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Manassas Park High

General school information

Category: High (09-12) School
Phone: 703-361-9131
Address: 8200 Euclid Ave Manassas Park, VA 20111-2394
Principal: Pam Kalso
Superintendent: Dr. C. Bruce McDade
School Number: 30
Region: 4
Division: Manassas Park City Public Schools
Division Number: 144
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level Three
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 Two Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 73 81 19 5 73 78 22 4 70 74 26
Female 13 71 84 16 5 75 80 20 6 74 80 20
Male 5 74 79 21 4 71 75 25 2 67 69 31
Asian 20 75 95 5 5 89 95 5 14 67 81 19
Black 13 72 84 16 11 78 89 11 7 82 89 11
Hispanic 1 75 76 24 2 64 67 33 1 65 65 35
White 24 67 90 10 9 84 93 7 8 76 84 16
Two or more races < < < < - 88 88 13 < < 100 0
Students with Disabilities 4 62 65 35 13 30 43 57 - 30 30 70
Students without Disabilities 9 74 83 17 4 76 80 20 4 75 79 21
Economically Disadvantaged 3 74 77 23 3 68 71 29 2 71 73 27
Not Economically Disadvantaged 14 71 85 15 7 78 85 15 6 69 75 25
English Learners - 56 56 44 - 23 23 77 - 24 24 76
Military Connected < < < < < < 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 9 73 81 19 5 73 78 22 4 70 74 26
Female 13 71 84 16 5 75 80 20 6 74 80 20
Male 5 74 79 21 4 71 75 25 2 67 69 31
Asian 20 75 95 5 5 89 95 5 14 67 81 19
Black 13 72 84 16 11 78 89 11 7 82 89 11
Hispanic 1 75 76 24 2 64 67 33 1 65 65 35
White 24 67 90 10 9 84 93 7 8 76 84 16
Two or more races < < < < - 88 88 13 < < 100 0
Students with Disabilities 4 62 65 35 13 30 43 57 - 30 30 70
Students without Disabilities 9 74 83 17 4 76 80 20 4 75 79 21
Economically Disadvantaged 3 74 77 23 3 68 71 29 2 71 73 27
Not Economically Disadvantaged 14 71 85 15 7 78 85 15 6 69 75 25
English Learners - 56 56 44 - 23 23 77 - 24 24 76
Military Connected < < < < < < 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 20 56 76 24 16 55 71 29 17 49 66 34
Female 25 57 83 17 20 57 77 23 21 54 75 25
Male 15 55 70 30 12 54 66 34 13 45 58 42
Asian 53 37 89 11 53 37 89 11 33 52 86 14
Black 30 55 85 15 22 63 85 15 22 52 74 26
Hispanic 8 58 66 34 5 56 61 39 9 47 56 44
White 31 57 88 12 32 56 88 12 33 46 79 21
Two or more races < < < < 19 50 69 31 < < < <
Students with Disabilities 8 32 40 60 12 28 40 60 4 8 12 88
Students without Disabilities 21 59 79 21 16 57 74 26 18 54 72 28
Economically Disadvantaged 10 55 64 36 8 56 64 36 11 50 61 39
Not Economically Disadvantaged 30 57 87 13 25 54 79 21 24 48 71 29
English Learners 2 38 39 61 2 17 18 82 - 14 14 86
Military Connected < < < < < < 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 20 56 76 24 16 55 71 29 17 49 66 34
Female 25 57 83 17 20 57 77 23 21 54 75 25
Male 15 55 70 30 12 54 66 34 13 45 58 42
Asian 53 37 89 11 53 37 89 11 33 52 86 14
Black 30 55 85 15 22 63 85 15 22 52 74 26
Hispanic 8 58 66 34 5 56 61 39 9 47 56 44
White 31 57 88 12 32 56 88 12 33 46 79 21
Two or more races < < < < 19 50 69 31 < < < <
Students with Disabilities 8 32 40 60 12 28 40 60 4 8 12 88
Students without Disabilities 21 59 79 21 16 57 74 26 18 54 72 28
Economically Disadvantaged 10 55 64 36 8 56 64 36 11 50 61 39
Not Economically Disadvantaged 30 57 87 13 25 54 79 21 24 48 71 29
English Learners 2 38 39 61 2 17 18 82 - 14 14 86
Military Connected < < < < < < 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 6 65 71 29 8 65 74 26 8 73 82 18
Female 7 68 75 25 9 65 74 26 9 77 86 14
Male 5 63 68 32 8 65 73 27 8 70 78 22
Asian 24 58 82 18 37 63 100 0 32 58 90 10
Black 5 68 73 27 8 71 80 20 5 91 96 4
Hispanic 2 65 68 32 4 63 67 33 6 72 78 22
White 12 69 81 19 17 69 86 14 12 73 85 15
Two or more races 14 50 64 36 13 67 80 20 6 81 88 13
Students with Disabilities 6 43 49 51 - 51 51 49 - 67 67 33
Students without Disabilities 6 68 74 26 9 67 76 24 9 74 83 17
