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Matthew Fontaine Maury High

General school information

Category: High (09-12) School
Phone: 757-628-3344
Address: 322 Shirley Ave Norfolk, VA 23517
Principal: Ms. Karen Berg
Superintendent: Dr. Sharon Byrdsong
School Number: 10
Region: 2
Division: Norfolk City Public Schools
Division Number: 118
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level 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 One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 91 9 9 78 87 13 8 79 87 13
Female 15 78 94 6 9 80 89 11 9 80 89 11
Male 10 79 89 11 9 76 86 14 8 78 85 15
American Indian < < < < < < 100 0
Asian 33 61 94 6 14 64 79 21 - 100 100 0
Black 4 80 85 15 5 78 83 17 3 78 81 19
Hispanic 11 89 100 0 6 72 78 22 12 73 85 15
White 20 77 97 3 16 79 96 4 16 79 95 5
Two or more races 14 82 96 4 - 100 100 0 7 86 93 7
Students with Disabilities 17 58 75 25 13 58 71 29 13 56 69 31
Students without Disabilities 12 80 92 8 9 80 89 11 8 82 90 10
Economically Disadvantaged 9 76 85 15 6 73 79 21 4 76 80 20
Not Economically Disadvantaged 14 80 95 5 12 83 95 6 12 82 94 6
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 11 85 97 3 11 85 96 4
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 91 9 9 78 87 13 8 79 87 13
Female 15 78 94 6 9 80 89 11 9 80 89 11
Male 10 79 89 11 9 76 86 14 8 78 85 15
American Indian < < < < < < 100 0
Asian 33 61 94 6 14 64 79 21 - 100 100 0
Black 4 80 85 15 5 78 83 17 3 78 81 19
Hispanic 11 89 100 0 6 72 78 22 12 73 85 15
White 20 77 97 3 16 79 96 4 16 79 95 5
Two or more races 14 82 96 4 - 100 100 0 7 86 93 7
Students with Disabilities 17 58 75 25 13 58 71 29 13 56 69 31
Students without Disabilities 12 80 92 8 9 80 89 11 8 82 90 10
Economically Disadvantaged 9 76 85 15 6 73 79 21 4 76 80 20
Not Economically Disadvantaged 14 80 95 5 12 83 95 6 12 82 94 6
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 11 85 97 3 11 85 96 4
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 33 55 87 13 32 58 90 10 25 55 79 21
Female 41 47 88 12 38 54 92 8 31 53 84 16
Male 24 63 87 13 27 62 89 11 18 56 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 53 42 95 5 57 36 93 7 50 50 100 0
Black 13 65 78 22 17 69 86 14 11 59 70 30
Hispanic 30 60 90 10 27 60 87 13 29 58 88 13
White 53 44 96 4 51 43 95 5 42 49 91 9
Two or more races 40 50 90 10 30 70 100 0 38 46 85 15
Students with Disabilities 24 48 72 28 17 62 79 21 13 31 44 56
Students without Disabilities 33 55 89 11 33 58 91 9 27 58 85 15
Economically Disadvantaged 20 56 76 24 20 65 86 14 13 55 68 32
Not Economically Disadvantaged 40 54 94 6 41 53 94 6 34 55 89 11
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 49 47 97 3 30 58 87 13
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 33 55 87 13 32 58 90 10 25 55 79 21
Female 41 47 88 12 38 54 92 8 31 53 84 16
Male 24 63 87 13 27 62 89 11 18 56 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 53 42 95 5 57 36 93 7 50 50 100 0
Black 13 65 78 22 17 69 86 14 11 59 70 30
Hispanic 30 60 90 10 27 60 87 13 29 58 88 13
White 53 44 96 4 51 43 95 5 42 49 91 9
Two or more races 40 50 90 10 30 70 100 0 38 46 85 15
Students with Disabilities 24 48 72 28 17 62 79 21 13 31 44 56
Students without Disabilities 33 55 89 11 33 58 91 9 27 58 85 15
Economically Disadvantaged 20 56 76 24 20 65 86 14 13 55 68 32
Not Economically Disadvantaged 40 54 94 6 41 53 94 6 34 55 89 11
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 49 47 97 3 30 58 87 13
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 12 65 77 23 11 62 73 27 6 73 78 22
