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General school information

Category: Combined (07-12) School
Phone: 703-426-1000
Address: 9200 Burke Lake Rd Burke, VA 22015
Principal: John A Banbury
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Fully Accredited

Title I Improvement Status

Not Applicable

Reward School Status

2016-2017 Board of Education Excellence Award


Accountability

State Accreditation Status

Fully Accredited

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

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

State Accreditation Results
  2014-20152015-20162016-2017 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75919193919292YES
Mathematics70878690889189YES
History70959595959595YES
Science70899092919191YES
Graduation and Completion Index85989799989999YES
LEGENDYes-C = Current year
Yes-3YR = Three-year average
Yes-4YR = Four-year average
IS = Improving school
AB = Approaching benchmark
W = Warned

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229270825926782691659
Female249370728946763293617
Male20907010229168921906810
Asian269569528946662995665
Black108575151788711227906310
Hispanic128372171284721615806420
Native Hawaiian<100<0<100<0<100<0
White269468628956652894666
Two or more races199475631966443093637
Students with Disabilities12675533136855327615439
Economically Disadvantaged9787022978702214796521
English Learners558534245853429716229
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289264830926283593587
Female309464637965943994556
Male2791649248965113192618
Asian319362731946363995565
Black1684671623916793594586
Hispanic168871122083631722815919
White339461633946163896584
Two or more races249368737945763395635
Students with Disabilities117058301161503912635137
Economically Disadvantaged11817019979702119846416
English Learners4555145553474715836817
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228766132788611229875913
Female24906710269064103692568
Male208565152887591322836217
Asian3195635339057103293617
Black147865221979602127855815
Hispanic147056301280682018715429
White22916993190601030906010
Two or more races11897811349863233905710
Students with Disabilities10504050145946417494251
Economically Disadvantaged116352371171602916675133
English Learners7332567-4242583413859
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169680417977931095855
Female189779320967741193827
Male14968241597823995875
Asian15978331998782798912
Black2949268958758888112
Hispanic59287858983116878113
White229776322997811197863
Two or more races2110079023957351895775
Students with Disabilities15836817148571151767424
Economically Disadvantaged49288858579154878213
English Learners48176196736727-747426
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378952114089491139884912
Female429250848924584793477
Male328654143487531333845116
Asian469549547934674891429
Black197757232780532033845116
Hispanic198060202483601718775923
Native Hawaiian<100<0<100<0<100<0
White439249845914694291509
Two or more races32865414529442651904010
Students with Disabilities13564344156146398524548
Economically Disadvantaged157661241473592719745426
English Learners860524066054403514849
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328553153684481642854315
Female35895411418847125292418
Male288153193180492033794521
Asian40945564490461055903510
Black236845322263413732814919
Hispanic177255282477542320694931
White358853123886481443884512
Two or more races288153194390481053883512
Students with Disabilities1039296194233588443556
Economically Disadvantaged126553351463493822664434
English Learners838316254237583393661
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students439351745945063493597
Female509545553954253795585
Male369155937945763292598
Asian549743350954653892558
Black16867014339865235885412
Hispanic228665142489651115857115
White519645451954453996574
Two or more races379255861983724595505
Students with Disabilities16725628207959217655935
Economically Disadvantaged178669141483691716836717
English Learners876682467165292676533
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248763132690641029906210
Female2588641226926682992648
Male238563152588631229896011
American Indian<<<<<100<0<100<0
Asian399354738945664295545
Black127463261681651921866514
Hispanic117767231383701716816519
Native Hawaiian<100<0<100<0<100<0
White2490651027926582992638
Two or more races2789621125926882992638
Students with Disabilities955464596456368625438
Economically Disadvantaged127160291280682016806420
English Learners6635637769623111776623
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127967211178672215857015
Female128169191282701813867314
Male12786622973642717846716
Asian19897011208767132291699
Black454504657065307867914
Hispanic670643076760339807120
White13847116980712017846716
Two or more races218968111486711414867114
Students with Disabilities4534947548435213564444
Economically Disadvantaged9635437568633314816719
English Learners9534547547425313816819
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13847116249167927896111
Female1486721428916492893657
Male13837117219170927855815
Asian2589641132956353797613
Black66963311981621923896611
Hispanic97667241585701514766224
White1389751126946763092628
Two or more races4858115219371727775023
Students with Disabilities940316096556356554945
Economically Disadvantaged96859321179682119796021
English Learners9554545376742415786322
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179174922916992691669
Female159378723947162894666
Male199071102189681123896511
American Indian<<<<
Asian339764334956154096564
Black28179191481671922886612
Hispanic68176191087761312847116
Native Hawaiian<100<0<100<0
White189577624937072693677
Two or more races169377719927482093737
Students with Disabilities462583866459363666334
Economically Disadvantaged7756825782751815816619
English Learners-65653567367278827418
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3292608309464635905510
Female359460627956853491579
Male3091609339461635895411
American Indian<100<0<100<0
Asian489648447964944996464
Black178972111489761121775723
