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Richmond Alternative School

General school information

Category: Combined (06-12) School
Phone: 804-780-4388
Address: 119 West Leigh Street, Richmond, VA 23220
Principal: Lamont Trotter
Superintendent: Jason Kamras
School Number: 3110
Region: 1
Division: Richmond City Public Schools
Division Number: 123
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level Three

Achievement Gaps

EnglishLevel Three
MathematicsLevel Three

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level Two
Graduation and Completion Level Two
  • 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 Three Level Three
Economically Disadvantaged Level Three Level Three
English Learners Too Small Too Small
Hispanic Level One Level Three
Students with Disabilities Level Three Level Three
White Level One Level Two

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 78 22 13 64 77 23 12 71 83 17
Female 13 69 82 18 14 67 81 19 13 76 89 11
Male 4 70 74 26 11 60 71 29 12 64 75 25
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < 18 82 100 0 14 86 100 0
Black 2 64 66 34 4 45 49 51 4 56 60 40
Hispanic - 100 100 0 23 67 90 10 14 83 97 3
White 13 68 81 19 16 74 90 10 16 77 93 7
Two or more races 7 86 93 7 19 75 94 6 18 64 82 18
Students with Disabilities 4 38 42 58 3 43 45 55 3 41 44 56
Students without Disabilities 9 72 81 19 13 65 79 21 13 72 85 15
Economically Disadvantaged 3 45 48 53 4 32 36 64 - 18 18 82
Not Economically Disadvantaged 10 73 82 18 15 72 87 13 14 77 90 10
Military Connected 18 78 95 5 16 80 96 4
Foster Care < < < <
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
All Students 7 67 75 25 23 66 89 11 17 72 89 11
Female 13 65 77 23 23 66 89 11 20 73 93 7
Male 2 70 72 28 23 66 89 11 14 70 84 16
Asian < < < < 40 60 100 0 < < 100 0
Black - 72 72 28 8 55 63 37 11 74 85 15
Hispanic < < 100 0 31 62 92 8 27 64 91 9
White 11 65 75 25 26 71 98 2 18 74 92 8
Two or more races < < 100 0 20 80 100 0 < < < <
Students with Disabilities < < < < 9 45 55 45 < < < <
Students without Disabilities 8 69 77 23 24 68 92 8 18 73 90 10
Economically Disadvantaged < < < < 8 56 64 36 < < < <
Not Economically Disadvantaged 8 68 76 24 26 68 94 6 18 74 92 8
Military Connected 13 75 88 13 22 78 100 0
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
All Students 4 80 84 16 12 68 80 20 17 69 86 14
Female 8 80 88 12 13 72 84 16 16 78 94 6
Male - 81 81 19 10 63 74 26 19 58 77 23
Asian < < 100 0 8 92 100 0 - 100 100 0
Black 4 75 79 21 5 49 54 46 2 59 61 39
Hispanic < < 100 0 31 62 92 8 15 85 100 0
White 5 80 85 15 12 79 91 9 26 67 93 7
Two or more races - 85 85 15 33 60 93 7 27 73 100 0
Students with Disabilities < < < < - 60 60 40 < < < <
Students without Disabilities 4 81 85 15 12 68 81 19 18 70 88 12
Economically Disadvantaged < < < < 6 18 24 76 - 18 18 82
Not Economically Disadvantaged 4 81 85 15 13 78 91 9 19 74 93 7
Military Connected 23 77 100 0 15 81 96 4
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
All Students 14 66 80 20 8 68 76 24 9 72 81 19
Female 17 67 84 16 12 66 78 22 10 76 86 14
Male 10 63 73 27 3 70 73 27 7 66 73 27
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 30 70 100 0
Black 2 61 63 37 3 52 55 45 4 53 57 43
Hispanic < < 100 0 8 77 85 15 9 87 96 4
White 21 63 83 17 13 71 84 16 10 81 91 9
Two or more races 15 85 100 0 - 91 91 9 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 69 83 17 8 68 76 24 9 72 81 19
