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General school information

Category: High (09-12) School
Phone: 804-768-6245
Address: 3626 W. Hundred Rd. Chester, VA 23831-1926
Principal: Pam Lumsden
Superintendent: Dr. James F Lane
Region: 1
Division: Chesterfield County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Fully Accredited

Title I Improvement Status

Not Applicable

Reward School Status


Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

State Accreditation Results
  2013-20142014-20152015-2016 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75889088888788YES
Mathematics70737381768179YES
History70838384847982YES
Science70868989878787YES
Graduation and Completion Index85969594959595YES
LEGENDYes-C = Current year
Yes-3YR = Three-year average
Yes-4YR = Four-year average
IS = Improving school
AB = Approaching benchmark
W = Warned

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6938775949064898411
Female7968945959055898411
Male6918594949064888512
American Indian<100<0<100<0<100<0
Asian-100100013948166898311
Black-919191939374817719
Hispanic-9494669083102838117
White1195845695895595905
Two or more races9867714111008901394816
Students with Disabilities6706430-6060402646236
Economically Disadvantaged-858515-8787132767424
English Learners-828218<<<<-505050
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6938775949064898411
Female7968945959055898411
Male6918594949064888512
American Indian<100<0<100<0<100<0
Asian-100100013948166898311
Black-919191939374817719
Hispanic-9494668983112838117
White1195845695895595905
Two or more races9867714111008901394816
Students with Disabilities6706430-5959412646236
Economically Disadvantaged-858515-8787132767424
English Learners-828218<<<<-505050
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191076662417796221
Female198768131180692021876613
Male11746426872642812715929
American Indian<100<0<100<0<100<0
Asian20937373588531235905510
Black8736527469643112715929
Hispanic1686701437572257817419
White188566151581671920826218
Two or more races30754525-70703022856315
Students with Disabilities943355754944519443456
Economically Disadvantaged974652666357374646036
English Learners6827618-4545556676133
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191076662417796221
Female198768131180692021876613
Male11746426872642812715929
American Indian<100<0<100<0<100<0
Asian20937373588531235905510
Black8736527469643112715929
Hispanic1686701437572257817419
White188566151581671920826218
Two or more races30754525-70703022856315
Students with Disabilities943355754944519443456
Economically Disadvantaged974652666357374646036
English Learners6827618-4545556676133
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students680742088173199877813
Female881731998374177878013
Male5797521779732110867614
American Indian<<<<<100<0<100<0
Asian1885671518947662192728
Black274722657771236827618
Hispanic772662868276185868114
White88678141084741610907910
Two or more races12816919879712111877713
Students with Disabilities458544236057406645836
Economically Disadvantaged370673047167294807620
English Learners368653266761335797421
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1696831-8079201868614
Female2666434-818119-898911
Male-72722817978211838217
Asian<100<0<100<0<<<<
Black1605940-838317-838317
Hispanic-696931-848416-95955
White-787822-7474261888712
Two or more races-707030<<<<<<<<
Students with Disabilities-686832-727228-646436
Economically Disadvantaged-5656441686732-828218
English Learners-7070309736427<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702747167293797621
Female474702647369272797721
Male172712836966315797421
American Indian<<<<<100<0
Asian217957216888113694886
Black-68683236159391706930
Hispanic55853423757325-777723
White380762057671246857915
Two or more races57671244716829-808020
Students with Disabilities-393961-434357-494951
Economically Disadvantaged-66663426260382686632
English Learners-595941-5858424716729
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139683418988021797793
Female169882220987821596814
Male109585515988222197773
American Indian<100<0<100<0<100<0
Asian13877313361006403395625
Black79588514988421498842
Hispanic12100880231007701394816
White169781318977931996774
Two or more races301007002310077025100750
Students with Disabilities97364278928581294826
Economically Disadvantaged121008801398852897893
English Learners<100<0<100<010908010
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students789821168781137867914
Female787801368882126868014
Male79184958580158867814
American Indian<<<<<100<0<<<<
Asian1488751212958351693777
Black383801748076204797421
Hispanic682761818887122888512
White994856891839991829
Two or more races1290781078679149776823
Students with Disabilities170693026159395565144
Economically Disadvantaged479742137976213777423
English Learners657514337067305777223
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1187751378477169847516
Female1286741478780138877913
Male1187761368175199817219
American Indian<100<0<100<0<100<0
Asian2494716171008301595805
Black681751957771234767224
Hispanic1071612928381173878413
White1493798889811112887612
Two or more races23856215983741712776523
Students with Disabilities-60604036056402565444
Economically Disadvantaged984751647369273747126
English Learners-474753-5353476756925
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8958857938679908110
Female7948767938676888112
Male9978836938771393807
Asian149177913938072791649
Black1969543928989857615
Hispanic8888012-93937691849
White10978741094846993857
Two or more races694886-9191913756325
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged8928386928789877813
English Learners<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287851348782133858215
Female284821648783132838117
Male290881048682144888412
American Indian<<<<<100<0<<<<
Asian-757525793877892858
Black280792047774231777623
Hispanic-91919-92928-878713
White292908592868692868
Two or more races109081108887913-808020
Students with Disabilities-727228-5656442494751
Economically Disadvantaged-71712917978211767524
English Learners-5959416888113-797921
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students684791677972218817319