Female 13 68 81 19 12 63 75 25 6 75 81 19
Male 11 62 73 27 10 61 71 29 6 70 76 24
American Indian < < < < < < 100 0
Asian 55 36 91 9 34 66 100 0 11 74 84 16
Black 5 63 69 31 6 59 64 36 2 72 74 26
Hispanic 3 77 79 21 13 58 71 29 4 73 78 22
Native Hawaiian < < < < < < < < < < 100 0
White 21 68 89 11 19 68 86 14 12 71 83 17
Two or more races 13 61 74 26 12 69 81 19 7 80 87 13
Students with Disabilities 6 47 52 48 8 50 59 41 7 57 64 36
Students without Disabilities 13 67 79 21 11 63 75 25 6 75 81 19
Economically Disadvantaged 6 64 69 31 5 56 61 39 3 69 72 28
Not Economically Disadvantaged 17 66 83 17 17 68 85 15 9 76 85 15
English Learners 21 57 79 21 27 73 100 0 < < < <
Homeless - 80 80 20 - 50 50 50 < < 100 0
Military Connected 13 64 77 23 8 76 84 16
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 1 67 68 32 1 58 59 41 2 70 72 28
Female - 73 73 27 2 62 64 36 1 73 74 26
Male 2 62 64 36 1 54 55 45 2 67 70 30
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < < <
Black - 64 64 36 - 55 55 45 - 71 71 29
Hispanic - 73 73 27 - 50 50 50 - 62 62 38
Native Hawaiian < < 100 0 < < 100 0
White 4 79 83 17 6 71 78 22 6 71 76 24
Two or more races - 47 47 53 - 62 62 38 7 64 71 29
Students with Disabilities - 48 48 52 2 45 47 53 1 61 62 38
Students without Disabilities 1 71 72 28 1 61 62 38 2 73 75 25
Economically Disadvantaged - 64 64 36 - 53 53 47 1 69 70 30
Not Economically Disadvantaged 3 72 74 26 4 70 74 26 3 72 76 24
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 2 64 67 33 7 67 74 26
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 65 66 34 1 61 62 38 1 74 76 24
Female 1 68 68 32 1 60 61 39 1 73 74 26
Male 2 62 65 35 1 62 63 37 2 76 78 22
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < < <
Black - 56 56 44 - 56 56 44 - 64 64 36
Hispanic - 75 75 25 - 59 59 41 - 94 94 6
Native Hawaiian < < < < < < < <
White 5 78 83 17 4 70 74 26 5 82 86 14
Two or more races - 75 75 25 4 71 75 25 - 93 93 7
Students with Disabilities - 44 44 56 - 61 61 39 - 56 56 44
Students without Disabilities 2 67 69 31 1 61 62 38 2 76 78 22
Economically Disadvantaged - 59 59 41 1 53 53 47 1 63 64 36
Not Economically Disadvantaged 3 70 73 27 2 72 74 26 2 85 87 13
English Learners < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected 2 63 64 36 - 85 85 15
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 35 63 98 2 29 68 96 4 13 76 90 10
Female 37 63 99 1 31 68 99 1 12 82 94 6
Male 33 64 97 3 26 67 93 7 15 69 84 16
American Indian < < 100 0 < < 100 0
Asian 92 8 100 0 53 47 100 0 18 73 91 9
Black 20 78 98 2 21 73 94 6 4 89 93 7
Hispanic < < 100 0 35 65 100 0 < < < <
White 45 54 98 2 31 66 96 4 23 63 86 14
Two or more races 31 69 100 0 27 73 100 0 13 81 94 6
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 36 63 99 1 29 68 96 4 14 76 90 10
Economically Disadvantaged 24 74 98 2 21 74 95 5 3 84 88 13
Not Economically Disadvantaged 41 58 99 1 32 65 97 3 18 73 91 9
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected 32 65 97 3 15 77 92 8
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 11 72 83 17 12 68 79 21 6 65 71 29
Female 12 72 84 16 12 67 79 21 6 66 72 28
Male 11 72 83 17 11 68 79 21 6 65 71 29
American Indian < < 100 0 < < < < < < < <
Asian 16 81 97 3 30 63 93 7 17 83 100 0
Black 5 70 75 25 5 65 69 31 3 58 60 40
Hispanic 13 67 80 20 10 73 84 16 6 71 77 23
Native Hawaiian < < < < < < < < < < < <
White 20 75 95 5 20 72 93 7 12 75 87 13
Two or more races 10 77 88 13 19 72 91 9 9 76 85 15
Students with Disabilities 8 49 57 43 8 41 49 51 3 46 49 51
Students without Disabilities 12 75 86 14 12 72 84 16 7 70 77 23
