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Patrick Henry High

General school information

Category: High (09-12) School
Phone: 540-853-2255
Address: 2102 Grandin Rd SW Roanoke, VA 24015
Principal: Mr. Joe Booan
Superintendent: Dr. Verletta White
School Number: 390
Region: 6
Division: Roanoke City Public Schools
Division Number: 124
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

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2024 Accreditation Status: Accredited with Conditions
Number of School Quality Indicators at Level Three (Below Standard): 4 of 9
Accreditation Status Last Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level Three

Achievement Gaps

EnglishLevel Two
MathematicsLevel Three

Student Engagement & Outcomes

Chronic Absenteeism Level Three
College, Career, and Civic Readiness Index (CCCRI) Level Two
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Three
Economically Disadvantaged Level One Level Two
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level Two
Students with Disabilities Level Three Level Three
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 57 77 23 20 56 76 24 17 56 73 27
Female 21 54 75 25 20 56 76 24 16 56 72 28
Male 17 61 78 22 20 56 76 24 18 57 74 26
American Indian < < 100 0
Asian < < < < 10 70 80 20 10 70 80 20
Black 5 61 66 34 9 57 65 35 7 54 61 39
Hispanic 15 58 73 27 9 57 66 34 2 60 63 38
White 31 53 85 15 31 54 85 15 29 56 85 15
Multiple Races 13 69 81 19 41 59 100 0 7 67 73 27
Students with Disabilities 8 31 39 61 12 29 41 59 13 29 42 58
Students without Disabilities 21 61 82 18 22 61 83 17 18 62 79 21
Economically Disadvantaged 8 60 69 31 11 59 70 30 10 57 67 33
Not Economically Disadvantaged 33 53 86 14 33 52 84 16 28 56 84 16
English Learners - 23 23 77 - 30 30 70 - 32 32 68
Homeless - 64 64 36 - 71 71 29 < < < <
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 57 77 23 20 56 76 24 17 56 73 27
Female 21 54 75 25 20 56 76 24 16 56 72 28
Male 17 61 78 22 20 56 76 24 18 57 74 26
American Indian < < 100 0
Asian < < < < 10 70 80 20 10 70 80 20
Black 5 61 66 34 9 57 65 35 7 54 61 39
Hispanic 15 58 73 27 9 57 66 34 2 60 63 38
White 31 53 85 15 31 54 85 15 29 56 85 15
Multiple Races 13 69 81 19 41 59 100 0 7 67 73 27
Students with Disabilities 8 31 39 61 12 29 41 59 13 29 42 58
Students without Disabilities 21 61 82 18 22 61 83 17 18 62 79 21
Economically Disadvantaged 8 60 69 31 11 59 70 30 10 57 67 33
Not Economically Disadvantaged 33 53 86 14 33 52 84 16 28 56 84 16
English Learners - 23 23 77 - 30 30 70 - 32 32 68
Homeless - 64 64 36 - 71 71 29 < < < <
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
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.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 13 13 87 < < < < 15 48 63 37
Male < < < < < < < < 12 53 65 35
Black < < < < < < < < 2 48 50 50
Students without Disabilities - 8 8 92 < < < < 17 55 71 29
Economically Disadvantaged - 8 8 92 < < < < 7 46 54 46
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 13 13 87 < < < < 15 48 63 37
Male < < < < < < < < 12 53 65 35
Black < < < < < < < < 2 48 50 50
Students without Disabilities - 8 8 92 < < < < 17 55 71 29
Economically Disadvantaged - 8 8 92 < < < < 7 46 54 46
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
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.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 63 65 35 3 52 55 45 3 56 59 41
Female 2 68 70 30 3 53 57 43 2 60 62 38
Male 3 57 60 40 3 50 53 47 3 52 55 45
American Indian < < < < < < < < < < < <
Asian 6 75 81 19 8 50 58 42 6 69 75 25
Black - 55 55 45 1 43 44 56 1 47 48 52
Hispanic 3 60 63 38 3 53 56 44 1 54 55 45
Native Hawaiian < < < < < < < <
White 5 71 76 24 5 62 67 33 6 67 73 27
Multiple Races - 43 43 57 - 48 48 52 - 53 53 47
Students with Disabilities 1 40 41 59 3 37 39 61 4 35 40 60
Students without Disabilities 3 67 70 30 3 55 58 42 3 60 62 38
Economically Disadvantaged 1 58 59 41 2 46 47 53 1 52 53 47