Female485811557873226807420
Male78476161081711910827218
American Indian<<<<<100<0<<<<
Asian1098882209170916866914
Black378752247166295746926
Hispanic482781878275187817419
White7878013984751610857515
Two or more races9877813782751810887812
Students with Disabilities252494845147495565144
Economically Disadvantaged271682946965313696631
English Learners353504735855437716429
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students58782131183731712857315
Female488841278476169847516
Male78679141483691716867014
American Indian<100<0<100<0<100<0
Asian101009003188561317897211
Black285831547368277767024
Hispanic48177191081711915857015
White7878113139177915907410
Two or more races1189791115927781194836
Students with Disabilities2535147-4343577595241
Economically Disadvantaged-73732768075205696431
English Learners<<<<-33336717675033
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722367569254797521
Female579742147369272817819
Male575702587668245777223
American Indian<<<<<100<0<<<<
Asian1393807259267815856915
Black470663046864321696931
Hispanic273712778275184787422
White683771777669245868114
Two or more races1081711978275186787222
Students with Disabilities-46465444338573504750
Economically Disadvantaged261593946561352676533
English Learners-4747535746826-747426
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students690841058075207787022
Female389861137774237746726
Male99182978375178837417
American Indian<100<0<100<0<100<0
Asian710093079387714796421
Black483801757166296757025
Hispanic59388748278184827818
White79285868479168766824
Two or more races793867-6969311392798
Students with Disabilities10706030108575156615639
Economically Disadvantaged485811515958413716829
English Learners<<<<<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students211007901210088036100640
Female331006701810082025100750
Male8100920<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White291007102010080040100600
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Grade 9614594621
Grade 10552584575
Grade 11554542584
Grade 12562573527
Total Students2,2822,2932,307
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 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
Subgroup2014-20152015-20162016-2017
All Students228222932307
Female116711701178
Male111511231129
American Indian976
Asian727070
Black698718750
Hispanic207239252
Native Hawaiian134
White121211671146
Two or more races838979
Students with Disabilities219246267
Not Students with Disabilities206320472040
Economically Disadvantaged379502679
Not Economically Disadvantaged190317911628
English Learners383838
Not English Learners224422552269
Homeless141120
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: 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 2015-2016 Cohort
Student SubgroupSchoolAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsSchool3122031502311
Division259016241235230875
State4917234245347693750042233
FemaleSchool177804073
Division1455700502211932
State268261509812453531830807
MaleSchool135123110168
Division1135924733018943
State2234619147223158431741426
American IndianSchool<<<<0<
Division460030
State110112125285
AsianSchool2020000
Division119241051
State44281223901613062
BlackSchool68726043
Division5466396349631
State78991054014312301411965
HispanicSchool28182050
Division2102071367910
State44244511381851536311
Native HawaiianSchool<<<<<<
Division<<<<<<
State71410193
WhiteSchool18110560137
Division1608703424111831
State300171650714345631731798
Two or more racesSchool1541001
Division102434152
State222313111283715989
Students with DisabilitiesSchool13315050
Division282261235631
State946530634751091061120
Economically DisadvantagedSchool30497074
Division2714625186733
State921814810194032821211221
English LearnersSchool<<<<<<
Division156970452
State448206829417117888
HomelessSchool<<<<0<
Division11273060
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = 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 SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students5645309453094234.1
Female27126196.326196.372.6
Male29326991.826991.8165.5
American Indian0<100<10000
Asian22221002210000
Black15314695.414695.442.6
Hispanic534890.64890.659.4
Native Hawaiian0<<<<<<
White31229293.629293.6134.2
Two or more races212095.22095.200
Students with Disabilities544990.74990.759.3
Economically Disadvantaged978688.78688.777.2
English Learners0<<<<<<
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken -247 / 10.82%292 / 12.73%
Advanced Placement Course Enrollment -319 / 13.98%433 / 18.88%
Dual Enrollment -144 / 6.31%185 / 8.07%
Governor’s School Enrollment -45 / 1.97%46 / 2.01%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsSchool53937730
Division4262306928
State807635806328
FemaleSchool26921022
Division2173166323
State410153155223
MaleSchool27016738
Division2089140633
State397482651133
American IndianSchool0<100
Division13<100
State25416635
AsianSchool191711
Division17415113
State5269454514
BlackSchool14911423
Division118180432
State175771162334
HispanicSchool341847
Division30918241
State7574489435
WhiteSchool31421133
Division2446181726
State467653441326
Two or more racesSchool211624
Division13310422
State3210234527
Students with DisabilitiesSchool311842
Division27913053
State5864307448
Economically DisadvantagedSchool854547
Division65436844
State228881345241
LEGEND < = 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
Count
2013-20142014-20152015-2016
NOCTI AssessmentsSchool-1152
 Division-82223
 State-39714139
State LicensuresSchool-92
 Division-3629
 State-16731790
Industry CertificationSchool-628741
 Division-53685487
 State-89541100544
Workplace ReadinessSchool-179117
 Division-876962
 State-3366530775
Total Credentials EarnedSchool-827912
 Division-63626701
 State-128850137248
Students Earning One or More CredentialsSchool-716748
 Division-55525746
 State-104867109089
CTE CompletersSchool-252225
 Division-17111588
 State-3929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students22534819856.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students24937419652.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students28745319543%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
66.868.569.4