Economically Disadvantaged 7 68 75 25 6 63 68 32 3 56 59 41
Not Economically Disadvantaged 15 76 90 10 18 73 91 9 10 77 87 13
English Learners - 69 69 31 < < < < < < < <
Homeless < < < < - 42 42 58 < < < <
Military Connected 15 78 93 7 9 80 90 10
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 75 25 5 66 71 29 5 66 71 29
Female 5 69 74 26 5 65 71 29 4 68 72 28
Male 5 70 75 25 5 67 72 28 6 64 70 30
American Indian < < 100 0 < < < <
Asian 9 82 91 9 < < < < < < 100 0
Black 1 65 66 34 - 64 64 36 1 58 59 41
Hispanic 5 59 64 36 6 67 72 28 9 68 77 23
Native Hawaiian < < < < < < < <
White 13 77 90 10 17 73 90 10 12 77 88 12
Two or more races - 79 79 21 15 65 80 20 - 80 80 20
Students with Disabilities 3 38 41 59 2 46 48 52 - 46 46 54
Students without Disabilities 5 73 78 22 6 71 77 23 6 71 77 23
Economically Disadvantaged 2 64 66 34 - 63 63 37 2 53 55 45
Not Economically Disadvantaged 8 75 83 17 12 72 84 16 8 81 90 10
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 5 87 92 8 7 86 93 7
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 73 96 4 24 72 95 5 18 60 78 22
Female 22 74 96 4 26 69 94 6 19 60 79 21
Male 24 72 96 4 21 75 96 4 16 59 76 24
American Indian < < 100 0 < < 100 0
Asian 31 69 100 0 57 36 93 7 < < 100 0
Black 15 76 91 9 12 81 93 7 10 58 68 32
Hispanic < < 100 0 20 80 100 0 < < < <
White 29 70 99 1 30 68 97 3 20 63 83 18
Two or more races 25 69 94 6 23 69 92 8 30 50 80 20
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 23 72 96 4 24 71 95 5 17 60 77 23
Economically Disadvantaged 20 71 91 9 14 81 96 4 15 59 74 26
Not Economically Disadvantaged 24 74 98 2 27 68 95 5 19 60 79 21
English Learners < < 100 0 < < < <
Military Connected 33 63 96 4 25 67 92 8
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 7 76 83 17 6 67 73 27 2 67 69 31
Female 7 76 83 17 4 69 73 27 - 67 67 33
Male 8 76 83 17 8 66 73 27 4 68 72 28
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 73 76 24 3 59 62 38 2 58 60 40
Hispanic 27 67 93 7 - 80 80 20 - 80 80 20
Native Hawaiian < < < <
White 17 80 97 3 10 78 88 12 4 83 87 13
Two or more races 6 83 89 11 19 81 100 0 - 93 93 7
Students with Disabilities - 59 59 41 2 39 41 59 2 43 45 55
Students without Disabilities 9 79 88 12 6 72 79 21 2 74 76 24
Economically Disadvantaged 4 72 76 24 4 58 61 39 1 59 60 40
Not Economically Disadvantaged 12 80 92 8 9 82 91 9 3 85 88 12
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Military Connected 5 86 91 9 7 77 83 17
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 81 19 12 68 81 19 8 57 64 36
Female 16 64 80 20 11 69 80 20 7 56 64 36
Male 16 65 82 18 14 67 81 19 8 57 65 35
American Indian < < 100 0 < < < < < < 100 0
Asian 36 62 98 2 26 68 94 6 < < < <
Black 6 63 69 31 4 66 70 30 3 47 50 50
Hispanic 21 63 85 15 6 72 77 23 5 70 76 24
Native Hawaiian < < < < < < < < < < < <
White 29 67 95 5 23 71 94 6 16 72 89 11
Two or more races 16 70 87 13 19 73 92 8 18 69 87 13
Students with Disabilities 10 44 54 46 8 44 53 47 5 34 39 61
Students without Disabilities 17 66 83 17 13 71 84 16 8 62 70 30
Economically Disadvantaged 6 64 69 31 6 63 69 31 4 45 50 50
Not Economically Disadvantaged 24 65 89 11 18 73 91 9 12 72 85 15
English Learners 12 53 65 35 < < < < < < < <
Homeless - 77 77 23 - 18 18 82 < < < <
Military Connected 16 75 91 9 9 72 81 19
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 15 68 82 18 9 71 79 21 2 55 57 43
Female 14 66 79 21 6 71 77 23 - 52 52 48
Male 16 70 86 14 11 70 81 19 3 59 63 37
American Indian < < 100 0 < < < <
Asian 28 72 100 0 15 77 92 8 < < 100 0
