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Henrico High

General school information

Category: High (09-12) School
Phone: 804-228-2700
Address: 302 Azalea Ave Richmond, VA 23227
Principal: Karin G. Castillo-Rose
Superintendent: Dr. Amy E Cashwell
School Number: 610
Region: 1
Division: Henrico County Public Schools
Division Number: 43
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Three

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 71 82 18 7 72 79 21 5 76 82 18
Female 13 73 86 14 7 76 83 17 5 83 87 13
Male 8 69 76 24 7 67 74 26 6 67 73 27
American Indian < < 100 0 < < 100 0
Asian 38 63 100 0 21 72 92 8 10 86 96 4
Black 6 71 77 23 3 70 72 28 3 73 76 24
Hispanic 10 80 90 10 < < 100 0 - 60 60 40
White 15 79 94 6 18 80 98 3 13 85 98 2
Two or more races 27 73 100 0 15 77 92 8 7 87 93 7
Students with Disabilities 16 20 36 64 4 27 31 69 13 33 46 54
Students without Disabilities 10 79 89 11 8 79 86 14 4 83 88 12
Economically Disadvantaged 7 65 72 28 3 65 69 31 3 71 73 27
Not Economically Disadvantaged 15 79 93 7 11 78 89 11 8 81 89 11
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 83 17 7 72 79 21 5 76 82 18
Female 13 73 87 13 7 76 83 17 5 83 87 13
Male 8 71 79 21 7 67 74 26 6 67 73 27
American Indian < < 100 0 < < 100 0
Asian 38 63 100 0 21 72 92 8 10 86 96 4
Black 6 72 78 22 3 70 72 28 3 73 76 24
Hispanic 10 80 90 10 < < 100 0 - 60 60 40
White 15 79 94 6 18 80 98 3 13 85 98 2
Two or more races 27 73 100 0 15 77 92 8 7 87 93 7
Students with Disabilities 18 20 39 61 4 27 31 69 13 33 46 54
Students without Disabilities 10 79 89 11 8 79 86 14 4 83 88 12
Economically Disadvantaged 7 66 73 27 3 65 69 31 3 71 73 27
Not Economically Disadvantaged 15 79 94 6 11 78 89 11 8 81 89 11
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 49 68 32 17 50 67 33 20 40 61 39
Female 21 53 74 26 19 56 75 25 25 45 70 30
Male 17 43 61 39 15 41 56 44 14 35 50 50
Asian 70 22 93 7 69 26 94 6 69 29 98 2
Black 8 51 59 41 3 53 57 43 6 41 47 53
Hispanic 15 77 92 8 25 33 58 42 9 64 73 27
White 30 61 91 9 43 54 96 4 51 42 93 7
Two or more races 38 38 75 25 13 53 67 33 < < < <
Students with Disabilities 12 17 29 71 6 13 19 81 17 13 31 69
Students without Disabilities 20 54 74 26 18 54 72 28 21 45 66 34
Economically Disadvantaged 8 47 56 44 3 50 53 47 8 39 47 53
Not Economically Disadvantaged 31 51 83 17 35 49 84 17 34 42 76 24
English Learners 18 36 55 45 < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 49 68 32 17 50 67 33 20 40 61 39
Female 21 53 74 26 19 56 75 25 25 45 70 30
Male 17 43 61 39 15 41 56 44 14 35 50 50
Asian 70 22 93 7 69 26 94 6 69 29 98 2
Black 8 51 59 41 3 53 57 43 6 41 47 53
Hispanic 15 77 92 8 25 33 58 42 9 64 73 27
White 30 61 91 9 43 54 96 4 51 42 93 7
Two or more races 38 38 75 25 13 53 67 33 < < < <
Students with Disabilities 12 17 29 71 6 13 19 81 17 13 31 69
Students without Disabilities 20 54 74 26 18 54 72 28 21 45 66 34
Economically Disadvantaged 8 47 56 44 3 50 53 47 8 39 47 53
Not Economically Disadvantaged 31 51 83 17 35 49 84 17 34 42 76 24
English Learners 18 36 55 45 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 10 59 69 31 8 68 76 24
Female 9 69 78 22 12 61 73 27 9 71 79 21
Male 8 56 64 36 7 57 64 36 6 66 72 28
Asian 52 41 93 7 49 43 92 8 42 51 93 7
Black 3 62 65 35 2 60 62 38 3 67 70 30
Hispanic - 86 86 14 4 72 76 24 14 76 90 10
White 21 73 94 6 26 64 90 10 12 85 97 3
Two or more races 3 84 87 13 13 57 70 30 5 86 90 10
Students with Disabilities 7 33 40 60 3 23 26 74 10 45 55 45
Students without Disabilities 9 66 75 25 11 64 75 25 7 72 79 21
Economically Disadvantaged 2 62 64 36 4 55 59 41 4 68 72 28
Not Economically Disadvantaged 17 64 81 19 19 64 83 17 13 69 82 18
English Learners 16 41 56 44 3 57 60 40 - 78 78 22
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 68 68 32 1 60 61 39 - 71 71 29
Female - 74 74 26 1 61 62 38 - 79 79 21