Economically Disadvantaged 6 35 41 59 4 36 40 60 - 10 10 90
Not Economically Disadvantaged 15 70 85 15 9 73 82 18 10 80 91 9
Military Connected 18 82 100 0 15 77 92 8
Foster Care < < < <
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 - 38 38 62 - 25 25 75 3 70 73 27
Female < < < < - 41 41 59 3 78 81 19
Male < < < < - 16 16 84 3 58 61 39
Black - 33 33 67 - 25 25 75 2 41 43 57
Hispanic < < 100 0 < < 100 0
White 4 96 100 0
Two or more races < < 100 0
Students with Disabilities < < < < - 15 15 85 - 10 10 90
Students without Disabilities - 45 45 55 - 29 29 71 3 77 80 20
Economically Disadvantaged - 36 36 64 - 25 25 75 - 31 31 69
Not Economically Disadvantaged < < < < < < < < 3 78 81 19
Military Connected < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 12 51 63 37 14 51 65 35 14 59 73 27
Female 15 58 73 27 20 52 72 28 17 61 78 22
Male 7 41 49 51 5 50 55 45 10 54 64 36
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 60 40 100 0
Black 7 32 38 62 9 33 42 58 6 46 52 48
Hispanic < < < < 8 58 67 33 11 79 89 11
White 16 61 77 23 18 56 75 25 17 63 80 20
Two or more races 7 71 79 21 13 73 87 13 20 67 87 13
Students with Disabilities - 10 10 90 < < < < - 40 40 60
Students without Disabilities 12 54 66 34 14 53 67 33 15 59 75 25
Economically Disadvantaged 9 46 55 45 4 41 45 55 3 29 32 68
Not Economically Disadvantaged 16 59 75 25 20 58 78 22 16 62 78 22
English Learners < < < < < < 100 0
Military Connected 13 70 83 17
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 52 64 36 15 54 68 32 16 55 71 29
Female 15 58 73 27 21 53 74 26 19 58 77 23
Male 8 44 52 48 5 55 60 40 11 52 62 38
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 60 40 100 0
Black 8 32 40 60 11 36 47 53 6 47 53 47
Hispanic < < < < 8 58 67 33 13 74 87 13
White 16 61 77 23 19 57 75 25 17 58 75 25
Two or more races 7 71 79 21 13 73 87 13 30 50 80 20
Students with Disabilities < < < < < < < < - 50 50 50
Students without Disabilities 13 54 67 33 15 55 70 30 17 56 72 28
Economically Disadvantaged 9 48 57 43 4 45 49 51 - 11 11 89
Not Economically Disadvantaged 16 59 75 25 20 59 79 21 17 59 76 24
English Learners < < < < < < 100 0
Military Connected 15 69 85 15
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 20 20 80 10 67 78 22
Female < < < < < < < < 12 71 83 17
Male < < < < < < < < 6 61 68 32
Black < < < < - 21 21 79 6 44 50 50
Hispanic < < 100 0
White < < < < 16 78 93 7
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < - 23 23 77 11 70 81 19
Economically Disadvantaged < < < < - 23 23 77 5 47 53 47
Not Economically Disadvantaged < < < < < < < < 11 73 84 16
Military Connected < < < <
< = 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 2 55 58 42 3 48 52 48 4 62 65 35
Female 2 56 58 42 3 52 55 45 3 64 67 33
Male 2 55 57 43 3 44 47 53 4 58 62 38
American Indian < < < < < < < < < < < <
Asian < < < < 12 74 85 15 14 78 92 8
Black 1 44 45 55 1 29 29 71 1 43 44 56
Hispanic < < < < 4 55 59 41 2 82 83 17
White 3 63 65 35 4 61 65 35 5 69 74 26
Two or more races 4 50 54 46 8 44 52 48 5 52 57 43
Students with Disabilities - 41 41 59 2 21 23 77 - 20 20 80
Students without Disabilities 2 57 59 41 4 50 54 46 4 64 68 32
Economically Disadvantaged - 37 37 63 1 23 23 77 - 11 11 89
Not Economically Disadvantaged 3 59 62 38 4 56 60 40 4 67 71 29
English Learners < < < < < < < <
Military Connected 9 62 71 29 7 75 81 19
Foster Care < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 62 66 34 6 64 70 30 3 67 70 30
Female 2 63 65 35 6 66 72 28 5 67 72 28