Black 4 66 70 30 3 66 68 32 1 44 45 55
Hispanic 24 59 82 18 - 73 73 27 - 73 73 27
Native Hawaiian < < < < < < < < < < < <
White 28 69 97 3 17 75 92 8 4 80 84 16
Two or more races 14 75 89 11 11 84 95 5 < < < <
Students with Disabilities 9 48 57 43 - 49 49 51 - 27 27 73
Students without Disabilities 15 69 84 16 10 73 82 18 2 61 63 37
Economically Disadvantaged 4 66 70 30 5 66 70 30 1 38 39 61
Not Economically Disadvantaged 22 69 90 10 12 75 87 13 2 79 81 19
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 11 77 89 11 - 74 74 26
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 27 64 91 9 21 64 86 14 10 59 69 31
Female 30 66 96 4 18 67 86 14 12 58 70 30
Male 23 62 86 14 25 61 86 14 7 60 67 33
American Indian < < 100 0 < < 100 0
Asian 50 44 94 6 55 45 100 0 < < < <
Black 9 75 84 16 6 71 77 23 1 49 50 50
Hispanic 33 50 83 17 < < < < < < < <
White 42 58 100 0 36 58 94 6 25 68 93 8
Two or more races 27 67 93 7 32 59 91 9 15 77 92 8
Students with Disabilities - 63 63 37 10 48 57 43 - 27 27 73
Students without Disabilities 29 64 93 7 22 66 88 12 12 66 78 22
Economically Disadvantaged 10 75 85 15 9 67 76 24 2 49 52 48
Not Economically Disadvantaged 37 58 95 5 32 62 94 6 21 72 93 7
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 25 67 92 8 11 78 89 11
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 11 61 71 29 11 83 94 6 10 66 76 24
Female 6 59 65 35 14 81 95 5 3 70 73 27
Male 18 63 80 20 8 86 94 6 19 61 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 5 52 57 43 2 90 92 8 3 65 68 32
Hispanic < < < < - 83 83 17 < < < <
Native Hawaiian < < 100 0
White 17 70 87 13 21 77 98 2 20 72 92 8
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 11 59 70 30 11 83 94 6 8 66 74 26
Economically Disadvantaged 6 60 67 33 - 90 90 10 10 55 65 35
Not Economically Disadvantaged 14 61 75 25 17 80 96 4 11 76 86 14
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < < <
Military Connected 11 86 96 4 11 67 78 22
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 64 70 30 4 64 68 32 7 54 62 38
Female 5 63 68 32 4 64 69 31 8 55 62 38
Male 6 65 71 29 4 63 67 33 7 54 61 39
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 2 57 59 41 1 53 54 46 2 45 47 53
Hispanic < < 100 0 - 69 69 31 14 57 71 29
Native Hawaiian < < < <
White 15 76 90 10 11 85 96 4 12 74 86 14
Two or more races 13 69 81 19 6 82 88 12 22 61 83 17
Students with Disabilities - 30 30 70 - 45 45 55 - 39 39 61
Students without Disabilities 7 68 75 25 5 68 73 27 9 59 68 32
Economically Disadvantaged 1 58 59 41 1 50 51 49 3 46 49 51
Not Economically Disadvantaged 13 73 86 14 8 83 91 9 13 67 80 20
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 7 80 87 13 12 71 82 18
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---
Division994590
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 9541501482
Grade 10471427445
Grade 11354346325
Grade 12307383372
Post Graduate152
Total Students1,6741,6621,626

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students167416621626
Female867839802
Male807823824
American Indian485
Asian625243
Black856854837
Hispanic8586102
Native Hawaiian446
White563544507
Two or more races100114126
Students with Disabilities197223217
Students without Disabilities147714391409
Economically Disadvantaged815821815
Not Economically Disadvantaged859841811
English Learners241627
Not English Learners165016461599
Homeless11119
Military Connected298295277
Foster Care111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 190 169 10 16 40 12
Division 620 911 73 56 206 69
State 50715 36614 2715 1064 5504 1801