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division 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
 Local FundingStateFederal
2012-20134,018.004,704.00553.00
2013-20143,792.004,749.00481.00
2014-20153,938.005,045.00504.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students2239854267220610254682134110459223502476
Female11243816231104442722109851213711961325
Male11154726441102582746103659245511541151
American Indian00009100100000000
Asian77101780007200371000
Black635321317650291628667301831744933
Hispanic16583101781341118515611244511
Native Hawaiian0000000000000000
White1279412437120856342911176121461189832
Two or more races73321813008240193100
Students with Disabilities206141017205171512205161419264740
Economically Disadvantaged4663227364233826293853512135841153
English Learners34221378033052339100
Homeless16117252441731232101
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.5798.8399.02
Female95.8498.7699.17
Male95.2998.998.86
American Indian97.7498.11100
Asian97.9899.4199.56
Black95.7298.8798.98
Hispanic94.698.6899.15
Native Hawaiian95.9498.399.13
White95.498.7999
Two or more races96.8198.9898.63
Students with Disabilities93.3598.4298.5
Economically Disadvantaged94.5598.3698.65
English Learners93.1998.5199.49
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses36
Technology Offenses12
Offenses Against Student18
Offenses Against Staff<
Weapons Offenses<
Property Offenses14
All Other Offenses<
Other Offenses Against Persons49
Disorderly or Disruptive Behavior Offenses133
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4320.3941.030.3051.71
Asian3.2840.513.1553.053
Black28.52248.9930.58748.9731.31353.14
Hispanic8.3416.579.0717.7310.4237.43
Native Hawaiian0.0860.0440.131
White55.74840.453.11140.2150.89433.14
Two or more races3.5873.543.6372.063.8814.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4320.3940.305
Asian3.2843.1553.053
Black28.52242.8630.58731.313100
Hispanic8.3419.07110.423
Native Hawaiian0.0860.0440.131
White55.74857.1453.11150.894
Two or more races3.5873.6373.881
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4320.3940.305
Asian3.2843.1553.053
Black28.52210030.58733.3331.313
Hispanic8.3419.07110.423
Native Hawaiian0.0860.0440.131
White55.74853.11166.6750.894100
Two or more races3.5873.6373.881
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2015-2016
 Percentage
All Students22.82
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2015-2016
 Percentage
All Students7.45--
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2015-2016
 Percentage
All Students46.47--
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional Special Education1%1%
Provisional2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
School
This school---
Division
All Schools-1%-
High Poverty-1%-
Low Poverty-1%-
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201546%49%2%3%
2015-201646%49%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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