Male 4 62 67 33 5 62 67 33 1 67 68 32
Asian < < 100 0 18 73 91 9 < < 100 0
Black - 64 64 36 - 39 39 61 - 52 52 48
Hispanic < < 100 0 - 78 78 22 - 91 91 9
White 3 60 63 37 6 75 82 18 5 74 78 22
Two or more races < < 100 0 8 46 54 46 < < < <
Students with Disabilities < < < < 8 31 38 62 < < < <
Students without Disabilities 4 64 67 33 6 67 73 27 3 70 73 27
Economically Disadvantaged < < < < - 44 44 56 < < < <
Not Economically Disadvantaged 3 66 69 31 7 68 75 25 3 71 74 26
Military Connected 6 69 75 25 5 76 81 19
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 50 52 48 5 47 52 48 6 71 77 23
Female 4 48 52 48 5 46 50 50 6 80 85 15
Male - 52 52 48 5 49 53 47 7 60 67 33
Asian < < < < 8 83 92 8 9 91 100 0
Black - 26 26 74 3 28 31 69 2 54 56 44
Hispanic < < 100 0 8 50 58 42 5 74 79 21
White 4 59 63 38 3 57 60 40 9 79 87 13
Two or more races - 31 31 69 15 46 62 38 9 55 64 36
Students with Disabilities < < < < - 9 9 91 < < < <
Students without Disabilities 2 49 51 49 5 49 54 46 7 72 79 21
Economically Disadvantaged < < < < - 9 9 91 - 24 24 76
Not Economically Disadvantaged 2 52 54 46 6 55 61 39 7 75 82 18
Military Connected 15 69 85 15 8 85 92 8
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 52 53 47 4 47 51 49 3 69 72 28
Female - 50 50 50 3 48 51 49 2 73 76 24
Male 3 55 58 42 5 47 52 48 4 62 66 34
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 4 36 39 61 - 36 36 64 1 45 46 54
Hispanic < < < < 8 50 58 42 - 89 89 11
White - 58 58 42 5 53 58 42 4 78 82 18
Two or more races - 64 64 36 10 40 50 50 < < < <
Students with Disabilities < < < < < < < < - 36 36 64
Students without Disabilities 1 53 54 46 4 48 52 48 3 70 74 26
Economically Disadvantaged - 18 18 82 4 25 29 71 - 3 3 97
Not Economically Disadvantaged 1 56 57 43 4 52 56 44 4 80 83 17
Military Connected < < < < 12 77 88 12
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 70 73 27 1 40 40 60 3 46 48 52
Female 4 79 82 18 - 57 57 43 2 48 50 50
Male 3 63 66 34 1 25 26 74 3 43 46 54
American Indian < < < <
Asian < < 100 0 < < < <
Black - 60 60 40 - 26 26 74 - 30 30 70
Hispanic < < 100 0 < < < < - 70 70 30
White 5 95 100 0 2 60 62 38 3 57 60 40
Two or more races < < < < < < < <
Students with Disabilities < < < < - 20 20 80 - - - 100
Students without Disabilities 4 75 79 21 1 43 43 57 3 50 52 48
Economically Disadvantaged - 56 56 44 - 23 23 77 - 19 19 81
Not Economically Disadvantaged 6 80 86 14 1 51 52 48 3 50 53 47
English Learners < < < < < < < <
Military Connected < < < < - 75 75 25
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 25 25 75 2 43 45 55 3 62 66 34
Female < < < < 3 46 49 51 3 62 65 35
Male - 18 18 82 - 39 39 61 5 62 67 33
Asian < < < < < < 100 0
Black - 12 12 88 - 20 20 80 - 48 48 52
Hispanic < < < < < < < <
White < < 100 0 2 67 69 31 4 65 69 31
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 28 28 72 2 44 46 54 4 63 66 34
Economically Disadvantaged - 10 10 90 - 14 14 86 < < < <
Not Economically Disadvantaged - 40 40 60 3 55 57 43 4 65 69 31
English Learners < < < <
Military Connected < < < < < < < <
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 < < < < - 37 37 63 2 41 43 57
Female < < < < - 44 44 56 2 39 41 59
Male < < < < - 27 27 73 - 46 46 54
Asian < < 100 0 < < < <
Black < < < < - 20 20 80 - 23 23 77
Hispanic < < 100 0
White - 43 43 57 3 49 51 49
Two or more races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 37 37 63 2 42 43 57
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged - 38 38 62 2 43 45 55
