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John Champe High School

General school information

Category: High (10-12) School
Phone: 703-722-2680
Address: 41535 Sacred Mountain Street Aldie, VA 20105
Principal: Kevin Tyson
Superintendent: Dr. Eric Williams
School Number: 370
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
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

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

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 One
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 One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
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 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 13 82 95 5 11 85 96 4 10 84 94 6
Female 14 82 96 4 14 80 95 5 10 84 94 6
Male 12 81 93 7 7 90 97 3 10 85 95 5
American Indian < < 100 0 < < < < < < < <
Asian 17 82 99 1 14 81 95 5 14 81 96 4
Black 13 82 95 5 2 88 90 10 8 81 89 11
Hispanic 11 77 89 11 6 88 94 6 5 92 97 3
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 10 83 93 7 10 88 99 1 8 87 95 5
Two or more races 16 75 91 9 18 82 100 0 14 80 94 6
Students with Disabilities 23 44 67 33 11 64 74 26 6 57 63 37
Students without Disabilities 12 85 97 3 11 88 98 2 10 86 97 3
Economically Disadvantaged 9 83 91 9 4 84 88 12 6 83 89 11
Not Economically Disadvantaged 14 81 95 5 11 86 97 3 11 84 95 5
English Learners 10 67 77 23 < < < < - 36 36 64
Homeless < < < < < < < < < < < <
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 13 82 95 5 11 85 96 4 10 84 94 6
Female 14 82 96 4 14 80 95 5 10 84 94 6
Male 12 81 93 7 7 90 97 3 10 85 95 5
American Indian < < 100 0 < < < < < < < <
Asian 17 82 99 1 14 81 95 5 14 81 96 4
Black 13 82 95 5 2 88 90 10 8 81 89 11
Hispanic 11 77 89 11 6 88 94 6 5 92 97 3
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 10 83 93 7 10 88 99 1 8 87 95 5
Two or more races 16 75 91 9 18 82 100 0 14 80 94 6
Students with Disabilities 23 44 67 33 11 64 74 26 6 57 63 37
Students without Disabilities 12 85 97 3 11 88 98 2 10 86 97 3
Economically Disadvantaged 9 83 91 9 4 84 88 12 6 83 89 11
Not Economically Disadvantaged 14 81 95 5 11 86 97 3 11 84 95 5
English Learners 10 67 77 23 < < < < - 36 36 64
Homeless < < < < < < < < < < < <
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 55 40 95 5 47 48 95 5 48 46 94 6
Female 61 35 97 3 51 43 95 5 55 39 94 6
Male 49 44 93 7 43 52 95 5 41 53 94 6
American Indian < < 100 0 < < < < < < < <
Asian 70 26 97 3 65 31 96 4 60 36 96 4
Black 33 56 89 11 24 65 90 10 35 53 89 11
Hispanic 38 49 87 13 26 60 86 14 36 56 92 8
Native Hawaiian < < 100 0 < < < < < < 100 0
White 53 44 97 3 45 53 97 3 47 48 95 5
Two or more races 55 39 94 6 39 61 100 0 40 54 94 6
Students with Disabilities 19 50 69 31 19 54 73 27 11 50 61 39
Students without Disabilities 58 39 97 3 50 47 97 3 51 46 97 3
Economically Disadvantaged 29 57 86 14 27 59 86 14 24 57 81 19
Not Economically Disadvantaged 58 38 96 4 49 47 96 4 52 44 96 4
English Learners 13 65 77 23 < < < < - 25 25 75
Homeless < < 100 0 < < < < < < < <
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 55 40 95 5 47 48 95 5 48 46 94 6
Female 61 35 97 3 51 43 95 5 55 39 94 6
Male 49 44 93 7 43 52 95 5 41 53 94 6
American Indian < < 100 0 < < < < < < < <
Asian 70 26 97 3 65 31 96 4 60 36 96 4
Black 33 56 89 11 24 65 90 10 35 53 89 11
