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Holston High

General school information

Category: High (09-12) School
Phone: 276-739-4000
Address: 21308 Monroe Rd Damascus, VA 24236
Principal: Mrs. Kendra Addison
Superintendent: Dr. Brian C. Ratliff
Region: 7
Division: Washington County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

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 No Students No Students
Black No Students Level One
Economically Disadvantaged Level One Level One
English Learners No Students No Students
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 96 84 4 1 88 87 12 3 87 84 13
Female 12 93 81 7 3 91 88 9 5 83 78 18
Male 13 100 88 0 - 87 87 13 - 91 91 9
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 96 83 4 1 88 86 13 3 86 83 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < - 57 57 43 - 62 62 38
Students without Disabilities 14 98 85 2 2 95 94 5 3 92 89 8
Economically Disadvantaged 7 93 85 7 - 87 87 13 2 81 79 19
Not Economically Disadvantaged 18 100 82 0 4 92 88 8 5 100 95 0
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 96 84 4 1 88 87 12 3 87 84 13
Female 12 93 81 7 3 91 88 9 5 83 78 18
Male 13 100 88 0 - 87 87 13 - 91 91 9
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 96 83 4 1 88 86 13 3 86 83 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < - 57 57 43 - 62 62 38
Students without Disabilities 14 98 85 2 2 95 94 5 3 92 89 8
Economically Disadvantaged 7 93 85 7 - 87 87 13 2 81 79 19
Not Economically Disadvantaged 18 100 82 0 4 92 88 8 5 100 95 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 71 67 29 10 90 80 10 10 96 86 4
Female 10 90 80 10 12 96 84 4 15 100 85 0
Male - 58 58 42 7 80 73 20 4 92 88 8
Hispanic < < < < < < < < < 100 < 0
White 4 72 67 28 11 92 82 8 8 96 88 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 5 80 75 20 10 90 80 10 10 96 86 4
Economically Disadvantaged - 58 58 42 4 83 78 17 10 97 86 3
Not Economically Disadvantaged 10 90 80 10 18 100 82 0 9 95 86 5
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 71 67 29 10 90 80 10 10 96 86 4
Female 10 90 80 10 12 96 84 4 15 100 85 0
Male - 58 58 42 7 80 73 20 4 92 88 8
Hispanic < < < < < < < < < 100 < 0
White 4 72 67 28 11 92 82 8 8 96 88 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 5 80 75 20 10 90 80 10 10 96 86 4
Economically Disadvantaged - 58 58 42 4 83 78 17 10 97 86 3
Not Economically Disadvantaged 10 90 80 10 18 100 82 0 9 95 86 5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 85 79 15 8 81 73 19 12 90 78 10
Female 10 90 80 10 14 87 73 13 14 91 78 9
Male 2 81 79 19 2 75 73 25 11 89 78 11
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 6 86 79 14 8 80 72 20 12 90 77 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 6 63 56 38 - 32 32 68 - 71 71 29
Students without Disabilities 6 87 81 13 9 90 81 10 14 94 79 6
Economically Disadvantaged 1 81 80 19 6 77 71 23 9 86 77 14
Not Economically Disadvantaged 12 90 78 10 12 90 78 10 20 100 80 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 86 86 14 - 71 71 29 - 77 77 23
Female - 91 91 9 - 81 81 19 - 80 80 20
Male - 79 79 21 - 63 63 37 - 76 76 24
Hispanic < 100 < 0 < < < <
White - 84 84 16 - 71 71 29 - 77 77 23
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 64 64 36 - 32 32 68 - 68 68 32
Students without Disabilities - 90 90 10 - 92 92 8 - 81 81 19
Economically Disadvantaged - 88 88 12 - 70 70 30 - 75 75 25
Not Economically Disadvantaged - 81 81 19 - 76 76 24 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 76 74 24 10 83 72 17 10 97 87 3
Female 5 80 76 20 21 86 66 14 6 94 88 6
Male - 72 72 28 - 79 79 21 14 100 86 0
Black < 100 < 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 3 77 75 23 10 80 71 20 10 97 86 3
Students with Disabilities < < < < < < < <
Students without Disabilities 2 78 75 22 10 83 72 17 11 98 87 2
Economically Disadvantaged - 69 69 31 5 77 72 23 8 95 87 5
Not Economically Disadvantaged 6 86 80 14 21 95 74 5 14 100 86 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 100 81 0 21 100 79 0 34 100 66 0
Female 27 100 73 0 28 100 72 0 38 100 63 0
Male 9 100 91 0 13 100 87 0 29 100 71 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 20 100 80 0 23 100 77 0 36 100 64 0
Students with Disabilities < 100 < 0
Students without Disabilities 18 100 82 0 21 100 79 0 34 100 66 0
Economically Disadvantaged 7 100 93 0 25 100 75 0 33 100 67 0
Not Economically Disadvantaged 24 100 76 0 15 100 85 0 35 100 65 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 90 84 10 10 85 75 15 12 88 75 12