Hispanic168569151490761024805620
Native Hawaiian<100<0<100<0<100<0
White339461632966443392598
Two or more races429148928956754096554
Students with Disabilities965563557671248615339
Economically Disadvantaged128270181383701717796221
English Learners3777423472682811675733
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34804620338956113393617
Female3881431933915793194636
Male30784822328755133492588
Asian5388351242935274695495
Black22714929248056202795685
Hispanic146854321682661817836617
White36824618369055103395625
Two or more races4184431641945363797613
Students with Disabilities1349365197061308726428
Economically Disadvantaged196445361981631915806520
English Learners955464587364276706430
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20886912259267826906510
Female2089691124936972591669
Male19886912279164927906310
American Indian<<<<<100<0<100<0
Asian269468632966443494606
Black118271181782651820876713
Hispanic67568251184731611816919
Native Hawaiian<100<0<100<0<100<0
White239269830956552993647
Two or more races2487631325936872793667
Students with Disabilities662563886658347615539
Economically Disadvantaged67265281077672311796821
English Learners359574126260383656235
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1988691226926682291699
Female1588721222937171993757
Male23886612309262825906510
Asian249469629956652897693
Black87669242078592219836517
Hispanic6756925138775136787222
White249168930946462595705
Two or more races8898111329563524906710
Students with Disabilities4514749136553358615439
Economically Disadvantaged4706530107868229776723
English Learners23938612646136-595941
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219372728946662993647
Female249571525956952993647
Male189273830936373093637
American Indian<<<<<100<0
Asian259873235986323593587
Black23866314198566151794776
Hispanic98880121090801015857015
Native Hawaiian<100<0<100<0
White239471635956053396624
Two or more races359257817937673895575
Students with Disabilities369673127269288706230
Economically Disadvantaged6807420882731811827118
English Learners371682916766335736827
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23846116309262832895711
Female2686601431946363491589
Male208263182890611031875613
American Indian<100<0<100<0
Asian339259837965944695495
Black108171192083631728886012
Hispanic66256381579642117786122
White2690641032966343591569
Two or more races3486521433915892295735
Students with Disabilities559554195344475484352
Economically Disadvantaged96455361775572518836517
English Learners155544526360386635737
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students586811468781136847816
Female482791868781135817619
Male690841078780137867914
American Indian<100<0<100<0
Asian78981115918696827618
Black-88881258176197797121
Hispanic-73732727674243827918
White79284810948567867814
Two or more races-6969318928381792758
Students with Disabilities668623237168292656335
Economically Disadvantaged2717029-707030-717129
English Learners-737327-494951-616139
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359560538955754195545
Female329563535945963995565
Male389557541955554394526
American Indian<<<<<100<0<100<0
Asian399858244985424297553
Black249167927916593892548
Hispanic198969112089681123896611
Native Hawaiian<100<0<100<0<100<0
White409757344965244796494
Two or more races369660439975834797493
Students with Disabilities138067201376632414776223
Economically Disadvantaged188567151984651622856415
English Learners676692467569257787122
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209474625967142496724
Female159377722957352195745
Male259671428966942697703
American Indian<100<0<100<0
Asian269670425967142799721
Black59388720957652294726
Hispanic88881121287751313887512
White239673429986922798712
Two or more races26946863210068033100670
Students with Disabilities780732098475169807120
Economically Disadvantaged58681141182711816897311
English Learners-70703047572252807920
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309666434956153694576
Female289669431966543594596
Male329563536935773894566
American Indian<<<<<100<0
Asian319868240995913695595
Black158571152489651129885813
Hispanic1892748169174923876513
Native Hawaiian<100<0<100<0
White369762340965544497533
Two or more races259469626926683495615
Students with Disabilities10796921473692813756225
Economically Disadvantaged148672141585701519796021
English Learners581771927977219756525
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students279366739925384394506
Female2293717379053104195545
Male319362741945364592478
American Indian<100<0<100<0
Asian239673449974934597523
Black1694776239068104695495
Hispanic158368171885671522876513
White339663445934875094446
Two or more races429755338975934197573
Students with Disabilities12816919965563512716029
Economically Disadvantaged138370171879612121836217
English Learners681751966963315746826
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students599637454964245797403
Female579640451954455698422
Male609535557974135896384
Asian659934159984025899411
Black539239840915195094446
Hispanic3589541136925683594596
White659731361983726297353
Two or more races509747357984027296244
Students with Disabilities187659242581561918776023
Economically Disadvantaged368348173290581030906010
English Learners116453361379662112837117
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Grade 7702713707
Grade 8688720741
Grade 9702691708
Grade 10709715688
Grade 11713709738
Grade 12678733718
Post Graduate010
Total Students4,1924,2824,300
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students419242824300
Female201920422044
Male217322402256
American Indian633
Asian808866873
Black266305319
Hispanic750766758
Native Hawaiian554
White210720792063
Two or more races250258280
Students with Disabilities590606608
Not Students with Disabilities360236763692
Economically Disadvantaged520391693
Not Economically Disadvantaged367238913607
English Learners348554549
Not English Learners384437283751
Homeless131310
Military Connected451481494
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