Hispanic 38 49 87 13 26 60 86 14 36 56 92 8
Native Hawaiian < < 100 0 < < < < < < 100 0
White 53 44 97 3 45 53 97 3 47 48 95 5
Two or more races 55 39 94 6 39 61 100 0 40 54 94 6
Students with Disabilities 19 50 69 31 19 54 73 27 11 50 61 39
Students without Disabilities 58 39 97 3 50 47 97 3 51 46 97 3
Economically Disadvantaged 29 57 86 14 27 59 86 14 24 57 81 19
Not Economically Disadvantaged 58 38 96 4 49 47 96 4 52 44 96 4
English Learners 13 65 77 23 < < < < - 25 25 75
Homeless < < 100 0 < < < < < < < <
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 16 67 83 17 17 66 83 17 9 72 82 18
Female 16 69 84 16 18 67 85 15 9 74 83 17
Male 17 65 81 19 16 65 81 19 9 70 80 20
American Indian < < 100 0 < < < < < < 100 0
Asian 28 62 90 10 35 56 91 9 20 74 94 6
Black 10 62 71 29 5 66 71 29 - 72 72 28
Hispanic 8 70 77 23 5 73 79 21 8 65 72 28
Native Hawaiian < < < < < < < < < < 100 0
White 12 71 84 16 13 71 84 16 8 75 82 18
Two or more races 19 56 74 26 13 66 79 21 3 67 69 31
Students with Disabilities 8 51 58 42 4 55 60 40 11 57 68 32
Students without Disabilities 17 68 85 15 18 67 86 14 9 74 83 17
Economically Disadvantaged 10 63 72 28 10 61 71 29 3 61 64 36
Not Economically Disadvantaged 17 67 84 16 18 67 85 15 11 74 85 15
English Learners 12 60 73 27 7 50 57 43 - 41 41 59
Homeless 7 71 79 21 < < < < < < < <
Military Connected 25 67 92 8 < < < <
Foster Care < < 100 0 < < 100 0
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 3 58 61 39 4 66 70 30 4 59 63 37
Female 3 54 57 43 4 68 72 28 5 64 69 31
Male 3 61 64 36 4 64 68 32 3 54 57 43
Asian 12 53 65 35 15 68 82 18 < < < <
Black - 57 57 43 - 60 60 40 - 60 60 40
Hispanic 3 60 63 37 - 75 75 25 9 36 45 55
Native Hawaiian < < < < < < 100 0
White 3 56 58 42 3 69 72 28 3 66 68 32
Two or more races - 75 75 25 - 41 41 59 < < < <
Students with Disabilities - 39 39 61 - 56 56 44 - 63 63 38
Students without Disabilities 4 61 65 35 5 68 73 27 5 58 63 37
Economically Disadvantaged - 52 52 48 - 70 70 30 - 42 42 58
Not Economically Disadvantaged 4 59 62 38 5 65 70 30 5 63 67 33
English Learners - 63 63 37 - 54 54 46 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 75 81 19 9 73 82 18 3 67 70 30
Female 8 75 83 17 8 77 85 15 4 63 66 34
Male 3 75 78 22 10 70 79 21 2 71 73 27
American Indian < < 100 0 < < < <
Asian 6 78 83 17 11 76 88 12 7 83 90 10
Black 5 65 70 30 2 64 67 33 - 63 63 37
Hispanic 4 72 77 23 4 74 79 21 - 63 63 37
Native Hawaiian < < 100 0 < < < <
White 7 78 85 15 12 73 85 15 4 67 71 29
Two or more races 6 61 67 33 4 84 88 12 - 50 50 50
Students with Disabilities - 54 54 46 4 52 56 44 - 60 60 40
Students without Disabilities 7 77 83 17 9 75 84 16 3 68 71 29
Economically Disadvantaged 9 62 71 29 6 61 67 33 - 53 53 48
Not Economically Disadvantaged 5 77 83 17 10 75 85 15 4 71 75 25
English Learners 6 58 64 36 8 31 38 62 - 41 41 59
Homeless < < < < < < < < < < < <
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 29 64 94 6 29 61 90 10 13 81 94 6
Female 27 69 95 5 30 60 91 9 12 85 97 3
Male 32 59 92 8 28 62 90 10 15 76 92 8
American Indian < < 100 0 < < 100 0
Asian 39 57 97 3 51 44 95 5 24 73 98 2
Black 19 66 84 16 8 73 82 18 - 85 85 15
Hispanic 22 78 100 0 11 71 82 18 12 81 92 8
Native Hawaiian < < 100 0 < < 100 0
White 22 72 94 6 20 70 90 10 10 84 95 5
Two or more races 38 42 79 21 25 68 93 7 6 88 94 6