Female 5 96 90 4 7 84 77 16 13 86 73 14
Male 8 85 78 15 13 86 74 14 12 89 77 11
Hispanic < 100 < 0 - 100 100 0 < 100 < 0
White 6 90 83 10 10 85 75 15 12 88 76 12
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 74 74 26 - 59 59 41 - 55 55 45
Students without Disabilities 8 94 86 6 12 91 79 9 15 94 79 6
Economically Disadvantaged 4 86 83 14 7 80 72 20 10 85 75 15
Not Economically Disadvantaged 10 95 85 5 15 96 81 4 18 95 76 5
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 81 78 19 10 78 68 22 10 82 72 18
Female 3 93 90 7 5 74 68 26 18 87 69 13
Male 2 72 70 28 15 83 68 17 2 78 76 22
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 1 80 79 20 11 77 66 23 8 82 74 18
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 44 44 56 - 57 57 43 - 44 44 56
Students without Disabilities 4 91 88 9 12 83 71 17 12 91 78 9
Economically Disadvantaged - 73 73 27 9 75 66 25 10 77 67 23
Not Economically Disadvantaged 6 90 84 10 13 87 74 13 10 93 83 7
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 100 87 0 7 96 89 4 17 93 76 7
Female 10 100 90 0 6 94 88 6 - 86 86 14
Male 18 100 82 0 9 100 91 0 33 100 67 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 100 87 0 8 96 88 4 18 93 75 7
Students with Disabilities < 100 < 0
Students without Disabilities 14 100 86 0 7 96 89 4 17 93 76 7
Economically Disadvantaged < 100 < 0 < < < < 17 94 78 6
Not Economically Disadvantaged 18 100 82 0 5 100 95 0 18 91 73 9
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 95 87 5 11 88 78 12 14 92 79 8
Female 4 96 91 4 10 90 80 10 12 85 73 15
Male 10 94 84 6 11 86 75 14 15 98 83 3
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 8 94 86 6 10 89 78 11 14 92 78 8
Two or more races < 100 < 0 < < < <
Students with Disabilities - 95 95 5 - 61 61 39 - 69 69 31
Students without Disabilities 9 95 85 5 13 96 82 4 17 98 81 2
Economically Disadvantaged 8 94 87 6 5 83 78 17 8 90 82 10
Not Economically Disadvantaged 7 95 88 5 24 100 76 0 33 100 67 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 97 76 3 10 90 80 10 26 90 65 10
Female 14 94 80 6 11 91 80 9 25 87 62 13
Male 29 100 71 0 10 89 80 11 26 93 67 7
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 21 96 76 4 11 89 79 11 25 89 64 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 5 64 59 36 - 85 85 15
Students without Disabilities 22 96 75 4 11 94 83 6 28 91 63 9
Economically Disadvantaged 15 95 80 5 6 88 82 12 19 87 68 13
Not Economically Disadvantaged 27 98 71 2 17 93 77 7 40 98 57 2
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 97 69 3 8 89 82 11 24 87 63 13
Female 21 95 74 5 5 90 85 10 26 82 56 18
Male 38 100 63 0 10 88 79 12 22 92 69 8
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 28 97 69 3 8 88 80 12 24 86 61 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 5 67 62 33 - 85 85 15
Students without Disabilities 30 97 67 3 8 96 87 4 29 87 58 13
Economically Disadvantaged 18 95 76 5 3 87 84 13 18 84 65 16
Not Economically Disadvantaged 39 100 61 0 17 93 76 7 40 95 55 5
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 96 92 4 4 96 92 4 29 96 67 4
Female - 95 95 5 8 92 83 8 26 96 70 4
Male < 100 < 0 - 100 100 0 31 97 66 3
White 4 96 92 4 5 95 91 5 29 96 67 4
Students with Disabilities < 100 < 0 < < < <
Students without Disabilities 4 96 91 4 4 100 96 0 29 96 67 4
Economically Disadvantaged 7 100 93 0 8 92 83 8 22 94 72 6
Not Economically Disadvantaged - 91 91 9 - 100 100 0 42 100 58 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 95 81 5 19 88 69 12 18 82 64 18
Female < < < < 22 91 70 9 < < < <
Male 15 100 85 0 16 84 68 16 < < < <
Hispanic < 100 < 0 < 100 < 0
White 16 95 79 5 20 88 68 12 10 80 70 20
Two or more races < 100 < 0 < 100 < 0
Students without Disabilities 14 95 81 5 19 88 69 12 18 82 64 18
Economically Disadvantaged < < < < 13 88 75 13 < < < <
Not Economically Disadvantaged 17 100 83 0 28 89 61 11 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division403
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9826771
Grade 10838166
Grade 11868074
Grade 12757374
Total Students326301285
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students326301285
Female154133140
Male172168145
American Indian11
Black121
Hispanic10109
White307282270
Two or more races765
Students with Disabilities616054
Students without Disabilities265241231
Economically Disadvantaged216197173
Not Economically Disadvantaged110104112
Not English Learners326301285
Homeless111
Foster Care411
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