School

Division

State

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

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

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

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

 

 

 

Status of the Students in the 2016-2017 Cohort
Student SubgroupSchoolAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsSchool49419910451
Division88653728301501015151
State4978334421271095754971970
FemaleSchool259922111
Division458816081061233453
State27214152009363331873681
MaleSchool2351078340
Division427721201953868198
State2256919221177462436241289
American IndianSchool<<<<0<
Division16100030
State123127114274
AsianSchool110193201
Division21814283455324
State45731128821711553
BlackSchool27133000
Division6886385768028
State79241059810702201500850
HispanicSchool80482020
Division115311651001178366
State47504926292891961258
Native HawaiianSchool<<<<0<
Division1290001
State62634043
WhiteSchool2401072220
Division43721300101258726
State299871610611585831716708
Two or more racesSchool36110010
Division4431789396
State23641473934417494
Students with DisabilitiesSchool285510130
Division3191071301171457
State1022603527101341172104
Economically DisadvantagedSchool49323100
Division121314461331144546
State959515820159442926401138
English LearnersSchool31375020
Division6361107141779717
State1518329526534162581
HomelessSchool<<<<0<
Division2676140762
State203616882523657
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students71370398.670799.25.7
Female35635399.235499.41.3
Male3573509835398.941.1
American Indian0<100<10000
Asian13513297.813499.300
Black43431004310000
Hispanic13213098.513098.521.5
Native Hawaiian0<100<10000
White35334998.935199.42.6
Two or more races484797.94797.912.1
Students with Disabilities979395.99496.933.1
Economically Disadvantaged858498.88510000
English Learners757397.37397.322.7
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken1,008 / 37.68%1,054 / 37.64%1,063 / 37.35%
Advanced Placement Course Enrollment1,017 / 38.02%1,061 / 37.89%1,069 / 37.56%
Dual Enrollment - - -
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsSchool59151313
Division120481011116
State800275758028
FemaleSchool26023310
Division5908508414
State404623112723
MaleSchool33128015
Division6140502718
State395652645333
American IndianSchool0<100
Division211910
State25416535
AsianSchool1119812
Division2514221712
State5267459213
BlackSchool413320
Division118999416
State171681128234
HispanicSchool1037923
Division1940131132
State8078522135
Native HawaiianSchool0<100
Division161131
State1147336
WhiteSchool3082799
Division5824509213
State457593374926
Two or more racesSchool242112
Division54446714
State3387249826
Students with DisabilitiesSchool624429
Division111979429
State5663303146
Economically DisadvantagedSchool1058915
Division2390173028
State224071294742
English LearnersSchool937322
Division2125152228
State5212340435
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsSchool1--
 Division37--
 State397141393623
State LicensuresSchool255
 Division133160141
 State167317901964
Industry CertificationSchool627547663
 Division132921172313871
 State89541100544109590
Workplace ReadinessSchool375218259
 Division728466467555
 State336653077542313
Total Credentials EarnedSchool1005770927
 Division207461852921567
 State128850137248157490
Students Earning One or More CredentialsSchool893680829
 Division178721597518784
 State104867109089126113
CTE CompletersSchool244247284
 Division429848604821
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10202428159965.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10072386155065%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10542666186670%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
67.367.868