Students with Disabilities - 87 87 13 5 67 71 29 < < 100 0
Students without Disabilities 31 63 94 6 30 61 91 9 14 81 94 6
Economically Disadvantaged 20 73 93 7 22 54 76 24 7 82 89 11
Not Economically Disadvantaged 30 63 94 6 30 62 92 8 14 81 95 5
English Learners 28 64 92 8 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 22 72 94 6 24 70 94 6 26 67 93 7
Female 22 72 94 6 22 72 94 6 25 68 93 7
Male 22 72 94 6 26 68 94 6 27 65 93 7
Asian 29 66 95 5 34 62 96 4 37 59 95 5
Black 12 74 86 14 9 76 84 16 9 70 80 20
Hispanic 14 79 93 7 13 79 91 9 20 67 88 13
Native Hawaiian < < < < < < 100 0 < < 100 0
White 22 75 97 3 24 71 95 5 24 70 94 6
Two or more races 26 68 94 6 23 76 99 1 10 85 95 5
Students with Disabilities 8 66 74 26 11 67 78 22 7 70 77 23
Students without Disabilities 24 72 96 4 25 70 96 5 27 66 94 6
Economically Disadvantaged 11 72 83 17 9 76 84 16 8 68 75 25
Not Economically Disadvantaged 24 72 96 4 26 69 95 5 28 67 95 5
English Learners 11 66 77 23 - 52 52 48 - 36 36 64
Homeless - 58 58 42 < < < < < < < <
Military Connected 20 80 100 0 < < 100 0
Foster Care < < 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 19 73 92 8 25 70 96 4 20 71 91 9
Female 19 72 91 9 24 71 95 5 19 72 91 9
Male 19 74 93 7 27 69 96 4 21 70 91 9
Asian 32 62 93 7 32 66 98 2 26 65 92 8
Black 11 69 81 19 11 73 84 16 11 67 78 22
Hispanic 11 75 86 14 10 87 96 4 16 70 86 14
Native Hawaiian < < < < < < 100 0 < < 100 0
White 12 84 96 4 27 69 96 4 22 73 94 6
Two or more races 28 64 92 8 31 69 100 0 7 86 93 7
Students with Disabilities 5 55 60 40 3 64 67 33 7 73 80 20
Students without Disabilities 21 75 96 4 27 71 97 3 21 71 92 8
Economically Disadvantaged 9 63 71 29 9 77 86 14 4 68 71 29
Not Economically Disadvantaged 20 74 94 6 27 69 97 3 23 71 94 6
English Learners 8 48 56 44 - 67 67 33 - 38 38 63
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 29 68 97 3 29 68 97 3 35 61 96 4
Female 32 66 98 2 26 71 98 2 32 64 97 3
Male 27 69 96 4 32 64 96 4 39 57 96 4
Asian 35 63 98 2 47 51 98 2 44 55 99 1
Black 19 74 93 7 - 93 93 7 6 76 82 18
Hispanic 30 65 95 5 24 72 96 4 33 58 92 8
Native Hawaiian < < 100 0
White 27 71 98 2 20 77 97 3 29 66 95 5
Two or more races 35 58 92 8 33 67 100 0 20 80 100 0
Students with Disabilities < < 100 0 8 85 92 8
Students without Disabilities 29 68 97 3 30 67 97 3 35 61 96 4
Economically Disadvantaged 14 80 94 6 16 84 100 0 21 68 89 11
Not Economically Disadvantaged 31 66 97 3 30 67 97 3 37 61 97 3
English Learners 30 70 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 18 76 94 6 17 73 90 10 36 55 91 9
Female 16 77 94 6 13 77 90 10 < < < <
Male 20 74 94 6 21 69 91 9 40 53 93 7
Asian 15 76 91 9 19 70 89 11 47 47 93 7
Black 6 78 84 16 10 68 78 23 < < 100 0
Hispanic 11 86 96 4 6 78 84 16 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 27 70 97 3 23 71 94 6 < < < <
Two or more races 13 88 100 0 7 90 97 3 < < 100 0
Students with Disabilities 5 78 83 18 5 76 81 19 < < 100 0
Students without Disabilities 20 76 96 4 19 72 91 9 38 52 90 10
Economically Disadvantaged 8 74 82 18 6 70 75 25 < < < <
Not Economically Disadvantaged 20 76 96 4 19 73 92 8 40 55 95 5
English Learners - 78 78 22 - 44 44 56
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < 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 26 67 94 6 27 66 93 7 29 61 91 9
Female 24 69 93 7 25 66 91 9 26 63 89 11
