815251481494851
White26765334646036-626238
Two or more races-5050504565244-828218
Students with Disabilities-9991-121288-262674
Economically Disadvantaged-464654-4949511484752
English Learners-303070-3131692585642
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students868613286860328665834
Female9736527117261288766724
Male764573656458367575043
Asian148874121086761412857315
Black656504445955414524848
Hispanic763573775447464494551
Native Hawaiian<<<<<100<0
White37370271178672312756325
Two or more races19816219177457263747126
Students with Disabilities-171783-232377-232377
Economically Disadvantaged360574045147496524648
English Learners3282573-2020809564744
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students678732278578158827418
Female685791588880129847516
Male673672758176197797321
American Indian<100<0<100<0<100<0
Asian129179914917791594796
Black372692858075205726728
Hispanic471672928079207756825
Native Hawaiian<100<0<100<0<100<0
White984741688779136888212
Two or more races-91919109787315857015
Students with Disabilities1535247-5454463312869
Economically Disadvantaged470663037673244716729
English Learners2656335-6565352646236
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137159291777602317826418
Female157358271882641818856615
Male117059301774572616786222
American Indian<100<0<100<0<100<0
Asian32845116398748132893647
Black264623687063308726428
Hispanic663573786658349746426
Native Hawaiian<100<0<100<0<100<0
White197657242589641122896711
Two or more races57974211978592231885613
Students with Disabilities-3333674332967-424258
Economically Disadvantaged8625438126856328736527
English Learners348455245248485575243
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198767131689731129815119
Female23866214179376730835317
Male168772131586711429785022
Asian299466629926385395415
Black14857115785791523714829
Hispanic108070201089791113776423
Native Hawaiian<<<<<<<<<<<<
White25886313199273836865014
Two or more races23926982482591827855815
Students with Disabilities560554026967315494451
Economically Disadvantaged16826618985761520765524
English Learners3797621584791610726228
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117968211379672113826918
Female118069201481671914857115
Male117867221278662212806820
American Indian<<<<<100<0<<<<
Asian168569151788711220907010
Black573682787366277756825
Hispanic670643046965316696431
Native Hawaiian<<<<<<<<<100<0
White17866914208667142092718
Two or more races11867514198970111392798
Students with Disabilities243415733936613535047
Economically Disadvantaged566623466458365706430
English Learners1525148-4343573615839
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6787222975662510817019
Female579742197264289857615
Male77670241078672211776623
Asian8908210581761915857115
Black269673157166295726728
Hispanic269673156358375656035
Native Hawaiian<<<<<100<0
White11867514168266181892738
Two or more races585801522896711395925
Students with Disabilities-42425822321774534947
Economically Disadvantaged267653335351471626038
English Learners-393961-242476-535347
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168064201684681615847016
Female198566152087671315867114
Male157762231382691815836817
American Indian<100<0<100<0<<<<
Asian25876213199375716897311
Black8756825127664248807220
Hispanic1165543547773235736827
Native Hawaiian<100<0<<<<
White2690641025916692492688
Two or more races69184928976933396634
Students with Disabilities243405754642542424058
Economically Disadvantaged764573687163296726628
English Learners-515149-4545553666334
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271374612616806420
Female107363271379652120836417
Male107363271370573012766424
American Indian<<<<<100<0<100<0
Asian17796121298858123294626
Black667613376559359706230
Hispanic265633555955418645736
Native Hawaiian<100<0<<<<<100<0
White147966211984651621896811
Two or more races19785922778702213877313
Students with Disabilities228267242420765423758
Economically Disadvantaged5615739659534111705930
English Learners1525148-4141598524448
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790831078981116878113
Female58782137918495837817
Male9938477878013791849
American Indian<100<0<100<0
Asian4807620595895-888813
Black288861228988113797621
Hispanic69287848480164827818
Native Hawaiian<<<<<100<0<100<0
White15968141488751214100860
Two or more races<100<0<100<0-858515
Students with Disabilities6746826-7070302807820
Economically Disadvantaged583791777973211797821
English Learners4797521-7676242807820
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238967112488641225906510
Female228967112388651226906510
Male238967112689631124896511
American Indian<100<0<100<0<100<0
Asian289466630966643095665
Black158772131883661718856715
Hispanic138269181379662116836717