Military Connected < < 100 0 < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 3 66 69 31 2 61 64 36 4 69 73 27
Female 4 74 78 22 3 65 67 33 3 71 75 25
Male 1 57 58 42 2 57 59 41 5 66 70 30
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < 27 64 91 9
Black 1 42 43 57 - 37 37 63 - 49 49 51
Hispanic < < 100 0 - 65 65 35 - 89 89 11
White 4 83 86 14 5 81 86 14 5 78 83 17
Two or more races - 91 91 9 - 79 79 21 5 90 95 5
Students with Disabilities - 29 29 71 - 25 25 75 - 28 28 72
Students without Disabilities 3 70 73 27 2 64 66 34 4 71 76 24
Economically Disadvantaged - 23 23 77 1 25 26 74 - 22 22 78
Not Economically Disadvantaged 4 80 84 16 3 74 77 23 4 75 79 21
English Learners < < < < < < < <
Military Connected 6 88 94 6 9 77 87 13
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 79 82 18 3 73 76 24 4 79 83 17
Female 5 79 84 16 3 68 70 30 3 82 85 15
Male - 78 78 22 3 81 84 16 6 74 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < 20 80 100 0
Black - 68 68 32 - 58 58 42 - 67 67 33
Hispanic < < 100 0 - 73 73 27 - 91 91 9
White 4 81 85 15 5 82 87 13 5 83 89 11
Two or more races - 91 91 9 - 70 70 30 < < < <
Students with Disabilities < < < < < < < < - 40 40 60
Students without Disabilities 3 80 83 17 3 74 77 23 4 80 85 15
Economically Disadvantaged - 33 33 67 4 46 50 50 - 41 41 59
Not Economically Disadvantaged 3 84 88 12 3 78 80 20 5 84 88 12
Military Connected 9 91 100 0 4 85 88 12
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 32 32 68 2 63 65 35 6 54 60 40
Female - 50 50 50 2 72 74 26 5 63 68 32
Male - 19 19 81 1 49 51 49 8 36 44 56
Asian < < < < < < 100 0
Black - 10 10 90 - 34 34 66 - 30 30 70
Hispanic < < 100 0 < < < < < < 100 0
White < < 100 0 4 85 89 11 11 73 84 16
Two or more races < < < < < < 100 0
Students with Disabilities < < < < - 36 36 64 - 10 10 90
Students without Disabilities - 39 39 61 2 65 67 33 6 58 65 35
Economically Disadvantaged - 19 19 81 - 19 19 81 - 6 6 94
Not Economically Disadvantaged - 50 50 50 3 80 83 17 7 63 70 30
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 4 48 52 48 4 48 52 48
Female 6 39 44 56 5 49 53 47
Male < < < < < < < < - 46 46 54
Asian < < 100 0 < < < <
Black < < < < < < < < - 36 36 64
Hispanic < < < < < < < <
White 7 57 64 36 - 53 53 47
Two or more races < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < 4 48 52 48 4 49 53 47
Economically Disadvantaged < < < <
Not Economically Disadvantaged 4 48 52 48 4 48 52 48
Military Connected < < < < < < < <
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 29 36 64 - 16 16 84 2 73 75 25
Female < < < < - 17 17 83 3 71 74 26
Male < < < < - 16 16 84 1 74 76 24
American Indian < < 100 0
Asian < < < <
Black 7 29 36 64 - 16 16 84 - 47 47 53
Hispanic < < 100 0
White 3 85 88 12
Two or more races < < 100 0
Students with Disabilities < < < < - 8 8 92 - 36 36 64
Students without Disabilities 10 40 50 50 - 19 19 81 3 75 78 23
Economically Disadvantaged - 20 20 80 - 16 16 84 - 6 6 94
Not Economically Disadvantaged < < < < - 18 18 82 3 80 83 17
Military Connected 8 77 85 15
Grade 5 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 4 55 59 41 5 51 56 44 5 48 53 47
Female 6 56 63 37 5 55 60 40 4 47 51 49
Male 1 54 55 45 5 46 51 49 7 49 56 44
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 12 71 82 18 17 67 83 17
Black 2 31 33 67 1 26 28 72 1 26 28 72
Hispanic < < 100 0 13 56 69 31 - 81 81 19
White 6 75 81 19 6 69 75 25 8 58 66 34