School

Division

State

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

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

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

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

 

 

 

Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 29 42 3 1 0 0
Division 256 248 24 10 20 6
State 50983 36022 2734 1046 5399 1777
Female School 17 11 0 1 0 0
Division 155 103 6 5 10 2
State 27838 15824 920 366 1921 654
Male School 12 31 3 0 0 0
Division 101 145 18 5 10 4
State 23145 20198 1814 680 3478 1123
Black School < < < < 0 <
Division < < < < 0 <
State 7955 11092 1113 243 1359 742
Hispanic School < < < < 0 <
Division 8 9 0 1 2 0
State 5086 5584 317 105 2171 325
White School 28 38 3 1 0 0
Division 240 222 23 8 16 5
State 30222 16424 1138 618 1586 589
Two or more races School < < < < 0 <
Division 3 10 0 1 1 1
State 2468 1543 86 58 162 72
Students with Disabilities School 0 13 3 0 0 0
Division 3 52 24 0 3 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged School 8 33 3 1 0 0
Division 59 153 23 8 16 6
State 10704 17348 1682 460 2637 1090
Homeless School < < < < 0 <
Division < < < < < <
State 232 695 90 42 302 61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students757498.77510000
Female292896.62910000
Male46461004610000
Black0<100<10000
Hispanic0<100<10000
White706998.67010000
Two or more races0<100<10000
Students with Disabilities16161001610000
Economically Disadvantaged454497.84510000
Homeless0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken30 / 9.29%12 / 3.68%27 / 8.97%
Advanced Placement Course Enrollment32 / 9.91%25 / 7.67%39 / 12.96%
Dual Enrollment91 / 28.17%57 / 17.48%52 / 17.28%
Governor's School Enrollment - - 4 / 1.33%
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