Native Hawaiian20907010<<<<<100<0
White339361735946063596614
Two or more races2494706279569529906010
Students with Disabilities763573786052409605240
Economically Disadvantaged128170191477642313806720
English Learners674682656358378746626
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19937472490661019907110
Female18927482188671318887012
Male209475627926582092728
American Indian<100<0<100<0<100<0
Asian189678429956652593687
Black15947961783661714867214
Hispanic13887512148469167888112
Native Hawaiian<<<<<<<<<100<0
White269569535966242997683
Two or more races20957551610084029795021
Students with Disabilities572672846157399665734
Economically Disadvantaged10887812138471169827418
English Learners284811667165293767424
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22906810258863122491669
Female2391679268863122892648
Male208968112488631221896911
American Indian<100<0<100<0<100<0
Asian349460630966642497733
Black148874121883651719876813
Hispanic118170191279672118846716
Native Hawaiian<100<0<<<<
White319564536935773193627
Two or more races199172930976733596624
Students with Disabilities970613095950414555145
Economically Disadvantaged107969211177662312796721
English Learners875672545653445767124
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19876713218766133091629
Female178669141988691230906010
Male22886612238764133093637
American Indian<100<0<100<0
Asian269165932956353894566
Black138572151482671822896611
Hispanic117767231178662227876013
Native Hawaiian<100<0<100<0<100<0
White279163932956453895575
Two or more races16927681288771226100740
Students with Disabilities65751431368553215685232
Economically Disadvantaged128169191375622523906710
English Learners7726628367643320785922
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318756132788611227875913
Female32885612258762132791649
Male308657142989601128835517
Asian349359729976833596604
Black188163192285631516786322
Hispanic188163191579632114735927
Native Hawaiian<100<0<100<0
White489244837925684298562
Two or more races45100550469650427865914
Students with Disabilities755484565145494524848
Economically Disadvantaged157762231874562612736127
English Learners755484575648448686032
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
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 7458445441
Grade 8440450447
Grade 9540502532
Grade 10502535492
Grade 11459500563
Grade 12516477488
Total Students2,9152,9092,963
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

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 Students291529092963
Female138513981436
Male153015111527
American Indian6109
Asian410416431
Black795786809
Hispanic597581629
Native Hawaiian11139
White927911876
Two or more races169192200
Students with Disabilities411394431
Not Students with Disabilities250425152532
Economically Disadvantaged672577889
Not Economically Disadvantaged224323322074
English Learners389583559
Not English Learners252623262404
Homeless8925
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 StudentsSchool26318260159
Division88653728301501014151
State4978334420270895255071972
FemaleSchool132812065
Division458816081061233453
State27214151989353321880682
MaleSchool1311014094
Division427721201953868098
State2256919222177362036271290
American IndianSchool<<<<0<
Division16100030
State123127114274
AsianSchool47110010
Division21814283455324
State45731128821711553
BlackSchool66654031
Division6886385767928
State79241059610702191502852
HispanicSchool35471092
Division115311651001178366
State47504926291891962258
Native HawaiianSchool<<<<0<
Division1290001
State62634043
WhiteSchool93501024
Division43721300101258726
State299871610711575791723708
Two or more racesSchool1960002
Division4431789396
State23641473934417494
Students with DisabilitiesSchool2486021
Division3191071301171447
State1022603427081331173104
Economically DisadvantagedSchool61742085
Division121314461331144546
State959515818159442726441138
English LearnersSchool274240120
Division6361107141779717
State1518329526534162681
HomelessSchool<<<<<<
Division2676140762
State203616882423757
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 Students47545194.945194.9153.2
Female22621595.121595.162.7
Male24923694.823694.893.6
American Indian0<100<10000
Asian595898.35898.311.7
Black13913597.113597.132.2
Hispanic948388.38388.399.6
Native Hawaiian0<100<10000
White150144961449621.3
Two or more races272592.62592.600
Students with Disabilities595694.95694.923.4
Economically Disadvantaged15013791.313791.385.3
English Learners857385.97385.91214.1
Homeless0<<<<<<
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 Taken714 / 35.43%692 / 34.31%662 / 32.92%
Advanced Placement Course Enrollment715 / 35.48%693 / 34.36%668 / 33.22%
Dual Enrollment - - -
Governor’s School Enrollment - - -
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