Two or more races 4 70 74 26 10 70 80 20 10 57 67 33
Students with Disabilities - 32 32 68 - 25 25 75 - 5 5 95
Students without Disabilities 4 57 61 39 5 53 58 42 6 51 57 43
Economically Disadvantaged - 15 15 85 1 18 19 81 - 5 5 95
Not Economically Disadvantaged 5 70 75 25 6 63 69 31 6 56 63 37
English Learners < < < < < < 100 0
Military Connected - 78 78 22 8 67 75 25
Foster Care < < < < < < < <
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 - 5 5 95 3 36 39 61 4 53 57 43
Female - - - 100 4 45 49 51 4 56 60 40
Male - 10 10 90 2 26 28 72 5 48 52 48
Asian < < 100 0 < < 100 0
Black - 5 5 95 - 16 16 84 2 27 29 71
Hispanic < < 100 0 < < < <
White 9 71 79 21 3 73 77 23
Two or more races < < < < < < < <
Students with Disabilities < < < < - 8 8 92 - 8 8 92
Students without Disabilities - 6 6 94 3 40 43 57 5 59 63 37
Economically Disadvantaged - 3 3 97 - 7 7 93 - - - 100
Not Economically Disadvantaged < < < < 6 65 70 30 5 61 65 35
English Learners < < < <
Military Connected < < < < < < < <
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 - 6 6 94 - 8 8 92 - - - 100
Female - - - 100 - 17 17 83 - - - 100
Male - 9 9 91 - 4 4 96 - - - 100
Black - 6 6 94 - 8 8 92 - - - 100
Students with Disabilities < < < < < < < < - - - 100
Students without Disabilities - 4 4 96 - 10 10 90 - - - 100
Economically Disadvantaged - 4 4 96 - 7 7 93 - - - 100
Not Economically Disadvantaged - 10 10 90 < < < < - - - 100
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 < < < < 4 52 57 43 4 42 46 54
Female < < < < 4 55 59 41 4 34 38 62
Male < < < < 6 47 53 47 6 58 64 36
American Indian < < < <
Asian < < < < < < < <
Black < < < < 5 26 32 68 - 37 37 63
Hispanic < < < < < < < <
White 5 60 65 35 5 41 46 54
Two or more races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < 4 53 58 42 4 42 46 54
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < 5 52 57 43 5 44 48 52
English Learners < < < < < < 100 0
Military Connected < < < < 20 33 53 47
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Black < < < < < < < < < < < <
White < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 75 81 19 7 68 75 25 8 62 69 31
Female 8 74 82 18 6 65 71 29 6 62 69 31
Male 2 77 79 21 7 72 79 21 10 60 70 30
Asian < < 100 0 15 77 92 8 8 77 85 15
Black 4 72 77 23 2 55 57 43 3 41 44 56
Hispanic < < 100 0 20 50 70 30 - 89 89 11
White 6 75 81 19 6 74 80 20 12 67 79 21
Two or more races 4 70 74 26 14 71 86 14 10 70 80 20
Students with Disabilities - 55 55 45 < < < < < < < <
Students without Disabilities 6 77 82 18 7 68 75 25 8 64 72 28
Economically Disadvantaged - 53 53 47 5 50 55 45 - 13 13 88
Not Economically Disadvantaged 6 77 83 17 7 70 77 23 9 70 80 20
Military Connected - 92 92 8 4 88 92 8
Foster Care < < < <
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---
Division10367115
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 6126185176
Grade 7143244213
Grade 8192240259
Grade 962141189
Grade 1039102173
Grade 11574290
Grade 12282925
Total Students6479831,125

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students6479831125
Female307555666
Male340428459
American Indian144
Asian113340
Black312333344
Hispanic142160
Native Hawaiian1-1
White274512610
Two or more races348066
Students with Disabilities426469
Students without Disabilities6059191056
Economically Disadvantaged227163299
Not Economically Disadvantaged420820826
Not English Learners6479831125
Homeless675
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 0 20 0 8 41 14