Male 29 66 95 5 30 65 96 4 33 60 92 8
Asian 38 59 97 3 41 55 96 4 41 55 96 4
Black 9 79 88 12 10 75 85 15 10 68 78 22
Hispanic 13 78 92 8 20 70 89 11 16 72 88 12
Native Hawaiian < < < < < < 100 0 < < 100 0
White 25 69 94 6 23 70 94 6 29 61 90 10
Two or more races 31 60 91 9 25 69 95 5 24 65 90 10
Students with Disabilities 16 58 74 26 12 66 78 22 18 55 73 27
Students without Disabilities 27 68 95 5 29 66 94 6 30 62 92 8
Economically Disadvantaged 16 64 81 19 12 71 83 17 14 65 78 22
Not Economically Disadvantaged 28 67 95 5 29 65 95 5 31 61 92 8
English Learners 11 65 76 24 2 54 57 43 - 48 48 52
Homeless 8 62 69 31 < < < < 10 30 40 60
Military Connected 42 58 100 0 42 50 92 8
Foster Care < < 100 0 < < 100 0
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 20 73 93 7 14 79 93 7 6 77 82 18
Female 17 74 92 8 12 79 91 9 4 72 76 24
Male 23 72 95 5 16 80 95 5 7 81 88 12
Asian 25 70 95 5 18 77 95 5 12 76 88 12
Black 7 87 94 6 2 84 86 14 3 81 84 16
Hispanic 10 82 92 8 16 75 91 9 4 72 76 24
Native Hawaiian < < 100 0 < < 100 0
White 22 72 94 6 13 81 94 6 3 78 81 19
Two or more races 26 58 84 16 13 83 97 3 17 67 83 17
Students with Disabilities 9 57 66 34 11 55 66 34 7 71 79 21
Students without Disabilities 21 75 96 4 14 82 96 4 6 77 83 17
Economically Disadvantaged 11 65 75 25 4 76 80 20 - 71 71 29
Not Economically Disadvantaged 22 74 96 4 15 80 95 5 7 78 85 15
English Learners 3 63 66 34 < < < < - 46 46 54
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 30 65 96 4 38 57 95 5 12 65 76 24
Female 28 68 96 4 36 58 94 6 < < 100 0
Male 33 62 95 5 40 57 96 4 10 50 60 40
Asian 53 46 99 1 58 39 97 3 < < 100 0
Black 14 70 84 16 12 77 88 12 < < < <
Hispanic 14 82 96 4 28 61 89 11 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 24 72 97 3 31 65 96 4 < < < <
Two or more races 26 71 97 3 26 69 94 6 < < 100 0
Students with Disabilities 12 64 76 24 8 84 92 8 < < < <
Students without Disabilities 32 66 97 3 40 55 95 5 17 75 92 8
Economically Disadvantaged 23 64 87 13 16 69 84 16 < < < <
Not Economically Disadvantaged 31 66 97 3 41 56 96 4 13 67 80 20
English Learners 18 68 85 15 - 62 62 38 < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 27 64 91 9 28 64 91 9 37 57 94 6
Female 24 64 88 12 24 64 88 12 33 60 93 7
Male 31 63 93 7 33 63 95 5 41 54 95 5
Asian 34 62 96 4 40 57 96 4 46 52 98 2
Black 5 80 85 15 16 66 82 18 16 59 75 25
Hispanic 15 68 82 18 15 73 88 12 23 72 94 6
Native Hawaiian < < < < < < 100 0 < < 100 0
White 28 63 91 9 24 66 90 10 38 56 94 6
Two or more races 46 46 92 8 37 57 93 7 27 64 91 9
Students with Disabilities 22 56 78 22 21 57 79 21 30 52 83 17
Students without Disabilities 28 64 92 8 28 64 92 8 37 57 94 6
Economically Disadvantaged 14 66 80 20 18 67 84 16 21 62 83 17
Not Economically Disadvantaged 29 63 92 8 29 63 92 8 39 56 95 5
English Learners 8 67 75 25 10 30 40 60 - 50 50 50
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 < < 100 0 < < < <
Hispanic < < < <
White < < 100 0
Two or more races < < 100 0
Students without Disabilities < < 100 0 < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Military Connected < < < <
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---
Division323211271
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 2017-20182018-20192019-2020
Grade 9590--
Grade 10529617682
Grade 11469540605
Grade 12459496570
Total Students2,0471,6531,857