Male 1 62 62 38 1 59 59 41 1 63 64 36
Asian < < < < 8 77 85 15 < < < <
Black - 66 66 34 - 58 58 42 - 67 68 32
Hispanic - 90 90 10 < < < < - 90 90 10
White - 83 83 17 - 80 80 20 - 100 100 0
Two or more races - 82 82 18 < < < < - 90 90 10
Students with Disabilities - 42 42 58 1 21 22 78 - 53 53 47
Students without Disabilities - 73 73 27 - 72 72 28 - 76 76 24
Economically Disadvantaged - 64 64 36 - 55 56 44 - 71 71 29
Not Economically Disadvantaged 1 76 77 23 1 73 74 26 1 72 73 27
English Learners - 43 43 57 - 74 74 26 - 75 75 25
Military Connected < < 100 0
Foster Care < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 57 62 38 6 55 61 39 5 65 70 30
Female 7 64 71 29 8 59 67 33 6 63 69 31
Male 3 46 48 52 5 50 55 45 3 69 72 28
Asian 26 65 91 9 33 58 92 8 31 56 88 13
Black 1 52 52 48 1 52 53 47 2 61 63 37
Hispanic - 75 75 25 < < < < < < < <
White 24 72 96 4 21 71 92 8 10 90 100 0
Two or more races - 83 83 17 < < < < < < 100 0
Students with Disabilities 4 23 28 72 2 19 21 79 - 33 33 67
Students without Disabilities 5 60 66 34 7 60 68 32 5 67 72 28
Economically Disadvantaged 1 52 53 47 2 48 50 50 3 62 65 35
Not Economically Disadvantaged 9 62 71 29 12 66 78 22 7 69 76 24
English Learners 15 38 54 46 - 40 40 60 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 69 94 6 23 63 86 14 20 73 93 7
Female 23 71 94 6 24 63 86 14 22 72 95 5
Male 28 66 95 5 21 64 85 15 17 73 90 10
Asian 75 25 100 0 71 24 94 6 54 46 100 0
Black 8 82 90 10 7 74 81 19 4 87 90 10
Hispanic < < 100 0 < < < < < < 100 0
White 31 69 100 0 37 55 92 8 19 74 93 7
Two or more races < < 100 0 20 80 100 0 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 25 69 94 6 23 63 86 14 21 72 93 7
Economically Disadvantaged 3 87 90 10 9 68 77 23 9 81 89 11
Not Economically Disadvantaged 37 59 96 4 33 59 92 8 25 69 94 6
English Learners < < 100 0 < < < <
Military Connected < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 65 73 27 10 63 72 28 7 62 69 31
Female 7 71 78 22 11 68 79 21 8 66 74 26
Male 10 58 68 32 9 55 64 36 6 56 61 39
Asian 32 64 97 3 37 58 95 5 43 49 91 9
Black 3 63 66 34 1 63 64 36 2 59 61 39
Hispanic - 79 79 21 10 66 76 24 5 76 81 19
White 18 79 97 3 33 64 97 3 14 81 95 5
Two or more races 19 72 91 9 13 67 79 21 6 71 76 24
Students with Disabilities 6 28 34 66 6 20 26 74 - 36 36 64
Students without Disabilities 9 70 78 22 10 68 78 22 8 66 74 26
Economically Disadvantaged 3 57 60 40 2 59 61 39 3 57 60 40
Not Economically Disadvantaged 15 75 90 10 19 68 87 13 12 68 81 19
English Learners 9 52 61 39 - 30 30 70 - 35 35 65
Military Connected < < 100 0 < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 70 76 24 9 54 64 36 11 65 76 24
Female 6 73 79 21 12 58 69 31 13 71 84 16
Male 6 65 71 29 7 50 57 43 8 56 63 37
Asian 18 77 95 5 36 55 91 9 45 48 93 8
Black 1 67 68 32 2 55 56 44 3 63 66 34
Hispanic < < < < 13 50 63 38 < < < <
White 17 83 100 0 42 54 96 4 14 86 100 0
Two or more races 25 63 88 13 9 45 55 45 9 82 91 9
Students with Disabilities 2 28 30 70 3 19 22 78 - 24 24 76
Students without Disabilities 6 76 82 18 10 60 70 30 12 70 83 17
Economically Disadvantaged 1 61 62 38 2 52 54 46 5 59 64 36
Not Economically Disadvantaged 11 80 91 9 22 58 80 20 17 70 87 13
English Learners - 53 53 47 - 30 30 70 < < < <
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 71 90 10 12 81 93 7 9 68 77 23
Female 14 76 90 10 10 86 95 5 7 72 78 22
Male 28 63 91 9 16 71 88 12 13 61 74 26
Asian 52 48 100 0 39 59 98 2 < < 100 0
Black 7 77 84 16 1 88 89 11 2 66 68 32
Hispanic < < 100 0 - 100 100 0 < < < <
White 28 72 100 0 27 73 100 0 20 73 93 7
Two or more races 20 80 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 71 91 9 12 81 93 7 9 69 78 22
Economically Disadvantaged 9 69 79 21 2 86 88 12 5 68 74 26
Not Economically Disadvantaged 25 72 97 3 18 78 96 4 13 68 81 19
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 53 54 46 4 55 58 42 1 53 54 46