Female School 103 84 4 10 12 4
Division 364 460 23 17 77 28
State 27679 16161 917 351 2003 680
Male School 87 85 6 6 28 8
Division 256 451 50 39 129 41
State 23036 20453 1798 713 3501 1121
American Indian School < < < < 0 <
Division < < < < 0 <
State 114 112 2 3 17 9
Asian School 11 3 0 0 1 0
Division 46 18 0 0 2 0
State 5184 1290 96 10 113 46
Black School 63 101 7 11 35 7
Division 250 592 53 34 147 49
State 7794 10864 1035 246 1353 673
Hispanic School 8 15 1 1 1 2
Division 38 90 5 6 24 6
State 5184 6274 354 116 2441 386
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 83 41 6 2 3 3
White School 97 36 2 2 2 2
Division 241 159 13 13 23 9
State 29845 16400 1112 631 1440 605
Two or more races School 11 10 0 2 1 0
Division 43 45 2 3 10 4
State 2511 1633 110 56 137 79
Students with Disabilities School 1 9 10 1 2 0
Division 6 73 73 4 34 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 54 102 4 4 16 7
Division 229 581 46 18 73 52
State 10701 18162 1634 523 2867 1096
English Learners School < < < < 0 <
Division 12 39 1 1 21 0
State 1263 4111 306 32 2060 159
Homeless School < < < < < <
Division 2 17 1 0 5 2
State 206 691 67 30 305 65
Military Connected School 37 24 0 2 2 2
Division 113 113 7 3 6 5
State 1928 1197 49 15 36 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 Students4373698438588409
Female2171918820193126
Male22017881184842813
American Indian<<100<10000
Asian151493149317
Black22417176182813516
Hispanic282486258914
Native Hawaiian<<<<<00
White141135961379721
Two or more races242188239614
Students with Disabilities232087219129
Economically Disadvantaged1871608616488169
English Learners<<100<10000
Homeless<<<<<<<
Military Connected676191639423
< = 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 Taken503 / 29.47%451 / 26.96%463 / 27.94%
Advanced Placement Course Enrollment626 / 36.67%573 / 34.25%535 / 32.29%
Dual Enrollment21 / 1.23%17 / 1.02%25 / 1.51%
Governor's School Enrollment39 / 2.28%37 / 2.21%35 / 2.11%
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 StudentsSchool33721536
Division1,49882045
State85,89957,72533
FemaleSchool18112431
Division77848038
State43,22531,59927
MaleSchool1569142
Division72034053
State42,67426,12639
AsianSchool14<100
Division564225
State6,0845,29213
BlackSchool1608646
Division86042750
State18,86811,29840
HispanicSchool171041
Division975246
State10,1025,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool1209322
Division37022938
State46,44832,34030
Two or more racesSchool251732
Division1006238
State3,9902,71532
Students with DisabilitiesSchool15<100
Division792963
State7,2163,25655
Economically DisadvantagedSchool1094658
Division72934253
State27,32914,19048
English LearnersSchool<<100
Division301067
State5,1822,82046
American IndianSchool--100
Division12<100
State26516737
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool212110
 Division156127130
 State3,6233,5254,095
State LicensuresSchool858
 Division341220
 State2,2791,8812,231
Industry CertificationSchool591667659
 Division3,1173,1212,820
 State109,275104,601107,234
Workplace ReadinessSchool181327
 Division111149184
 State42,31350,24144,892
Total Credentials EarnedSchool638706704
 Division3,4183,4093,154
 State157,490160,248158,452
Students Earning One or More CredentialsSchool578606598
 Division2,7602,7342,455
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationSchool11234
 Division140173166
 State1,4311,5371,317
CTE CompletersSchool169198194
 Division906967927
 State40,51641,43840,209

< = 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
2015-2016Division3,861.005,819.001,737.00