Not Economically Disadvantaged 6 70 76 24 6 63 69 31 7 64 72 28
English Learners - 59 59 41 - 46 46 54 1 50 51 49
Homeless - 41 41 59 - 22 22 78 - 57 57 43
Foster Care < < < < < < < < < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 61 62 38 1 49 49 51 1 60 61 39
Female 1 67 68 32 1 46 47 53 1 68 69 31
Male 1 56 56 44 - 52 52 48 1 53 54 46
American Indian < < < < < < < < < < < <
Asian - 82 82 18 < < < < < < < <
Black - 56 56 44 1 44 45 55 - 55 55 45
Hispanic 4 60 64 36 - 56 56 44 1 57 58 42
Native Hawaiian < < < <
White 1 70 70 30 1 54 55 45 2 72 73 27
Multiple Races - 40 40 60 - 43 43 57 - 52 52 48
Students with Disabilities - 40 40 60 - 43 43 57 - 37 37 63
Students without Disabilities 1 66 67 33 1 50 51 49 1 65 66 34
Economically Disadvantaged - 60 60 40 1 45 46 54 - 58 58 42
Not Economically Disadvantaged 2 66 68 32 - 60 60 40 3 68 71 29
English Learners - 67 67 33 - 51 51 49 2 52 53 47
Homeless - 42 42 58 - 22 22 78 - 61 61 39
Foster Care < < < < < < < < < < < <
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 61 61 39 1 38 38 62 - 35 35 65
Female - 64 64 36 2 44 45 55 - 33 33 67
Male - 56 56 44 - 33 33 67 - 37 37 63
Asian < < < < < < < < < < < <
Black - 50 50 50 - 31 31 69 - 25 25 75
Hispanic - 42 42 58 8 31 38 62 - 29 29 71
Native Hawaiian < < < <
White - 73 73 27 - 51 51 49 - 47 47 53
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 - 17 17 83 - 16 16 84
Students without Disabilities - 63 63 37 1 41 42 58 - 37 37 63
Economically Disadvantaged - 52 52 48 - 35 35 65 - 31 31 69
Not Economically Disadvantaged - 72 72 28 2 43 45 55 - 45 45 55
English Learners < < < < < < < < - 40 40 60
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < <
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 71 83 17 11 76 87 13 12 70 82 18
Female 9 74 83 17 10 83 93 7 11 72 83 17
Male 13 69 82 18 13 67 80 20 14 67 81 19
Asian < < 100 0 < < 100 0 < < < <
Black - 63 63 37 8 68 76 24 4 54 58 42
Hispanic < < < < < < < < < < < <
White 15 72 87 13 11 78 90 10 17 78 95 5
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 12 71 83 17 11 76 87 13 13 69 82 18
Economically Disadvantaged 7 62 69 31 8 74 82 18 6 60 66 34
Not Economically Disadvantaged 14 74 88 13 12 76 89 11 16 74 90 10
English Learners < < < <
Homeless < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
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.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 51 59 41 6 55 61 39 3 54 57 43
Female 7 50 57 43 5 53 58 42 3 51 54 46
Male 7 52 60 40 6 57 64 36 4 56 60 40
American Indian < < 100 0 < < < <
Asian - 50 50 50 8 62 69 31 - 76 76 24
Black 2 42 44 56 1 45 46 54 1 44 46 54
Hispanic 4 46 50 50 1 53 54 46 2 38 40 60
White 14 60 74 26 12 65 77 23 7 70 77 23
Multiple Races - 48 48 52 9 55 64 36 3 56 58 42
Students with Disabilities 6 23 29 71 5 36 41 59 5 35 40 60
Students without Disabilities 7 55 62 38 6 59 65 35 3 57 60 40
Economically Disadvantaged 4 45 49 51 3 50 53 47 1 51 52 48
Not Economically Disadvantaged 13 61 74 26 11 65 77 23 8 61 69 31
English Learners - 11 11 89 - 28 28 72 - 31 31 69
Homeless - 25 25 75 - 26 26 74 - 31 31 69
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 46 55 45 6 55 61 39 4 55 59 41
Female 8 47 55 45 6 55 61 39 2 52 54 46
Male 8 46 54 46 7 55 62 38 5 58 63 37
American Indian < < 100 0 < < < <
Asian < < < < 9 64 73 27 < < < <
Black 1 37 38 62 - 41 41 59 - 47 47 53
Hispanic 4 35 39 61 - 54 54 46 2 36 38 62
White 16 56 71 29 13 67 79 21 8 68 77 23
Multiple Races - 50 50 50 13 53 67 33 6 59 65 35
Students with Disabilities - 23 23 77 - 34 34 66 - 37 37 63
Students without Disabilities 9 49 58 42 7 58 66 34 4 58 62 38
Economically Disadvantaged 3 40 43 57 3 47 50 50 1 51 52 48
Not Economically Disadvantaged 16 56 73 27 12 67 79 21 10 64 73 27
English Learners - 8 8 92 - 30 30 70 - 27 27 73
Homeless - 18 18 82 - 17 17 83 - 27 27 73
Military Connected < < 100 0