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-201410,402.003,125.00606.00
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students381319355102387716154693867254688440731645582
Female184111129511849852637184513635451924893041
Male19728226512028762832202211833392149752541
American Indian0000000000000000
Asian7443081577022997614291284718812
Black262646265536267722308823
Hispanic641421428694301121694451827715431320
Native Hawaiian0000000000000000
White196011126501927962731190814233401947883041
Two or more races1924332096422281763248626
Students with Disabilities473351636497331921532341034548341335
Economically Disadvantaged68244173761835152264546162666530818
English Learners383238203422010933417616544191112
Homeless191210193142744322303
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students96.496.6396.52
Female96.1496.3996.26
Male96.6396.8696.76
American Indian97.3394.8394.12
Asian97.4397.5597.68
Black96.9697.8397.67
Hispanic95.9795.9895.94
Native Hawaiian91.1895.5894.89
White96.0696.3896.09
Two or more races96.6196.5396.48
Students with Disabilities95.0695.3695.04
Economically Disadvantaged95.7895.8496.38
English Learners96.0496.0796.59
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses21
Offenses Against Student15
Weapons Offenses<
Property Offenses18
All Other Offenses25
Other Offenses Against Persons43
Disorderly or Disruptive Behavior Offenses79
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1720.1430.07
Asian19.6028.5719.28411.2920.23413.39
Black6.54214.296.34817.747.12624.11
Hispanic17.78228.5717.917.7417.89725
Native Hawaiian0.1482.860.1190.117
White50.44342.8650.28648.3948.57533.93
Two or more races5.3862.865.9674.846.0283.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1720.1430.07
Asian19.6025019.28420.234
Black6.542506.3487.126
Hispanic17.78217.917.897
Native Hawaiian0.1480.1190.117
White50.44350.28610048.575100
Two or more races5.3865.9676.028
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1720.1430.07
Asian19.60219.28420.234
Black6.5426.3487.126
Hispanic17.78217.917.897
Native Hawaiian0.1480.1190.117
White50.44350.28648.575
Two or more races5.3865.9676.028
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 Students15.0614.9813.82
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 Students17.7617.3617.44
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 Students71.2273.9573.68
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education4%2%
Provisional2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
School
This school-2%1%
Division
All Schools100%2%2%
High Poverty100%1%2%
Low Poverty100%2%1%
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201521%77%1%1%
2015-201626%72%1%1%
2016-201726%72%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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