Economically Disadvantaged 5 66 70 30 6 63 69 31 9 69 78 22
Not Economically Disadvantaged 8 64 72 28 11 69 80 20 8 78 86 14
English Learners 1 59 60 40 1 51 52 48 2 60 62 38
Military Connected < < < < < < 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 2 68 71 29 - 59 59 41 2 80 82 18
Female 1 80 82 18 - 64 64 36 6 82 88 12
Male 3 60 63 37 - 57 57 43 - 78 78 22
Asian < < < < < < 100 0 < < 100 0
Black - 88 88 12 - 88 88 13 - 100 100 0
Hispanic 2 66 68 32 - 52 52 48 2 76 79 21
White - 72 72 28 - 79 79 21 < < < <
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 64 64 36 - 44 44 56 - 77 77 23
Students without Disabilities 3 69 72 28 - 63 63 37 3 80 83 17
Economically Disadvantaged 3 72 75 25 - 52 52 48 1 76 77 23
Not Economically Disadvantaged 2 59 61 39 - 74 74 26 3 83 86 14
English Learners 1 64 64 36 - 46 46 54 2 68 70 30
Military Connected < < < < < < 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 3 62 65 35 5 72 78 22 12 65 76 24
Female 3 63 66 34 4 73 77 23 11 69 80 20
Male 3 62 65 35 7 72 78 22 12 61 72 28
Asian < < < < 20 80 100 0 32 58 89 11
Black 5 55 59 41 4 71 75 25 6 89 94 6
Hispanic 1 63 64 36 4 71 75 25 11 61 72 28
White 9 66 74 26 6 77 83 17 7 71 78 22
Two or more races < < < < < < < < < < < <
Students with Disabilities - 19 19 81 - 55 55 45 - 50 50 50
Students without Disabilities 3 67 70 30 6 74 80 20 13 66 80 20
Economically Disadvantaged 4 57 61 39 8 69 77 23 13 59 71 29
Not Economically Disadvantaged 1 71 72 28 2 77 79 21 10 72 82 18
English Learners 1 51 53 47 2 58 60 40 2 46 48 52
Military Connected < < 100 0 < < 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 12 66 78 22 22 61 83 17 11 78 89 11
Female 15 63 78 22 24 54 78 22 10 81 91 9
Male 9 69 77 23 19 68 88 13 12 73 85 15
Asian 33 53 87 13 64 36 100 0 36 55 91 9
Black 8 67 75 25 21 58 79 21 10 85 95 5
Hispanic 3 69 73 27 10 67 78 22 4 80 85 15
White 19 70 89 11 30 61 91 9 21 72 93 7
Two or more races 27 45 73 27 < < < < < < 100 0
Students with Disabilities 9 36 45 55 < < < < < < < <
Students without Disabilities 12 68 80 20 22 61 83 17 11 78 89 11
Economically Disadvantaged 8 70 77 23 12 67 80 20 10 78 88 12
Not Economically Disadvantaged 15 64 79 21 31 56 86 14 12 78 90 10
English Learners 3 59 62 38 - 70 70 30 < < < <
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 10 66 76 24 6 66 73 27 12 67 79 21
Female 12 65 77 23 6 69 74 26 9 74 83 17
Male 8 68 75 25 7 64 71 29 15 61 76 24
Asian 24 73 98 2 19 76 95 5 25 69 94 6
Black 11 79 90 10 8 70 78 22 14 80 94 6
Hispanic 3 62 65 35 2 63 65 35 6 66 72 28
White 22 67 89 11 16 72 88 12 26 62 87 13
Two or more races 18 68 86 14 9 68 77 23 7 93 100 0
Students with Disabilities 2 51 52 48 - 40 40 60 5 50 55 45
Students without Disabilities 10 68 78 22 7 69 76 24 13 69 82 18
Economically Disadvantaged 3 61 64 36 2 66 69 31 6 68 75 25
Not Economically Disadvantaged 17 72 89 11 11 66 78 22 18 67 84 16
English Learners - 50 50 50 - 33 33 67 - 37 37 63
Military Connected < < 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 10 62 72 28 10 65 75 25 14 58 73 27
Female 10 62 72 28 10 72 81 19 13 64 77 23
Male 9 63 72 28 10 60 70 30 15 52 68 32
Asian 16 79 95 5 29 71 100 0 7 93 100 0
Black 10 84 94 6 14 50 64 36 18 76 94 6
Hispanic 2 58 61 39 2 68 69 31 8 53 61 39
White 28 56 84 16 24 67 91 9 38 46 85 15
Two or more races 20 70 90 10 < < < < < < 100 0
Students with Disabilities 5 45 50 50 - 42 42 58 5 25 30 70
Students without Disabilities 10 64 74 26 11 68 79 21 16 63 78 22
Economically Disadvantaged 2 58 61 39 3 68 71 29 8 57 65 35
Not Economically Disadvantaged 19 68 87 13 18 62 80 20 21 60 81 19
English Learners - 41 41 59 - 34 34 66 - 25 25 75
Military Connected < < 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 16 74 91 9 6 81 87 13 17 76 93 7
Female 19 72 91 9 4 84 88 12 11 83 94 6
Male 13 77 90 10 7 79 86 14 22 69 91 9
Asian 35 65 100 0 15 77 92 8 38 57 95 5