Foster Care < < < < < < < < < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 29 29 71 10 10 19 81
Female < < 100 0 < < < < 9 9 18 82
Male < < < < - 30 30 70 10 10 20 80
Asian < < < <
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 31 31 69 11 11 21 79
Economically Disadvantaged < < < < < < < < - 8 8 92
Not Economically Disadvantaged < < 100 0 < < < < < < < <
English Learners < < < < < < < <
Homeless < < < <
Foster Care < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 65 67 33 3 60 63 38 - 56 56 44
Female 2 58 60 40 2 52 54 46 - 56 56 44
Male 2 72 74 26 3 67 70 30 1 55 56 44
Asian < < < < < < < < < < < <
Black 1 55 56 44 - 57 57 43 - 43 43 57
Hispanic - 71 71 29 4 54 58 42 2 41 44 56
White 4 76 79 21 6 65 71 29 - 81 81 19
Multiple Races < < < < < < < < - 50 50 50
Students with Disabilities - 25 25 75 - 44 44 56 - 25 25 75
Students without Disabilities 2 71 73 27 3 62 65 35 1 59 59 41
Economically Disadvantaged 2 59 61 39 1 58 59 41 - 54 54 46
Not Economically Disadvantaged 2 77 79 21 9 67 76 24 2 60 61 39
English Learners - 18 18 82 < < < < - 35 35 65
Homeless < < < < < < < < - 36 36 64
Military Connected < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
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.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 43 53 47 1 11 12 88 1 21 21 79
Female 7 40 48 52 1 7 8 92 1 18 19 81
Male 12 47 59 41 1 15 15 85 - 23 23 77
Asian 18 55 73 27 < < 100 0 < < < <
Black 4 36 39 61 - 6 6 94 - 17 18 82
Hispanic 5 41 46 54 - 15 15 85 - 13 13 87
White 16 50 66 34 3 19 22 78 1 33 34 66
Multiple Races - 33 33 67 < < < < 5 14 19 81
Students with Disabilities 3 19 21 79 - 2 2 98 1 11 12 88
Students without Disabilities 11 47 58 42 1 13 14 86 1 23 24 76
Economically Disadvantaged 6 35 41 59 1 11 11 89 1 18 19 81
Not Economically Disadvantaged 16 56 72 28 2 12 13 87 - 34 34 66
English Learners - 34 34 66 - - - 100 - 5 5 95
Homeless - 20 20 80 - 11 11 89 - 26 26 74
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 28 28 72 - 11 11 89 - 18 18 82
Female - 25 25 75 - - - 100 - 15 15 85
Male - 33 33 67 - 19 19 81 - 25 25 75
Asian < < < <
Black - 19 19 81 - 5 5 95 - 15 15 85
Hispanic - 30 30 70 < < < < - 17 17 83
White - 43 43 57 < < < < - 30 30 70
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 18 18 82 < < < < - 7 7 93
Students without Disabilities - 31 31 69 - 13 13 87 - 21 21 79
Economically Disadvantaged - 16 16 84 - 13 13 87 - 13 13 87
Not Economically Disadvantaged - 48 48 52 < < < < - 40 40 60
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 46 57 43 1 12 14 86 1 22 23 77
Female 9 43 52 48 1 11 12 88 2 20 21 79
Male 14 49 62 38 1 14 15 85 1 24 24 76
Asian 18 55 73 27 < < 100 0 < < < <
Black 4 39 43 57 - 7 7 93 1 19 19 81
Hispanic 6 45 52 48 - 19 19 81 - 13 13 87
White 18 52 70 30 4 21 26 74 1 35 36 64
Multiple Races - 40 40 60 < < < < 7 21 29 71
Students with Disabilities 3 19 22 78 - 3 3 97 1 12 13 87
Students without Disabilities 13 50 62 38 1 15 16 84 1 25 26 74
Economically Disadvantaged 7 39 46 54 1 12 12 88 1 19 20 80
Not Economically Disadvantaged 18 56 74 26 3 16 19 81 - 35 35 65
English Learners - 38 38 62 - - - 100 - 4 4 96
Homeless - 25 25 75 - 8 8 92 - 27 27 73
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 26 26 74 - 3 3 97 - 6 6 94
Female - 27 27 73 - - - 100 - 10 10 90
Male - 25 25 75 - 9 9 91 < < < <
Black - 27 27 73 - - - 100 < < < <
Hispanic < < < < < < < < < < < <
White - 33 33 67 < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 27 27 73 - 3 3 97 - 7 7 93
Economically Disadvantaged - 14 14 86 - - - 100 - 8 8 92
Not Economically Disadvantaged < < < < - 7 7 93 < < < <
English Learners < < < < < < < <
Homeless < < < < < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division8191145
State4,0064,4606,361
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 2021-20222022-20232023-2024
Grade 9655642609
Grade 10495535533
Grade 11445453474
Grade 12444388416
Total Students2,0392,0182,032

