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Thomas Jefferson High

General school information

Category: High (09-12) School
Phone: 804-780-6028
Address: 4100 W Grace St Richmond, VA 23230-3802
Principal: Ms. Tamara Mines
Superintendent: Jason Kamras
School Number: 20
Region: 1
Division: Richmond City Public Schools
Division Number: 123
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level Two

Achievement Gaps

EnglishLevel Two
MathematicsLevel Three

Student engagement & Outcomes

Chronic Absenteeism Level Two
Dropout Rate Level Two
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Three
Economically Disadvantaged Level One Level Three
English Learners Too Small Too Small
Hispanic Level One Level Two
Students with Disabilities Level Three 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 9 60 69 31 8 77 85 15 6 63 69 31
Female 12 65 76 24 11 78 89 11 9 66 75 25
Male 6 55 61 39 4 76 81 19 3 58 61 39
Asian < < < < < < 100 0 < < 100 0
Black - 59 59 41 5 74 80 20 1 58 59 41
Hispanic < < < < < < < < < < 100 0
White 29 63 92 8 12 88 100 0 17 81 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 19 24 76 7 20 27 73 - 17 17 83
Students without Disabilities 10 68 77 23 8 84 92 8 8 71 78 22
Economically Disadvantaged - 52 52 48 - 76 76 24 - 49 49 51
Not Economically Disadvantaged 17 67 84 16 13 79 92 8 11 74 85 15
Homeless < < 100 0 < < < <
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 9 60 69 31 8 77 85 15 6 63 69 31
Female 12 65 76 24 11 78 89 11 9 66 75 25
Male 6 55 61 39 4 76 81 19 3 58 61 39
Asian < < < < < < 100 0 < < 100 0
Black - 59 59 41 5 74 80 20 1 58 59 41
Hispanic < < < < < < < < < < 100 0
White 29 63 92 8 12 88 100 0 17 81 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 19 24 76 7 20 27 73 - 17 17 83
Students without Disabilities 10 68 77 23 8 84 92 8 8 71 78 22
Economically Disadvantaged - 52 52 48 - 76 76 24 - 49 49 51
Not Economically Disadvantaged 17 67 84 16 13 79 92 8 11 74 85 15
Homeless < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 48 39 87 13 39 53 92 8 23 56 79 21
Female 56 40 95 5 46 51 97 3 22 55 77 23
Male 36 39 75 25 26 56 82 18 23 58 81 19
Asian < < 100 0 < < 100 0
Black 35 43 78 22 17 69 85 15 2 67 69 31
Hispanic < < < < < < < < 10 70 80 20
White 62 38 100 0 71 29 100 0 70 30 100 0
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 51 43 94 6 40 56 95 5 24 58 82 18
Economically Disadvantaged 22 50 72 28 13 80 93 7 1 62 63 37
Not Economically Disadvantaged 57 36 92 8 51 40 91 9 38 52 90 10
English Learners < < < < < < < <
Homeless < < < <
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 48 39 87 13 39 53 92 8 23 56 79 21
Female 56 40 95 5 46 51 97 3 22 55 77 23
Male 36 39 75 25 26 56 82 18 23 58 81 19
Asian < < 100 0 < < 100 0
Black 35 43 78 22 17 69 85 15 2 67 69 31
Hispanic < < < < < < < < 10 70 80 20
White 62 38 100 0 71 29 100 0 70 30 100 0
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 51 43 94 6 40 56 95 5 24 58 82 18
Economically Disadvantaged 22 50 72 28 13 80 93 7 1 62 63 37
Not Economically Disadvantaged 57 36 92 8 51 40 91 9 38 52 90 10
English Learners < < < < < < < <
Homeless < < < <
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 7 55 62 38 5 51 56 44 2 51 53 47
Female 9 59 68 32 5 55 60 40 2 53 55 45
Male 4 50 55 45 5 47 52 48 2 49 51 49
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 1 51 52 48 1 47 48 52 - 48 48 52
Hispanic - 67 67 33 - 43 43 57 - 53 53 47
White 30 65 96 4 20 66 86 14 13 73 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 2 28 30 70 2 19 21 79 - 29 29 71
Students without Disabilities 8 59 66 34 6 56 62 38 3 55 57 43
Economically Disadvantaged 1 49 50 50 1 41 42 58 - 42 42 58