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students School 69 44 36
Division 491 350 29
State 82483 57560 30
Female School 38 28 26
Division 258 194 25
State 41546 31230 25
Male School 31 16 48
Division 233 156 33
State 40937 26330 36
Hispanic School 0 < 100
Division 0 < 100
State 8548 5341 38
White School 67 43 36
Division 465 329 29
State 46319 33154 28
Two or more races School 0 < 100
Division 10 < 100
State 3521 2499 29
Students with Disabilities School 11 < 100
Division 58 23 60
State 5986 3008 50
Economically Disadvantaged School 41 25 39
Division 212 126 41
State 23516 13119 44
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool1396
 Division15316491
 State413936233525
State LicensuresSchool1452
 Division857355
 State244022791881
Industry CertificationSchool235179136
 Division130715291286
 State99894109275104601
Workplace ReadinessSchool426168
 Division184188268
 State307754231350241
Total Credentials EarnedSchool304254212
 Division172919541700
 State137248157490160248
Students Earning One or More CredentialsSchool206163163
 Division107811501072
 State109089126113128672
CTE CompletersSchool446247
 Division302367342
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 19 19 6 31.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 16 16 1 6.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 19 19 3 15.8%
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.1 67.3 68.3

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,223.005,035.00808.00
2015-20164,016.005,100.00855.00
2016-20173,977.005,499.00939.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students258522477423272
Female129201223010335
Male129321254412937
American Indian<<<<<<
Black<<<<<<
Hispanic9110082
White246472336921966
Two or more races<<<<<<
Students with Disabilities401942204318
Economically Disadvantaged136441506912363
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Weapons Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses 20
Alcohol, Tobacco, and Other Drug Offenses 12
Technology Offenses <
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3070.3322.7
Asian
Black0.3070.664
Hispanic3.0672.043.3228.11
Native Hawaiian
White94.17297.9693.68886.49
Two or more races2.1471.9932.7
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3070.332
Asian
Black0.3070.664
Hispanic3.0673.322
Native Hawaiian
White94.17293.688
Two or more races2.1471.993
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.3070.332
Asian
Black0.3070.664
Hispanic3.0673.322
Native Hawaiian
White94.17293.688
Two or more races2.1471.993
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 Students 53.8754.8653.13
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 Students 33.7536.5732.35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students 78.7574.2967.65
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly 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 - - - 3.4% - 10.3%
Division
All Schools - 0.3% 1.5% 1.4% 4% 2.6%
High Poverty - - - - 2.4% -
Low Poverty - - - - - -
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%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201639%55%0%6%
2016-201738%58%0%4%
2017-201847%53%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-NoYes
Asian-----
BlackTSTS-TS-
HispanicTSTS-TSTS
WhiteYesYes-NoYes
Economically DisadvantagedYesYes-NoYes
English Learners-----
Students with DisabilitiesYesYes-NoTS

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 Students86%88%73%75%
Asian--87%75%
Black<<60%75%
Hispanic<<63%75%
White85%88%81%75%
Economically Disadvantaged83%86%62%75%
English Learners--53%75%
Students with Disabilities64%59%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 Students90%88%74%70%
Asian--89%70%
Black<<60%70%
Hispanic<<64%70%
White90%87%81%70%
Economically Disadvantaged88%83%63%70%
English Learners--57%70%
Students with Disabilities54%53%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 Students82%
Asian-
Black<
Hispanic<
White82%
Economically Disadvantaged74%
English Learners-
Students with Disabilities50%

< = 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 Students92%84%84%
Asian-90%84%
Black-82%84%
Hispanic<81%84%
White91%86%84%
Economically Disadvantaged90%78%84%
English Learners-65%84%
Students with Disabilities67%56%84%
Homeless---
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 Students24%21%9%10%
Asian--5%10%
Black<<9%10%
Hispanic20%10%9%10%
White23%21%9%10%
Economically Disadvantaged34%30%13%10%
English Learners--8%10%
Students with Disabilities30%31%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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 Progress-46%58%
English Learner Proficiency---
< = 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 Progress-
English Learner Proficiency---
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students93%99%97%
Asian---
Black<<<
Hispanic<<<
White93%99%97%
Economically Disadvantaged91%98%96%
Not Economically Disadvantaged97%100%100%
English Learners---
Students with Disabilities88%94%88%
Students without Disabilities95%100%100%
Female97%100%100%
Male91%98%96%
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).
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