Female 1 61 61 39 6 59 66 34 - 55 55 45
Male 1 45 46 54 - 48 48 52 1 52 53 47
Asian < < < < < < 100 0 < < < <
Black - 50 50 50 - 50 50 50 - 51 51 49
Hispanic - 55 55 45 < < < < < < < <
White 6 76 82 18 20 70 90 10 8 75 83 17
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 30 30 70 5 14 19 81 - 35 35 65
Students without Disabilities 1 57 58 42 3 64 67 33 1 58 58 42
Economically Disadvantaged - 48 48 52 1 51 52 48 1 50 50 50
Not Economically Disadvantaged 3 66 68 32 9 63 71 29 - 64 64 36
English Learners - 50 50 50 < < < < - 33 33 67
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 61 78 22 16 59 75 25 3 50 54 46
Female 18 65 83 17 15 64 79 21 5 51 56 44
Male 14 57 70 30 17 53 70 30 2 49 51 49
American Indian < < < < < < 100 0
Asian 61 35 95 5 51 47 98 2 15 69 85 15
Black 7 65 72 28 6 62 68 32 1 48 49 51
Hispanic 16 58 74 26 18 64 82 18 19 62 81 19
White 32 64 96 4 41 58 99 1 18 68 85 15
Two or more races 26 56 82 18 21 46 68 32 12 47 59 41
Students with Disabilities 8 40 49 51 5 33 38 62 2 34 36 64
Students without Disabilities 17 64 81 19 17 63 80 20 4 54 58 42
Economically Disadvantaged 6 62 69 31 7 56 63 37 2 46 49 51
Not Economically Disadvantaged 27 60 87 13 27 63 90 10 6 57 62 38
English Learners 16 37 53 47 - 52 52 48 - 25 25 75
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 17 63 79 21 1 48 49 51
Female 21 63 84 16 13 66 79 21 1 49 51 49
Male 13 61 73 27 22 58 80 20 1 47 48 52
American Indian < < 100 0 < < 100 0
Asian 55 39 94 6 49 49 98 2 < < < <
Black 8 67 75 25 7 66 73 27 - 45 45 55
Hispanic 21 64 86 14 9 73 82 18 < < < <
White 35 59 94 6 38 62 100 0 < < < <
Two or more races 29 47 76 24 31 44 75 25 < < < <
Students with Disabilities 5 41 46 54 - 38 38 62 - 20 20 80
Students without Disabilities 19 64 83 17 19 66 85 15 2 56 57 43
Economically Disadvantaged 7 61 69 31 7 59 66 34 - 45 45 55
Not Economically Disadvantaged 27 63 90 10 28 66 94 6 3 53 56 44
English Learners < < < < - 43 43 57 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 59 59 41 1 53 55 45 2 48 50 50
Female 1 68 69 31 3 62 65 35 4 46 50 50
Male 1 49 50 50 - 45 45 55 1 50 51 49
American Indian < < < <
Asian < < < < < < < < < < < <
Black - 57 57 43 - 51 51 49 - 45 46 54
Hispanic < < < < 17 58 75 25 9 73 82 18
White 5 84 89 11 8 92 100 0 16 74 89 11
Two or more races < < < < < < < < 9 36 45 55
Students with Disabilities - 38 38 63 2 31 33 67 - 35 35 65
Students without Disabilities 1 64 65 35 1 60 61 39 3 52 55 45
Economically Disadvantaged 1 55 56 44 1 49 50 50 2 44 46 54
Not Economically Disadvantaged - 67 67 33 2 66 68 32 3 56 59 41
English Learners < < < < < < < < - 30 30 70
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 64 89 11 25 59 85 15 9 60 68 32
Female 25 66 90 10 24 63 86 14 11 64 74 26
Male 27 61 88 13 28 54 82 18 4 50 54 46
Asian 72 26 98 2 55 45 100 0 < < 100 0
Black 10 74 84 16 10 67 77 23 3 59 62 38
Hispanic < < 100 0 < < 100 0 < < < <
White 40 60 100 0 50 48 98 2 20 70 90 10
Two or more races 40 50 90 10 < < < < < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 26 63 89 11 25 60 85 15 9 59 68 32
Economically Disadvantaged 8 77 85 15 13 63 75 25 4 56 60 40
Not Economically Disadvantaged 37 56 92 8 36 57 93 7 14 64 77 23
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < <
Female < < 100 0 < < < <
Male < < < <
Black < < 100 0 < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division177175222
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9531450450
Grade 10438473397
Grade 11433421403
Grade 12418402407
Total Students1,8201,7461,657

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students182017461657
Female992965925
Male828781732
American Indian331
Asian196213196
Black129812351188
Hispanic665549
White201189171
Two or more races565152
Students with Disabilities258230233
Students without Disabilities156215161424