Not Economically Disadvantaged 14 61 75 25 10 62 72 28 5 63 68 32
English Learners < < < < < < < < < < < <
Homeless - 20 20 80 - 36 36 64
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 2 69 71 29 1 49 50 50 - 56 56 44
Female 4 80 83 17 - 54 54 46 - 64 64 36
Male 1 62 63 37 1 44 45 55 - 47 47 53
American Indian < < 100 0
Asian < < < < < < < <
Black - 69 69 31 1 48 49 51 - 54 54 46
Hispanic < < 100 0 - 25 25 75 - 67 67 33
White 25 58 83 17 - 69 69 31 - 83 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 - 18 18 82 - 37 37 63
Students without Disabilities 3 75 77 23 1 58 58 42 - 61 61 39
Economically Disadvantaged - 66 66 34 - 39 39 61 - 52 52 48
Not Economically Disadvantaged 6 74 80 20 1 62 64 36 - 63 63 37
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 44 49 51 4 47 51 49 1 37 38 62
Female 5 51 57 43 3 50 53 47 1 37 38 62
Male 5 35 39 61 6 44 49 51 1 38 39 61
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 35 35 65 1 39 40 60 - 33 33 67
Hispanic < < < < - 60 60 40 - 46 46 54
White 22 78 100 0 21 70 91 9 6 67 72 28
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 15 15 85 - 16 16 84 - 12 12 88
Students without Disabilities 6 48 54 46 5 51 55 45 1 41 43 57
Economically Disadvantaged - 32 32 68 - 39 39 61 - 28 28 72
Not Economically Disadvantaged 10 55 65 35 10 57 67 33 3 54 57 43
English Learners < < < <
Homeless < < < < < < < <
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 15 53 67 33 14 61 75 25 7 66 73 27
Female 17 52 69 31 17 63 80 20 7 64 71 29
Male 9 54 63 37 9 59 67 33 6 69 75 25
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 4 47 51 49 3 62 65 35 - 65 65 35
Hispanic < < < < < < < < < < < <
White 36 61 97 3 33 61 94 6 22 73 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 15 54 69 31 14 61 75 25 7 66 73 27
Economically Disadvantaged 2 44 47 53 4 52 57 43 - 57 57 43
Not Economically Disadvantaged 22 58 81 19 20 67 88 13 11 72 82 18
Homeless < < < <
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 9 58 67 33 7 53 60 40 8 56 64 36
Female 10 60 70 30 7 56 63 37 7 57 64 36
Male 8 55 63 37 6 49 56 44 8 55 64 36
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black 2 57 59 41 - 49 49 51 2 56 58 42
Hispanic 7 57 64 36 7 53 60 40 - 73 73 27
White 31 63 93 7 28 66 95 5 32 55 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 28 28 72 - 23 23 77 2 20 22 78
Students without Disabilities 11 62 73 27 8 59 67 33 9 63 71 29
Economically Disadvantaged 2 51 53 47 - 44 44 56 1 54 55 45
Not Economically Disadvantaged 17 65 82 18 14 64 78 22 16 59 75 25
English Learners < < < < < < < < < < < <
Homeless < < 100 0 - 31 31 69 < < < <
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 12 56 67 33 7 49 56 44 9 55 64 36
Female 13 57 70 30 8 50 58 42 8 60 68 32
Male 10 54 63 37 6 47 53 47 10 50 60 40
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black 1 56 56 44 - 45 45 55 3 55 58 42
Hispanic 9 55 64 36 6 56 61 39 - 70 70 30
White 44 56 100 0 33 61 94 6 33 51 84 16
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 26 26 74 - 22 22 78 2 15 17 83
Students without Disabilities 13 59 72 28 9 56 64 36 10 63 73 27
Economically Disadvantaged - 56 56 44 1 39 40 60 1 55 57 43
Not Economically Disadvantaged 26 55 81 19 15 61 76 24 20 55 75 25
English Learners < < < < < < < <
Homeless < < 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 11 78 88 12 11 71 82 18 11 69 81 19
Female 10 76 86 14 8 76 85 15 10 66 76 24
Male 12 81 92 8 16 59 76 24 13 74 87 13
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 4 80 83 17 - 68 68 32 2 68 70 30
Hispanic < < 100 0 < < < < < < 100 0
White 19 77 96 4 27 73 100 0 39 61 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 11 78 88 12 11 70 81 19 12 72 84 16