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 StudentsSchool44637416
Division120461011116
State800255758028
FemaleSchool22420110
Division5908508414
State404623112723
MaleSchool22217322
Division6138502718
State395632645333
American IndianSchool0<100
Division211910
State25416535
AsianSchool696210
Division2514221712
State5267459213
BlackSchool1119911
Division118899416
State171671128234
HispanicSchool977622
Division1939131132
State8077522135
Native HawaiianSchool0<100
Division161131
State1147336
WhiteSchool14411917
Division5824509213
State457593374926
Two or more racesSchool231630
Division54446714
State3387249826
Students with DisabilitiesSchool503334
Division111979429
State5663303146
Economically DisadvantagedSchool1209719
Division2389173028
State224061294742
English LearnersSchool1069015
Division2124152228
State5211340435
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---
 Division37--
 State397141393623
State LicensuresSchool419
 Division133160141
 State167317901964
Industry CertificationSchool694553533
 Division132921172313871
 State89541100544109590
Workplace ReadinessSchool281297503
 Division728466467555
 State336653077542313
Total Credentials EarnedSchool9798511045
 Division207461852921567
 State128850137248157490
Students Earning One or More CredentialsSchool772664781
 Division178721597518784
 State104867109089126113
CTE CompletersSchool223234202
 Division429848604821
 State392914240440516
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 Students634111658852.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students716141768548.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students692148076651.8%
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
67.367.868

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
2013-201410,402.003,125.00606.00
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00

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 Students26961475853274714154562756154486827501645691
Female1275742626129563273313178624291328782036
Male1421733227145278272314396824391422863655
American Indian0000000000000000
Asian36421553881886391164134032156
Black787299117872510137792451677633922
Hispanic544321814581311214565461512556411619
Native Hawaiian1100010100902012102
White854572317835582119846591725820581935
Two or more races1298351428331589521751076
Students with Disabilities35228141935130142135932431367281025
Economically Disadvantaged923543024909522225873682122859612838
English Learners48224974422161137524920567331416
Homeless26503327222336035234
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
Subgroup2014-20152015-20162016-2017
All Students96.2396.4995.99
Female96.0796.3795.99
Male96.3796.695.98
American Indian87.5497.8992.31
Asian96.6496.8896.94
Black97.2397.3296.67
Hispanic95.8495.895.33
Native Hawaiian93.8694.6592.29
White95.696.0695.47
Two or more races95.6296.595.91
Students with Disabilities94.5394.7494.68
Economically Disadvantaged95.996.2695.36
English Learners96.4896.3196.43
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 Offenses26
Technology Offenses<
Offenses Against Student35
Offenses Against Staff<
Weapons Offenses<
Property Offenses11
All Other Offenses12
Other Offenses Against Persons64
Disorderly or Disruptive Behavior Offenses80
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 Indian0.1730.2060.344
Asian14.1131.7514.0651.0414.3155.17
Black27.29251.7527.27356.2527.04751.72
Hispanic21.06528.9520.4817.7119.99312.93
Native Hawaiian0.3460.3770.447
White31.68513.1631.80121.8831.34917.24
Two or more races5.3274.395.7983.136.60712.93
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 Indian0.1730.2060.344
Asian14.11314.06514.31516.67
Black27.29255.5627.27310027.04716.67
Hispanic21.06544.4420.4819.993
Native Hawaiian0.3460.3770.447
White31.68531.80131.34950
Two or more races5.3275.7986.60716.67
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 Indian0.1730.2060.344
Asian14.11314.06514.315
Black27.29227.27327.047
Hispanic21.06520.4819.993
Native Hawaiian0.3460.3770.447
White31.68531.80131.349
Two or more races5.3275.7986.607
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 Students30.4229.0928.34
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 Students24.0819.0225.18
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 Students72.7177.0381.08
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 Education1%2%
Provisional2%2%
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-4%2%
Division
All Schools100%2%2%
High Poverty100%1%2%
Low Poverty100%2%1%
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
2014-201522%75%1%2%
2015-201623%73%1%3%
2016-201726%70%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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