Economically Disadvantaged892781946
Not Economically Disadvantaged928965711
English Learners526260
Not English Learners176816841597
Homeless302227
Military Connected51010
Foster Care343
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 205 172 27 8 29 11
Division 2107 1552 124 46 217 52
State 50983 36029 2739 1053 5386 1766
Female School 140 92 7 5 13 4
Division 1164 708 47 23 71 16
State 27838 15825 923 368 1911 652
Male School 65 80 20 3 16 7
Division 943 844 77 23 146 36
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 9 2 27 8
Asian School 47 2 0 0 1 0
Division 258 63 2 0 12 2
State 5026 1197 70 18 91 37
Black School 112 150 25 6 23 10
Division 517 802 82 16 85 26
State 7955 11098 1113 244 1362 735
Hispanic School 10 5 0 1 2 0
Division 108 162 6 2 53 9
State 5087 5586 317 107 2168 323
White School 27 8 1 1 3 0
Division 1135 459 28 28 62 14
State 30221 16421 1144 621 1576 587
Two or more races School 8 7 1 0 0 1
Division 82 63 4 0 5 1
State 2468 1543 85 58 160 72
Students with Disabilities School 3 28 27 0 5 0
Division 38 289 124 7 61 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 70 119 22 7 20 11
Division 413 841 85 23 129 31
State 10703 17350 1682 461 2633 1087
English Learners School < < < < < <
Division 29 138 6 3 64 7
State 1418 3765 269 32 1842 117
Homeless School 3 7 3 1 1 1
Division 9 50 11 2 9 4
State 232 694 90 42 303 60
Military Connected School < < < < 0 <
Division 20 7 0 0 0 0
State 1941 1109 47 11 38 24
Foster Care School < < < < < <
Division 1 13 0 1 4 2
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4524048941492296
Female2612399224494135
Male1911658617089168
American Indian<<100<10000
Asian504998499812
Black3262878829591237
Hispanic1815831689211
White403690379338
Two or more races171694169400
Students with Disabilities635892589258
Economically Disadvantaged2492118522088208
English Learners<<<<<<<
Homeless161381148816
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken153 / 8.41%137 / 7.85%
Advanced Placement Course Enrollment278 / 15.27%247 / 14.15%
Dual Enrollment - -
Governor's School Enrollment7 / .38%7 / .4%
IB Course Enrollment342 / 18.79%322 / 18.44%
Senior Enrolled in IB Program81 / 4.45%81 / 4.64%

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool37127825
Division3,3512,50125
State83,31058,98329
FemaleSchool21316523
Division1,7081,35820
State42,04632,13924
MaleSchool15811328
Division1,6431,14330
State41,26426,84435
American IndianSchool<<100
Division10<100
State24615338
AsianSchool32299
Division26923612
State5,5904,89312
BlackSchool26918930
Division1,23782933
State18,36711,78836
HispanicSchool12<100
Division19412635
State9,2355,82337
WhiteSchool48456
Division1,5131,20820
State45,92633,47627
Two or more racesSchool<<100
Division1259326
State3,8212,77427
Students with DisabilitiesSchool361850
Division28014548
State6,7843,33551
Economically DisadvantagedSchool19113032
Division1,09167338
State24,87113,98444
English LearnersSchool<<100
Division1197636
State4,9222,97340
Native HawaiianSchool--100
Division<<100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsSchool332037
 Division336282499
 State4,1393,6233,525
State LicensuresSchool1026
 Division1057281
 State2,4402,2791,881
Industry CertificationSchool318217303
 Division3,7183,1523,859
 State99,894109,275104,601
Workplace ReadinessSchool108115122
 Division9251,3861,145
 State30,77542,31350,241
Total Credentials EarnedSchool469354468
 Division5,0844,8925,584
 State137,248157,490160,248
Students Earning One or More CredentialsSchool406319418
 Division4,3224,1234,860
 State109,089126,113128,672
CTE CompletersSchool271167129
 Division2,6401,4861,509
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division--2
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,815.004,604.00692.00
State5,761.004,621.00875.00
2013-2014Division4,435.003,856.00687.00
State5,807.004,651.00784.00