Division 343 654 115 12 298 53
State 50983 36029 2739 1053 5386 1766
Female School 0 6 0 2 16 3
Division 201 337 36 4 106 23
State 27838 15825 923 368 1911 652
Male School 0 14 0 6 25 11
Division 142 317 79 8 192 30
State 23145 20204 1816 685 3475 1114
Black School 0 19 0 7 39 14
Division 248 574 108 9 177 48
State 7955 11098 1113 244 1362 735
Hispanic School < < < < < <
Division 19 47 2 1 106 2
State 5087 5586 317 107 2168 323
White School < < < < 0 <
Division 73 27 3 2 13 2
State 30221 16421 1144 621 1576 587
Students with Disabilities School 0 4 0 0 15 0
Division 11 135 115 1 77 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 0 18 0 7 32 13
Division 164 488 88 9 152 47
State 10703 17350 1682 461 2633 1087
Homeless School < < < < < <
Division 10 43 12 0 10 4
State 232 694 90 42 303 60
< = 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 Students83202428344149
Female276228301659
Male56142520362545
Black79192426333949
Hispanic<<<<<<<
White<<<<<00
Students with Disabilities194214211579
Economically Disadvantaged70182625363246
Homeless<<<<<<<
< = 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 2016-2017
Advanced Placement Test Taken -
Advanced Placement Course Enrollment1 / .54%
Dual Enrollment -
Governor's School Enrollment -
IB Course Enrollment -
Senior Enrolled in IB Program -

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsSchool13<100
Division95645652
State83,31058,98329
FemaleSchool<<100
Division53129145
State42,04632,13924
MaleSchool<<100
Division42516561
State41,26426,84435
BlackSchool13<100
Division79436954
State18,36711,78836
Students with DisabilitiesSchool<<100
Division1534769
State6,7843,33551
Economically DisadvantagedSchool11<100
Division61524960
State24,87113,98444
American IndianSchool--100
Division<<100
State24615338
AsianSchool--100
Division<<100
State5,5904,89312
HispanicSchool--100
Division551573
State9,2355,82337
Native HawaiianSchool--100
Division<<100
State1257639
WhiteSchool--100
Division956433
State45,92633,47627
Two or more racesSchool--100
Division<<100
State3,8212,77427
English LearnersSchool--100
Division381463
State4,9222,97340
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
Industry CertificationSchool2--
 Division1,2811,1431,361
 State99,894109,275104,601
Total Credentials EarnedSchool2--
 Division1,2951,3111,557
 State137,248157,490160,248
Students Earning One or More CredentialsSchool2--
 Division1,1541,1411,332
 State109,089126,113128,672
CTE CompletersSchool2912
 Division693677742
 State42,40440,51641,438
State LicensuresSchool---
 Division414-
 State2,4402,2791,881
Workplace ReadinessSchool---
 Division10154196
 State30,77542,31350,241
NOCTI AssessmentsSchool---
 Division---
 State4,1393,6233,525
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division5,519.004,936.002,491.00
State5,761.004,621.00875.00
2013-2014Division5,775.004,899.002,057.00
State5,807.004,651.00784.00
2014-2015Division5,902.005,352.002,159.00
State5,933.004,819.00771.00
2015-2016Division6,187.005,337.002,319.00
State6,084.004,849.00812.00
2016-2017Division5,635.005,534.002,398.00
State6,248.005,052.00871.00

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 Students388183697174933150
Female199774156258161
Male18910628211235289
American Indian<<<<<<
Asian120321420
Black101181151168200145
Hispanic150655754
Native Hawaiian<<----
White224238905631
Two or more races340530500
Students with Disabilities285430454732
Economically Disadvantaged40166246156165139