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students203920182032
Female10131022974
Male10229831043
American Indian223
Asian374142
Black759768805
Hispanic189215227
White983914870
Multiple Races697683
Students with Disabilities333341339
Students without Disabilities170616771693
Economically Disadvantaged106611061132
Not Economically Disadvantaged973912900
English Learners105126140
Not English Learners193418921892
Homeless364750
Military Connected111
Foster Care212318
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 168 265 37 0 32 5
Division 276 525 60 0 107 16
State 50340 39360 1868 906 4434 1716
Female School 90 126 13 0 12 2
Division 161 255 20 0 32 6
State 27397 17331 608 349 1644 700
Male School 78 139 24 0 19 3
Division 114 267 40 0 73 10
State 22883 21948 1258 556 2786 1013
American Indian School < < < < 0 <
Division < < < < 0 <
State 108 117 5 4 10 3
Asian School 4 7 1 0 0 0
Division 11 21 1 0 2 0
State 6021 1445 96 16 68 37
Black School 37 119 17 0 18 5
Division 91 254 34 0 40 14
State 8112 10542 637 224 1119 708
Hispanic School 17 33 1 0 4 0
Division 43 89 4 0 41 0
State 7128 8364 268 133 1854 356
White School 103 94 17 0 10 0
Division 120 142 19 0 21 2
State 25863 16576 761 464 1211 504
Multiple Races School 7 11 1 0 0 0
Division 11 18 2 0 3 0
State 3011 2255 98 62 170 106
Students with Disabilities School 5 32 37 0 6 0
Division 5 58 60 0 21 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged School 50 175 28 0 19 5
Division 115 368 46 0 47 15
State 12777 21116 1106 493 2351 1207
English Learners School 4 19 0 0 1 0
Division 12 49 2 0 16 0
State 1583 4218 262 26 1426 145
Homeless School 1 15 1 0 6 2
Division 2 26 2 0 10 2
State 197 697 48 28 170 78
Foster Care School < < < < < <
Division 1 4 4 0 2 0
State 22 180 23 11 85 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 Students5074709347093326
Female2432299422994125
Male2632419224192197
American Indian<<100<10000
Asian12121001210000
Black1961738817388189
Hispanic555193519347
White2242149621496105
Multiple Races19191001910000
Students with Disabilities807493749368
Economically Disadvantaged2772539125391197
English Learners242396239614
Homeless2517681768624
Foster Care<<<<<<<
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken290 / 14.22%290 / 14.37%315 / 15.51%
Advanced Placement Course Enrollment454 / 22.27%460 / 22.79%434 / 21.37%
Dual Enrollment247 / 12.11%290 / 14.37%324 / 15.95%
Governor's School Enrollment106 / 5.2%101 / 5%112 / 5.51%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsSchool40820650
Division72133454
State87,31757,08135
FemaleSchool19511342
Division35118348
State43,70531,57728
MaleSchool2139356
Division37015159
State43,61225,50442
AsianSchool11<100
Division241537
State6,7415,86213
BlackSchool1556359
Division31712660
State18,62410,60143
HispanicSchool271063
Division823261
State12,1106,62245
WhiteSchool19711641
Division26314545
State45,09830,84432
Multiple RacesSchool181044
Division351654
State4,3802,92933
Students with DisabilitiesSchool28<100
Division551475
State8,1853,54857
Economically DisadvantagedSchool1825968
Division36812367
State30,33514,98751
English LearnersSchool281257
Division672366
State6,5793,31950
American IndianSchool--100
Division--100
State23213044
Native HawaiianSchool--100
Division--100
State1329330
< = 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
2021-20222022-20232023-2024
NOCTI AssessmentsSchool485159
 Division779496
 State2,5903,8443,577
State LicensuresSchool1-1
 Division124
 State1,2361,5632,069
Industry CertificationSchool571556540
 Division1,011909910
 State95,688100,255101,956
Workplace ReadinessSchool313452271
 Division570812552
 State44,34841,81935,066
Total Credentials EarnedSchool9331,059871
 Division1,6591,8171,562
 State143,862147,481142,668
Students Earning One or More CredentialsSchool719777670
 Division1,1961,3371,223
 State115,682117,932115,611
Armed Services Vocational Aptitude Battery ExaminationSchool7727
 Division221735
 State7619621,022
CTE CompletersSchool206208235
 Division343343373
 State45,09446,02848,628