Black 21 79 100 0 8 81 88 12 20 80 100 0
Hispanic 7 78 85 15 1 81 82 18 5 86 91 9
White 23 70 93 7 13 83 95 5 26 66 92 8
Two or more races < < < < 10 80 90 10 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 76 92 8 6 81 87 13 17 77 94 6
Economically Disadvantaged 8 74 82 18 3 82 85 15 6 83 89 11
Not Economically Disadvantaged 22 74 96 4 9 81 89 11 25 71 96 4
English Learners - 77 77 23 - 65 65 35 < < 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 2 63 66 34 2 54 56 44 1 71 72 28
Female 5 58 63 37 2 49 52 48 - 77 77 23
Male 1 66 67 33 3 58 60 40 2 65 67 33
Asian < < 100 0 < < < < < < < <
Black - 72 72 28 - 83 83 17 < < < <
Hispanic - 56 56 44 2 46 48 52 1 67 68 32
White 7 83 90 10 6 70 76 24 - 75 75 25
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 57 57 43 - 29 29 71 - 83 83 17
Students without Disabilities 3 65 68 32 3 59 61 39 1 69 70 30
Economically Disadvantaged - 56 56 44 1 52 53 47 2 71 73 27
Not Economically Disadvantaged 6 75 81 19 5 57 61 39 - 70 70 30
English Learners - 51 51 49 - 26 26 74 - 49 49 51
Military Connected < < 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 17 58 75 25 13 61 74 26 10 67 76 24
Female 18 58 76 24 12 61 72 28 8 67 75 25
Male 17 58 75 25 15 61 76 24 11 66 77 23
Asian 41 52 93 7 36 59 95 5 30 60 91 9
Black 28 59 87 13 15 67 82 18 13 74 87 13
Hispanic 9 57 66 34 7 60 67 33 6 64 69 31
White 29 61 90 10 23 62 86 14 13 75 88 12
Two or more races 22 65 87 13 23 54 77 23 18 68 86 14
Students with Disabilities 3 48 51 49 - 51 51 49 2 51 53 47
Students without Disabilities 19 59 78 22 15 62 77 23 11 68 79 21
Economically Disadvantaged 11 56 67 33 8 61 69 31 7 66 73 27
Not Economically Disadvantaged 26 60 86 14 19 61 80 20 13 67 80 20
English Learners 4 46 50 50 1 33 34 66 - 34 34 66
Military Connected < < < < 27 27 55 45
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 59 79 21 15 60 76 24 15 55 70 30
Female 21 64 84 16 14 60 74 26 15 53 67 33
Male 20 55 75 25 17 60 77 23 16 57 74 26
Asian 35 55 90 10 44 50 94 6 38 48 86 14
Black 30 63 93 7 22 67 89 11 26 59 85 15
Hispanic 11 60 71 29 7 59 66 34 6 54 59 41
White 38 51 89 11 26 62 88 12 24 59 83 17
Two or more races < < < < 19 63 81 19 < < < <
Students with Disabilities - 50 50 50 - 58 58 42 4 38 42 58
Students without Disabilities 23 60 82 18 17 60 77 23 17 57 74 26
Economically Disadvantaged 13 59 72 28 10 62 72 28 10 55 65 35
Not Economically Disadvantaged 29 59 88 12 21 58 79 21 21 55 76 24
English Learners 3 51 54 46 2 30 32 68 - 24 24 76
Military Connected < < 100 0 < < 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 < < 100 0
Male < < 100 0
Black < < 100 0
Hispanic < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0
English Learners < < 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 23 56 79 21 18 59 77 23 13 55 68 32
Female 25 55 80 20 13 62 75 25 14 59 72 28
Male 21 58 79 21 24 55 78 22 12 52 64 36
Asian 47 47 94 6 38 62 100 0 < < < <
Black 34 45 79 21 11 61 72 28 < < < <
Hispanic 13 59 71 29 12 61 73 27 14 55 68 32
White 32 62 94 6 29 53 82 18 < < < <
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 9 50 59 41 - 33 33 67 < < < <
Students without Disabilities 24 57 81 19 19 60 79 21 15 57 72 28
Economically Disadvantaged 15 54 69 31 13 60 73 27 13 52 65 35
Not Economically Disadvantaged 32 59 92 8 24 57 81 19 13 58 71 29
English Learners 7 49 56 44 - 42 42 58 - 36 36 64
Military Connected < < 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 4 58 62 38 4 64 68 32 6 76 82 18
Female 3 53 56 44 6 58 64 36 4 78 81 19
Male 5 62 67 33 3 67 70 30 8 74 82 18
Asian < < 100 0 20 70 90 10 22 78 100 0
Black < < < < 7 73 80 20 3 86 89 11
Hispanic 1 50 51 49 2 59 61 39 4 71 75 25
White 5 79 84 16 8 76 84 16 7 89 96 4
Two or more races < < < < < < < < 15 77 92 8
Students with Disabilities - 43 43 57 - 48 48 52 - 68 68 32