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students204716531857
Female1012826918
Male1035827939
American Indian655
Asian663548659
Black209162181
Hispanic196150176
Native Hawaiian544
White842686732
Two or more races12698100
Students with Disabilities182141141
Students without Disabilities186515121716
Economically Disadvantaged232199235
Not Economically Disadvantaged181514541622
English Learners126103100
Not English Learners192115501757
Homeless101213
Military Connected12155
Foster Care211
< = 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 2019: 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 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 364 99 12 1 5 3
Division 4298 1354 95 38 199 85
State 50715 36614 2715 1064 5504 1801
Female School 182 44 4 1 1 1
Division 2221 570 27 16 69 35
State 27679 16161 917 351 2003 680
Male School 182 55 8 0 4 2
Division 2077 784 68 22 130 50
State 23036 20453 1798 713 3501 1121
American Indian School < < < < 0 <
Division 10 4 0 0 0 0
State 114 112 2 3 17 9
Asian School 130 17 5 0 1 2
Division 826 147 13 1 5 7
State 5184 1290 96 10 113 46
Black School 34 16 3 0 0 0
Division 257 160 15 5 5 7
State 7794 10864 1035 246 1353 673
Hispanic School 17 14 1 0 0 0
Division 476 384 16 7 163 54
State 5184 6274 354 116 2441 386
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 83 41 6 2 3 3
White School 157 49 3 1 4 1
Division 2511 596 48 22 25 15
State 29845 16400 1112 631 1440 605
Two or more races School 24 3 0 0 0 0
Division 215 61 3 3 1 2
State 2511 1633 110 56 137 79
Students with Disabilities School 17 25 12 0 1 1
Division 185 359 95 10 16 9
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 27 25 3 0 0 0
Division 413 434 34 10 113 44
State 10701 18162 1634 523 2867 1096
English Learners School 12 16 4 0 2 1
Division 97 284 15 3 153 52
State 1263 4111 306 32 2060 159
Homeless School < < < < 0 <
Division 24 78 4 4 64 9
State 206 691 67 30 305 65
Military Connected School < < < < 0 <
Division 21 6 0 0 0 0
State 1928 1197 49 15 36 24
Foster Care School < < < < 0 <
Division < < < < 0 <
State 23 134 26 19 67 18
< = 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 Students484475984769851
Female233230992319910
Male251245982459842
American Indian<<100<10000
Asian155152981529811
Black53531005310000
Hispanic32321003210000
Native Hawaiian<<100<10000
White215209972109842
Two or more races27271002710000
Students with Disabilities565496549612
Economically Disadvantaged55551005510000
English Learners353291329126
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 2016-20172017-20182018-2019
Advanced Placement Test Taken498 / 28.46%617 / 30.14%221 / 13.37%
Advanced Placement Course Enrollment620 / 35.43%731 / 35.71%850 / 51.42%
Dual Enrollment177 / 10.11%188 / 9.18%293 / 17.73%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsSchool43836616
Division5,4394,47018
State85,89957,72533
FemaleSchool20918711
Division2,7072,33114
State43,22531,59927
MaleSchool22917922
Division2,7322,13922
State42,67426,12639
American IndianSchool<<100
Division17170
State26516737
AsianSchool14012411
Division9158339
State6,0845,29213
BlackSchool524415
Division42034717
State18,86811,29840
HispanicSchool373116
Division78051234
State10,1025,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool17414318
Division3,0362,55116
State46,44832,34030
Two or more racesSchool332233
Division26620623
State3,9902,71532
Students with DisabilitiesSchool312132
Division46530335
State7,2163,25655
Economically DisadvantagedSchool614625
Division81252236
State27,32914,19048
English LearnersSchool352820
Division38322840
State5,1822,82046
< = 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
2016-20172017-20182018-2019
Industry CertificationSchool163551487
 Division5,8406,1156,576
 State109,275104,601107,234
Workplace ReadinessSchool31478360
 Division6316,7635,215
 State42,31350,24144,892
Total Credentials EarnedSchool1941,029848
 Division6,49112,88911,832
 State157,490160,248158,452
Students Earning One or More CredentialsSchool163831773
 Division5,43210,61610,056
 State126,113128,672126,041
CTE CompletersSchool110132171
 Division1,7541,8821,878
 State40,51641,43840,209
NOCTI AssessmentsSchool---
 Division20-21
 State3,6233,5254,095
State LicensuresSchool--1
 Division-1120
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,4311,5371,317