English Learners--<<<<
Homeless221321016
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 15
Offenses Against Staff <
Weapons Offenses <
Property Offenses 14
All Other Offenses 27
Other Offenses Against Persons 60
Disorderly or Disruptive Behavior Offenses 282
Alcohol, Tobacco, and Other Drug Offenses 12
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.4
Asian1.73.40.5
Black48.210033.999
Hispanic2.22.10.5
Native Hawaiian0.2--
White42.352.1
Two or more races5.38.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.4
Asian1.73.4
Black48.210033.9100
Hispanic2.22.1
Native Hawaiian0.2
White42.352.1
Two or more races5.38.1
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.4
Asian1.73.4
Black48.210033.9100
Hispanic2.22.1
Native Hawaiian0.2--
White42.352.1
Two or more races5.38.1
< = 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
  2016-20172017-2018
  PercentagePercentage
All Students 99.6100
< = 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
  2016-20172017-2018
  PercentagePercentage
All Students 24.622.8-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-2018
  PercentagePercentage
All Students 35.839-
< = 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

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School 50% - - - 8.3% -
Division
All Schools 5.8% 5.7% 14.1% 10.1% 17.4% 12.6%
High Poverty 5.8% 4.9% 14.1% 9.1% 17.4% 11.9%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201780%20%0%0%
2017-201850%43%7%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Identified for Comprehensive Support and Improvement
2018 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesNo-NoNo
AsianYesNo-YesTS
BlackNoNo-NoNo
HispanicYesYes-YesTS
WhiteYesNo-YesTS
Economically DisadvantagedNoNo-NoNo
English LearnersTSTSTSTSTS
Students with DisabilitiesYesNo-NoTS

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%72%73%75%
Asian100%94%87%75%
Black54%45%60%75%
Hispanic90%89%63%75%
White90%87%81%75%
Economically Disadvantaged36%27%62%75%
English Learners<<53%75%
Students with Disabilities49%33%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students60%55%74%70%
Asian87%84%89%70%
Black40%36%60%70%
Hispanic64%64%64%70%
White68%67%81%70%
Economically Disadvantaged32%27%63%70%
English Learners<<57%70%
Students with Disabilities31%31%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students71%
Asian<
Black49%
Hispanic77%
White87%
Economically Disadvantaged40%
English Learners<
Students with Disabilities38%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students--
Asian--
Black--
Hispanic--
White--
Economically Disadvantaged--
English Learners--
Students with Disabilities--

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students20%33%9%10%
Asian3%2%5%10%
Black53%67%9%10%
Hispanic7%9%9%10%
White--9%10%
Economically Disadvantaged39%63%13%10%
English Learners<<8%10%
Students with Disabilities60%68%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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%98%93%
Asian100%100%<
Black84%95%87%
Hispanic100%100%93%
White100%100%99%
Economically Disadvantaged78%93%80%
Not Economically Disadvantaged99%100%100%
English Learners<<<
Students with Disabilities84%93%79%
Students without Disabilities95%98%97%
Female97%100%98%
Male91%96%96%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School %
Division 55%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 69%
State 81%
Richmond Alternative School to top