State6,084.004,849.00812.00
2016-2017Division3,840.006,085.001,761.00
State6,248.005,052.00871.00
2017-2018Division3,923.006,285.001,643.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,2004451,2124141,295347
Female623227622218639193
Male577218590196656154
American Indian<<<<<<
Asian537557475
Black577273568271605226
Hispanic582158197517
Native Hawaiian<<<<<<
White4411074519247170
Two or more races673274228926
Students with Disabilities48121375415249
Economically Disadvantaged472276458238541235
English Learners189194166
Homeless814513613
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 16
Disorderly or Disruptive Behavior Offenses 206
Other Offenses Against Persons 39
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.60.20.50.5
Asian3.50.33.73.1
Black51.181.951.186.251.481.3
Hispanic53.75.12.45.22.6
Native Hawaiian0.40.30.20.40.20.5
White33.37.233.65.332.79.9
Two or more races6.35.965.76.95.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.20.5
Asian3.53.73.1
Black51.183.351.190.951.480
Hispanic55.15.2
Native Hawaiian0.40.20.2
White33.316.733.632.720
Two or more races6.369.16.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.20.5
Asian3.53.73.1
Black51.151.151.4
Hispanic55.15.2
Native Hawaiian0.40.20.2
White33.333.632.7
Two or more races6.366.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 40.544.343.8
< = 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 1414.916.1
< = 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 49.150.945.9
< = 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 School10.2%1.7%
Division9.3%2.3%
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
2016-201732%63%3%2%
2017-201835%62%1%2%
2018-201931%64%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-NoNo
AsianYesTS-YesTS
BlackYesYes-NoNo
HispanicYesYes-NoTS
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTSTS
Students with DisabilitiesYesYes-NoTS

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 Students89%86%73%75%
Asian92%91%87%75%
Black84%81%60%75%
Hispanic79%81%63%75%
White96%95%81%75%
Economically Disadvantaged82%77%62%75%
English Learners<64%53%75%
Students with Disabilities65%52%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 Students89%88%74%70%
Asian100%88%89%70%
Black90%86%60%70%
Hispanic80%81%64%70%
White90%91%81%70%
Economically Disadvantaged88%84%63%70%
English Learners<93%57%70%
Students with Disabilities61%65%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 Students54%
Asian33%
Black56%
Hispanic74%
White49%
Economically Disadvantaged62%
English Learners<
Students with Disabilities57%

< = 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 Students81%84%84%
Asian93%90%84%
Black71%82%84%
Hispanic81%81%84%
White94%86%84%
Economically Disadvantaged81%78%84%
English Learners90%65%84%
Students with Disabilities31%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 Students21%25%9%10%
Asian10%11%5%10%
Black27%31%9%10%
Hispanic18%23%9%10%
White13%16%9%10%
Economically Disadvantaged30%34%13%10%
English Learners27%26%8%10%
Students with Disabilities24%25%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 Progress<46%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students94%95%64%
Asian100%100%42%
Black93%95%71%
Hispanic92%100%87%
White97%94%50%
Economically Disadvantaged95%98%76%
Not Economically Disadvantaged94%93%-
English Learners<<<
Students with Disabilities80%92%80%
Students without Disabilities95%95%-
Female94%94%-
Male95%96%-
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).
Matthew Fontaine Maury High to top