< = 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
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00
2017-2018Division10,069.004,179.00300.00
State6,462.005,219.00867.00

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 Students1,5821891,8582011,431218
Female777102911102692119
Male805879479973999
American Indian<<<<<<
Asian501366184948865
Black185171842514024
Hispanic155271722312721
Native Hawaiian<<<<<<
White646927628658297
Two or more races901511415889
Students with Disabilities143311562812820
Economically Disadvantaged165381884314055
English Learners9721107277532
Homeless186107108
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 30
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 18
All Other Offenses <
Property Offenses <
Offenses Against Student <
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.22.70.30.32.6
Asian30.410.832.47.133.221.1
Black11.32710.221.49.828.9
Hispanic10.210.89.626.29.113.2
Native Hawaiian0.22.70.20.2
White41.935.141.140.541.526.3
Two or more races5.910.86.24.85.97.9
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.30.3
Asian30.432.433.2
Black11.310.29.8
Hispanic10.29.61009.1
Native Hawaiian0.20.20.2
White41.941.141.5
Two or more races5.96.25.9
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.30.3
Asian30.432.433.2
Black11.310.29.8
Hispanic10.29.69.1
Native Hawaiian0.20.20.2
White41.941.141.5
Two or more races5.96.25.9
< = 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 10.310.710.7
< = 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 17.91415.2
< = 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 70.365.661.4
< = 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

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = 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 who are teaching out of field (not fully endorsed for the content they are teaching) 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
  All Teachers Special Education Teachers
This School8.2%1.6%
Division10.4%2.1%
State7.3%1.8%

< = 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 all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201722%77%0%1%
2017-201820%78%1%1%
2018-201923%72%4%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

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersYesYesYesNo-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
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 Students93%93%73%75%
Asian93%95%87%75%
Black87%89%60%75%
Hispanic88%86%63%75%
White96%94%81%75%
Economically Disadvantaged85%84%62%75%
English Learners61%63%53%75%
Students with Disabilities65%66%39%75%

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

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 Students93%90%74%70%
Asian96%92%89%70%
Black89%87%60%70%
Hispanic77%82%64%70%
White94%91%81%70%
Economically Disadvantaged92%90%63%70%
English Learners87%86%57%70%
Students with Disabilities69%70%42%70%

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

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 Students94%
Asian94%
Black90%
Hispanic79%
White96%
Economically Disadvantaged90%
English Learners73%
Students with Disabilities71%

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

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 Students96%84%84%
Asian97%90%84%
Black94%82%84%
Hispanic94%81%84%
White97%86%84%
Economically Disadvantaged93%78%84%
English Learners86%65%84%
Students with Disabilities81%56%84%
Homeless<--
Foster Care<--

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

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 Students13%11%9%10%
Asian12%9%5%10%
Black15%11%9%10%
Hispanic14%14%9%10%
White14%12%9%10%
Economically Disadvantaged28%22%13%10%
English Learners30%22%8%10%
Students with Disabilities14%16%14%10%

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

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 Progress50%46%58%
English Learner Proficiency2%--

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

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 Progress204050%
English Learner Proficiency1452%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian99%98%99%
Black98%100%100%
Hispanic97%100%100%
White99%99%99%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged99%99%-
English Learners94%100%100%
Students with Disabilities94%100%100%
Students without Disabilities99%99%-
Female99%99%-
Male99%99%-
Migrant---

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

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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