Students without Disabilities 5 61 65 35 5 67 72 28 6 76 83 17
Economically Disadvantaged 5 55 60 40 2 60 61 39 4 74 79 21
Not Economically Disadvantaged 2 65 67 33 8 71 80 20 8 78 86 14
English Learners 2 40 42 58 - 32 32 68 - 40 40 60
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---
Division512742
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9336319311
Grade 10323283287
Grade 11238262257
Grade 12192269301
Total Students1,0891,1331,156

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students108911331156
Female513519550
Male576614606
American Indian32-
Asian727473
Black113106107
Hispanic611678713
White248233220
Two or more races424043
Students with Disabilities126123117
Students without Disabilities96310101039
Economically Disadvantaged549610600
Not Economically Disadvantaged540523556
English Learners357365379
Not English Learners732768777
Homeless4176
Military Connected251718
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 126 118 8 1 27 2
Division 126 118 8 1 27 2
State 50983 36029 2739 1053 5386 1766
Female School 71 38 3 0 8 1
Division 71 38 3 0 8 1
State 27838 15825 923 368 1911 652
Male School 55 80 5 1 19 1
Division 55 80 5 1 19 1
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 9 2 27 8
Asian School 16 2 1 0 1 0
Division 16 2 1 0 1 0
State 5026 1197 70 18 91 37
Black School 20 9 2 0 1 1
Division 20 9 2 0 1 1
State 7955 11098 1113 244 1362 735
Hispanic School 60 74 3 0 24 1
Division 60 74 3 0 24 1
State 5087 5586 317 107 2168 323
White School 26 27 1 1 0 0
Division 26 27 1 1 0 0
State 30221 16421 1144 621 1576 587
Two or more races School 4 4 1 0 1 0
Division 4 4 1 0 1 0
State 2468 1543 85 58 160 72
Students with Disabilities School 0 18 8 0 2 0
Division 0 18 8 0 2 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 51 62 4 0 17 1
Division 51 62 4 0 17 1
State 10703 17350 1682 461 2633 1087
English Learners School 19 47 2 0 20 0
Division 19 47 2 0 20 0
State 1418 3765 269 32 1842 117
Homeless School 1 6 1 0 2 0
Division 1 6 1 0 2 0
State 232 694 90 42 303 60
Military Connected School < < < < 0 <
Division < < < < 0 <
State 1941 1109 47 11 38 24
< = 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 Students28225289253902710
Female121112931129387
Male16114087141881912
American Indian<<100<10000
Asian201995199515
Black333194319413
Hispanic16213785137852415
White5554985510000
Two or more races10990990110
Students with Disabilities282693269327
Economically Disadvantaged13511787117871713
English Learners88687768772023
Homeless10880880220
Military Connected<<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 Taken240 / 22.04%320 / 28.24%167 / 14.45%
Advanced Placement Course Enrollment245 / 22.5%320 / 28.24%169 / 14.62%
Dual Enrollment54 / 4.96%82 / 7.24%86 / 7.44%
Governor's School Enrollment4 / .37%2 / .18%1 / .09%
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 StudentsSchool23313841
Division23313841
State85,89957,72533
FemaleSchool1067925
Division1067925
State43,22531,59927
MaleSchool1275954
Division1275954
State42,67426,12639
American IndianSchool<<100
Division<<100
State26516737
AsianSchool18176
Division18176
State6,0845,29213
BlackSchool292224
Division292224
State18,86811,29840
HispanicSchool1256350
Division1256350
State10,1025,82642
WhiteSchool513139
Division513139
State46,44832,34030
Two or more racesSchool<<100
Division<<100
State3,9902,71532
Students with DisabilitiesSchool17<100
Division17<100
State7,2163,25655
Economically DisadvantagedSchool1086144
Division1086144
State27,32914,19048
English LearnersSchool632363
Division632363
State5,1822,82046
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
Industry CertificationSchool280387271
 Division280393271
 State99,894109,275104,601
Total Credentials EarnedSchool280388271
 Division280394271
 State137,248157,490160,248
Students Earning One or More CredentialsSchool264307271
 Division264313271