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

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,2787361,2956911,305694
Female621380622369583366
Male653354668315714321
American Indian<<<<<<
Asian346328328
Black409337438328462334
Hispanic116701288414481
Native Hawaiian--<<<<
White684287655240621230
Multiple Races333639294439
Students with Disabilities214121212120223111
Economically Disadvantaged609566646538707547
English Learners793085409746
Homeless204322461444
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 67
Relationship Behaviors without Physical Harm 327
Behaviors of a Safety Concern 259
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 80
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.40.10.10.3
Asian1.80.820.72.11
Black37.264.738.166.739.666
Hispanic9.33.510.76.611.27.9
Native Hawaiian--0.10.1
White48.226.745.322.242.818.7
Multiple Races3.43.93.83.84.16
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian1.822.1
Black37.27538.139.6
Hispanic9.310.711.2
Native Hawaiian0.10.1
White48.22545.342.8
Multiple Races3.43.84.1
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian1.822.1
Black37.238.139.6
Hispanic9.310.711.2
Native Hawaiian--0.10.1
White48.245.342.8
Multiple Races3.43.84.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 100100100
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 2512.917.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 57.451.752.5
< = 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
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202234%53%2%11%
2022-202341%52%1%6%
2023-202443%50%1%6%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-NoYes - CP
AsianTSTS-NoTS
BlackYesYes-NoNo
HispanicYes - No CPYes-NoYes - CP
WhiteYes - No CPYes-NoYes - CP
Multiple RacesYesYes-NoTS
Economically DisadvantagedYes - No CPYes-NoYes - CP
English LearnersTSYesNoNoYes - CP
Students with DisabilitiesNoNo-NoNo

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 Students79%80%79%88%
Asian<78%91%88%
Black66%68%68%88%
Hispanic71%74%68%88%
White88%89%85%88%
Multiple Races94%84%83%88%
Economically Disadvantaged73%72%68%88%
English Learners38%38%60%88%
Students with Disabilities42%44%57%88%

< = 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. 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: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students76%76%74%85%
Asian<76%90%85%
Black69%69%61%85%
Hispanic84%77%63%85%
White78%82%81%85%
Multiple Races82%83%77%85%
Economically Disadvantaged72%70%62%85%
English Learners86%67%58%85%
Students with Disabilities52%50%54%85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students63%
Asian<
Black46%
Hispanic57%
White77%
Multiple Races76%
Economically Disadvantaged54%
English Learners40%
Students with Disabilities35%

< = 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 Students86%84%84%
Asian100%90%84%
Black81%83%84%
Hispanic91%83%84%
White89%86%84%
Multiple Races95%89%84%
Economically Disadvantaged82%82%84%
English Learners98%77%84%
Students with Disabilities49%74%84%
Homeless70%--
Foster Care30%--

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 Students35%35%12%10%
Asian20%20%10%10%
Black42%42%12%10%
Hispanic36%38%12%10%
White27%27%12%10%
Multiple Races47%45%12%10%
Economically Disadvantaged44%45%13%10%
English Learners32%32%12%10%
Students with Disabilities33%35%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress47%54%58%
English Learner Proficiency2%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress418847%
English Learner Proficiency21142%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%98%2%95%5%
Asian100%-100%-100%-
Black98%2%100%-94%6%
Hispanic96%4%98%2%100%-
White99%1%97%3%95%5%
Multiple Races100%-94%6%100%-
Economically Disadvantaged99%1%98%2%96%4%
Not Economically Disadvantaged98%2%99%1%--
English Learners90%10%100%-95%5%
Students with Disabilities96%4%94%6%88%12%
Students without Disabilities99%1%99%1%--
Female99%1%99%1%--
Male98%2%98%2%--
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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