2014-2015Division4,698.004,055.00553.00
State5,933.004,819.00771.00
2015-2016Division4,934.004,153.00557.00
State6,084.004,849.00812.00
2016-2017Division4,599.004,314.00877.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,4074101,3193711,280343
Female797201746192717191
Male610209573179563152
American Indian<<<<<<
Asian186101991418610
Black959344878316865297
Hispanic4519399397
White169261612014821
Two or more races4794110418
Students with Disabilities172861529116880
Economically Disadvantaged683316655279620240
English Learners40174511468
Homeless203026193225
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 23
Offenses Against Staff 17
Weapons Offenses <
Property Offenses 12
All Other Offenses 20
Other Offenses Against Persons 113
Disorderly or Disruptive Behavior Offenses 300
Alcohol, Tobacco, and Other Drug Offenses 42
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian10.82.512.21.6
Black71.391.170.794.1
Hispanic3.62.13.21.1
Native Hawaiian----
White111.110.80.8
Two or more races3.13.22.92.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian10.812.2
Black71.388.970.790.9
Hispanic3.63.2
Native Hawaiian
White1110.8
Two or more races3.111.12.99.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian10.812.2
Black71.35070.7100
Hispanic3.63.2
Native Hawaiian----
White115010.8
Two or more races3.12.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 49.152.257.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 31.532.127.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 69.769.561.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - 5.5% - 8.6% - 2.3%
Division
All Schools 0.3% 1.8% 5% 5.7% 4.6% 2%
High Poverty 0.3% 3% 5% 11.4% 4.6% 2.8%
Low Poverty - 0.7% - 3.3% - 1.6%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education2%1%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201730%67%2%1%
2017-201835%62%2%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-NoNo
AsianYesYes-YesYes
BlackYesYes-NoNo
HispanicYesYes-NoTS
WhiteYesYes-NoYes
Economically DisadvantagedYesYes-NoNo
English LearnersTSTSYesNoTS
Students with DisabilitiesYesYes-NoNo

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%81%73%75%
Asian96%96%87%75%
Black74%77%60%75%
Hispanic88%92%63%75%
White95%96%81%75%
Economically Disadvantaged68%73%62%75%
English Learners<18%53%75%
Students with Disabilities35%43%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%86%74%70%
Asian96%97%89%70%
Black82%83%60%70%
Hispanic94%92%64%70%
White95%95%81%70%
Economically Disadvantaged78%81%63%70%
English Learners<89%57%70%
Students with Disabilities49%47%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students79%
Asian96%
Black74%
Hispanic93%
White89%
Economically Disadvantaged69%
English Learners<
Students with Disabilities40%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students80%84%84%
Asian94%90%84%
Black77%82%84%
Hispanic80%81%84%
White92%86%84%
Economically Disadvantaged72%78%84%
English Learners42%65%84%
Students with Disabilities47%56%84%
Homeless64%--
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students22%20%9%10%
Asian7%5%5%10%
Black26%24%9%10%
Hispanic19%22%9%10%
White11%12%9%10%
Economically Disadvantaged30%28%13%10%
English Learners20%22%8%10%
Students with Disabilities37%32%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress62%46%58%
English Learner Proficiency4%--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress233762%
English Learner Proficiency2454%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students93%97%96%
Asian98%98%100%
Black92%96%95%
Hispanic94%94%100%
White95%100%97%
Economically Disadvantaged90%97%95%
Not Economically Disadvantaged97%97%-
English Learners<<<
Students with Disabilities76%93%88%
Students without Disabilities96%98%-
Female96%98%-
Male89%95%-
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
Henrico High to top