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T.C. Williams High

General school information

Category: High (09-12) School
Phone: 703-824-6800
Address: 3330 King St Alexandria, VA 22302
Principal: Peter Balas
Superintendent: Dr. Gregory C. Hutchings Jr.
School Number: 210
Region: 4
Division: Alexandria City Public Schools
Division Number: 101
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited with Conditions

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level 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 One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 49 71 29 31 46 76 24 28 46 74 26
Female 27 48 76 24 37 45 81 19 31 49 80 20
Male 17 50 67 33 25 46 71 29 25 44 69 31
American Indian < < 100 0 < < < < < < < <
Asian 28 59 87 13 25 54 79 21 43 50 93 7
Black 14 59 73 27 20 54 74 26 18 62 79 21
Hispanic 8 47 55 45 13 51 64 36 11 45 56 44
White 57 34 91 9 68 24 92 8 66 29 95 5
Two or more races 61 28 89 11 45 55 100 0 54 46 100 0
Students with Disabilities 4 25 29 71 15 30 46 54 14 31 45 55
Students without Disabilities 24 51 75 25 32 47 79 21 29 48 77 23
Economically Disadvantaged 9 50 59 41 14 52 66 34 11 52 63 37
Not Economically Disadvantaged 42 47 89 11 51 37 88 12 52 39 90 10
English Learners 2 39 41 59 1 21 22 78 2 11 12 88
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 55 36 91 9
Foster Care < < 100 0 < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 49 71 29 31 46 76 24 28 46 74 26
Female 27 48 76 24 37 45 81 19 31 49 80 20
Male 17 50 67 33 25 46 71 29 25 44 69 31
American Indian < < 100 0 < < < < < < < <
Asian 28 59 87 13 25 54 79 21 43 50 93 7
Black 14 59 73 27 20 54 74 26 18 62 79 21
Hispanic 8 47 55 45 13 51 64 36 11 45 56 44
White 57 34 91 9 68 24 92 8 66 29 95 5
Two or more races 61 28 89 11 45 55 100 0 54 46 100 0
Students with Disabilities 4 25 29 71 15 30 46 54 14 31 45 55
Students without Disabilities 24 51 75 25 32 47 79 21 29 48 77 23
Economically Disadvantaged 9 50 59 41 14 52 66 34 11 52 63 37
Not Economically Disadvantaged 42 47 89 11 51 37 88 12 52 39 90 10
English Learners 2 39 41 59 1 21 22 78 2 11 12 88
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 55 36 91 9
Foster Care < < 100 0 < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division256165186
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 91,0831,2181,160
Grade 101,0291,0011,034
Grade 11890891891
Grade 12787864902
Total Students3,7893,9743,987

< = 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 Students378939743987
Female179319101903
Male199620642084
American Indian2312
Asian186180181
Black119411501135
Hispanic153616731615
Native Hawaiian1197
White785877962
Two or more races758275
Students with Disabilities405424431
Students without Disabilities338435503556
Economically Disadvantaged237626362511
Not Economically Disadvantaged141313381476
English Learners133213441242
Not English Learners245726302745
Homeless52128
Military Connected1738
Foster Care5412
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 330 427 46 21 74 64
Division 330 427 46 21 74 64
State 50715 36614 2715 1064 5504 1801
Female School 188 203 14 10 29 28
Division 188 203 14 10 29 28
State 27679 16161 917 351 2003 680
Male School 142 224 32 11 45 36
Division 142 224 32 11 45 36
State 23036 20453 1798 713 3501 1121
American Indian School < < < < 0 <
Division < < < < 0 <
State 114 112 2 3 17 9
Asian School 21 22 0 2 4 2
Division 21 22 0 2 4 2
State 5184 1290 96 10 113 46
Black School 90 141 20 5 5 22
Division 90 141 20 5 5 22
State 7794 10864 1035 246 1353 673
Hispanic School 59 192 16 11 62 38
Division 59 192 16 11 62 38
State 5184 6274 354 116 2441 386
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 83 41 6 2 3 3
White School 146 63 9 3 3 0
Division 146 63 9 3 3 0
State 29845 16400 1112 631 1440 605
Two or more races School 12 6 0 0 0 1
Division 12 6 0 0 0 1
State 2511 1633 110 56 137 79
Students with Disabilities School 3 49 46 0 2 2
Division 3 49 46 0 2 2
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 120 322 35 18 52 54
Division 120 322 35 18 52 54
State 10701 18162 1634 523 2867 1096
English Learners School 24 165 15 4 59 25
Division 24 165 15 4 59 25
State 1263 4111 306 32 2060 159
Homeless School 1 8 1 0 0 1
Division 1 8 1 0 0 1
State 206 691 67 30 305 65
Military Connected School 1 8 0 1 0 0
Division 1 8 0 1 0 0
State 1928 1197 49 15 36 24
Foster Care School < < < < < <
Division < < < < < <
State 23 134 26 19 67 18
< = 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 Students9628038482486748
Female4724058641588296
Male4903988140984459
American Indian<<<<<00
Asian514384458848
Black283251892569152
Hispanic37826771278746216
Native Hawaiian<<100<10000
White224218972219931
Two or more races191895189500
Students with Disabilities1029896989622
Economically Disadvantaged6014777949582529
English Learners29820469208705920
Homeless111091109100
Military Connected109901010000
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 2016-20172017-20182018-2019
Advanced Placement Test Taken905 / 23.92%976 / 24.63%1,009 / 25.32%
Advanced Placement Course Enrollment905 / 23.92%976 / 24.63%1,009 / 25.32%
Dual Enrollment381 / 10.07%414 / 10.45%517 / 12.97%
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