 State109,089126,113128,672
CTE CompletersSchool190187136
 Division190187136
 State42,40440,51641,438
NOCTI AssessmentsSchool---
 Division---
 State4,1393,6233,525
State LicensuresSchool---
 Division---
 State2,4402,2791,881
Workplace ReadinessSchool-1-
 Division-1-
 State30,77542,31350,241
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,795.006,713.00705.00
State6,084.004,849.00812.00
2016-2017Division3,210.006,990.00774.00
State6,248.005,052.00871.00
2017-2018Division3,383.006,900.00688.00
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 Students9581361,001122943197
Female446634526344299
Male512735495950198
American Indian<<<<--
Asian6967036312
Black11079710998
Hispanic5139958487560143
White226212141819025
Two or more races383344319
Students with Disabilities1111310799023
Economically Disadvantaged5208752370471111
English Learners291733125429680
Homeless10414882
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 29
Disorderly or Disruptive Behavior Offenses 16
Alcohol, Tobacco, and Other Drug Offenses 19
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.2
Asian6.66.53.8
Black10.421.29.413.2
Hispanic56.165.459.860.4
Native Hawaiian----
White22.87.720.615.1
Two or more races3.95.83.57.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian6.66.5
Black10.49.4
Hispanic56.159.8
Native Hawaiian
White22.820.6
Two or more races3.93.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.2
Asian6.66.5
Black10.49.4
Hispanic56.159.8
Native Hawaiian----
White22.820.6
Two or more races3.93.5
< = 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 53.253.754.9
< = 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 24.523.421.8
< = 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 7774.471.7
< = 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 School15.2%0%
Division12.9%0.7%
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
2016-201731%68%1%0%
2017-201835%62%1%2%
2018-201936%61%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

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

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 Students80%81%73%75%
Asian95%96%87%75%
Black87%78%60%75%
Hispanic72%75%63%75%
White88%89%81%75%
Economically Disadvantaged75%76%62%75%
English Learners48%49%53%75%
Students with Disabilities60%43%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 Students85%83%74%70%
Asian95%95%89%70%
Black81%77%60%70%
Hispanic86%82%64%70%
White79%84%81%70%
Economically Disadvantaged83%82%63%70%
English Learners76%73%57%70%
Students with Disabilities44%45%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 Students73%
Asian79%
Black81%
Hispanic68%
White87%
Economically Disadvantaged66%
English Learners40%
Students with Disabilities48%

< = 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 Students82%84%84%
Asian100%90%84%
Black91%82%84%
Hispanic78%81%84%
White85%86%84%
Economically Disadvantaged80%78%84%
English Learners68%65%84%
Students with Disabilities66%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 Students11%12%9%10%
Asian4%6%5%10%
Black9%7%9%10%
Hispanic13%15%9%10%
White8%9%9%10%
Economically Disadvantaged12%13%13%10%
English Learners15%18%8%10%
Students with Disabilities8%11%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 Progress54%46%58%
English Learner Proficiency5%--

< = 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 Progress12222554%
English Learner Proficiency142695%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students95%95%94%
Asian95%100%95%
Black97%87%84%
Hispanic94%97%96%
White92%89%96%
Economically Disadvantaged93%96%95%
Not Economically Disadvantaged96%93%-
English Learners87%96%96%
Students with Disabilities92%92%92%
Students without Disabilities95%95%-
Female98%97%-
Male91%92%-
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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