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool71647933
Division71647933
State85,89957,72533
FemaleSchool38327428
Division38327428
State43,22531,59927
MaleSchool33320538
Division33320538
State42,67426,12639
American IndianSchool<<100
Division<<100
State26516737
AsianSchool43399
Division43399
State6,0845,29213
BlackSchool26118131
Division26118131
State18,86811,29840
HispanicSchool22110752
Division22110752
State10,1025,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool16813619
Division16813619
State46,44832,34030
Two or more racesSchool181422
Division181422
State3,9902,71532
Students with DisabilitiesSchool351363
Division351363
State7,2163,25655
Economically DisadvantagedSchool39423241
Division39423241
State27,32914,19048
English LearnersSchool19510049
Division19510049
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool252210
 Division252210
 State3,6233,5254,095
State LicensuresSchool1947
 Division1947
 State2,2791,8812,231
Industry CertificationSchool79274482
 Division792773521
 State109,275104,601107,234
Workplace ReadinessSchool11113065
 Division11113065
 State42,31350,24144,892
Total Credentials EarnedSchool947900164
 Division947929603
 State157,490160,248158,452
Students Earning One or More CredentialsSchool828772153
 Division828791579
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationSchool5017-
 Division5018-
 State1,4311,5371,317
CTE CompletersSchool334390307
 Division334390307
 State40,51641,43840,209

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division13,483.002,721.00888.00
State6,084.004,849.00812.00
2016-2017Division13,772.002,737.001,024.00
State6,248.005,052.00871.00
2017-2018Division13,822.002,949.001,047.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,7851,0293,4364643,527440
Female1,3224921,6772121,694189
Male1,4635371,7592521,833251
American Indian<<<<120
Asian14933162131599
Black9212591,065861,016100
Hispanic9606181,2973121,339274
Native Hawaiian111<<<<
White6781068264592352
Two or more races6312727725
Students with Disabilities2821173674237842
Economically Disadvantaged1,6778422,0693452,203352
English Learners8814871,0462511,033206
Homeless1214385455
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 88
Disorderly or Disruptive Behavior Offenses 84
Other Offenses Against Persons 84
All Other Offenses 50
Property Offenses <
Weapons Offenses 10
Offenses Against Staff 10
Offenses Against Student 25
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.30.3
Asian4.91.94.52.14.51.7
Black31.655.8293528.540.8
Hispanic40.638.542.256.840.549
Native Hawaiian0.30.20.2
White20.83.222.15.724.16.8
Two or more races20.62.10.41.91.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.3
Asian4.94.54.5
Black31.62928.571.4
Hispanic40.642.240.528.6
Native Hawaiian0.30.20.2
White20.810022.124.1
Two or more races22.11.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.3
Asian4.94.54.5
Black31.62928.5
Hispanic40.642.240.5
Native Hawaiian0.30.20.2
White20.822.124.1
Two or more races22.11.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 59.255.760.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 27.52721.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 73.168.263.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School6.4%1.1%
Division6.6%1%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201718%76%1%5%
2017-201819%75%2%4%
2018-201920%74%2%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-YesNo
AsianNoYes-YesNo
BlackYesYes-YesNo
HispanicNoYes-NoNo
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-YesNo
English LearnersNoYesYesNoNo
Students with DisabilitiesNoYes-YesNo

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 Students76%74%73%75%
Asian92%83%87%75%
Black76%76%60%75%
Hispanic61%58%63%75%
White94%92%81%75%
Economically Disadvantaged67%65%62%75%
English Learners41%41%53%75%
Students with Disabilities41%34%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%76%74%70%
Asian95%91%89%70%
Black67%73%60%70%
Hispanic61%71%64%70%
White89%86%81%70%
Economically Disadvantaged64%74%63%70%
English Learners58%70%57%70%
Students with Disabilities43%38%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students73%
Asian82%
Black73%
Hispanic59%
White92%
Economically Disadvantaged62%
English Learners39%
Students with Disabilities43%

< = 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 Students75%84%84%
Asian87%90%84%
Black80%82%84%
Hispanic60%81%84%
White93%86%84%
Economically Disadvantaged69%78%84%
English Learners55%65%84%
Students with Disabilities53%56%84%
Homeless83%--
Foster Care<--

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%17%9%10%
Asian5%10%5%10%
Black9%13%9%10%
Hispanic17%25%9%10%
White5%8%9%10%
Economically Disadvantaged14%21%13%10%
English Learners17%24%8%10%
Students with Disabilities10%16%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress50%46%58%
English Learner Proficiency6%--

< = 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 Progress32565450%
English Learner Proficiency488546%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students94%97%98%
Asian98%100%97%
Black94%98%98%
Hispanic90%97%98%
White99%96%99%
Economically Disadvantaged92%98%98%
Not Economically Disadvantaged98%96%-
English Learners91%97%98%
Students with Disabilities89%94%93%
Students without Disabilities95%97%-
Female96%97%-
Male93%97%-
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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