Economically Disadvantaged 3 66 69 31 - 67 67 33 3 66 69 31
Not Economically Disadvantaged 14 84 98 2 19 73 92 8 16 72 88 12
Homeless < < < < < < 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 45 47 53 - 44 44 56 1 50 50 50
Female - 46 46 54 - 41 41 59 2 42 44 56
Male 5 43 48 52 - 46 46 54 - 59 59 41
American Indian < < 100 0
Asian < < < <
Black 1 45 46 54 - 43 43 57 - 49 49 51
Hispanic < < < < < < < < < < < <
White < < < < < < < < < < < <
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 31 31 69 - 12 12 88 - 33 33 67
Students without Disabilities 3 51 54 46 - 52 52 48 1 54 55 45
Economically Disadvantaged 4 32 36 64 - 39 39 61 - 44 44 56
Not Economically Disadvantaged - 63 63 37 - 54 54 46 3 59 62 38
English Learners < < < <
Homeless < < < < < < < <
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 14 45 58 42 9 46 56 44 9 44 53 47
Female 14 48 62 38 9 48 57 43 10 41 51 49
Male 13 41 54 46 9 45 54 46 8 47 55 45
Asian < < < < < < < < < < < <
Black 5 44 48 52 2 43 45 55 2 42 44 56
Hispanic 9 55 64 36 19 38 58 42 5 50 55 45
White 47 45 92 8 24 60 84 16 39 47 86 14
Two or more races < < 100 0 < < < < 23 54 77 23
Students with Disabilities - 21 21 79 - 21 21 79 - 22 22 78
Students without Disabilities 16 48 64 36 11 51 61 39 11 47 58 42
Economically Disadvantaged - 40 40 60 2 38 40 60 1 39 40 60
Not Economically Disadvantaged 26 49 75 25 17 55 72 28 18 48 67 33
English Learners < < < < < < < < < < < <
Homeless 10 30 40 60 - 36 36 64
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 25 46 71 29 15 55 70 30 14 45 59 41
Female 26 49 75 25 16 58 74 26 18 46 64 36
Male 24 43 67 33 13 52 64 36 9 44 53 47
Asian < < 100 0 < < 100 0 < < < <
Black 12 50 62 38 5 57 62 38 4 47 50 50
Hispanic < < 100 0 < < < < < < < <
White 64 31 94 6 31 53 84 16 60 36 96 4
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 29 29 71 - 15 15 85 - 22 22 78
Students without Disabilities 29 49 78 22 17 61 78 22 16 48 64 36
Economically Disadvantaged - 47 47 53 1 46 48 52 2 39 40 60
Not Economically Disadvantaged 43 46 89 11 25 62 87 13 23 50 73 27
English Learners < < < <
Homeless < < 100 0 < < < <
Foster Care < < < <
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 3 35 38 63 3 39 42 58 1 37 37 63
Female 7 34 41 59 2 35 37 63 - 30 30 70
Male - 35 35 65 4 45 49 51 1 43 44 56
Asian < < < < < < < <
Black - 32 32 68 - 35 35 65 - 33 33 67
Hispanic < < < < < < < < < < < <
White < < < < 12 65 76 24 5 57 62 38
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 15 15 85 - 17 17 83 - 22 22 78
Students without Disabilities 4 42 45 55 4 49 53 47 1 40 41 59
Economically Disadvantaged - 27 27 73 2 30 32 68 - 34 34 66
Not Economically Disadvantaged 6 44 50 50 5 54 59 41 2 41 42 58
English Learners < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < <
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 9 51 60 40 8 43 51 49 14 47 61 39
Female 8 53 60 40 7 47 53 47 12 45 56 44
Male 12 48 60 40 10 39 49 51 18 52 70 30
Asian < < 100 0 < < < <
Black 1 47 48 52 1 38 39 61 2 48 50 50
Hispanic < < < < 31 31 62 38 10 50 60 40
White 34 59 94 6 21 64 86 14 45 45 90 10
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 31 31 69 - 20 20 80
Students without Disabilities 10 52 62 38 9 44 53 47 16 51 67 33
Economically Disadvantaged - 46 46 54 2 37 39 61 1 46 48 52
Not Economically Disadvantaged 18 56 74 26 15 50 64 36 25 48 74 26
Homeless < < < < < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < <
Male < < < < < < 100 0
Black < < < < < < < < < < < <
White < < 100 0
Two or more races < < 100 0
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < 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---
Division10367115
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 9224234229
Grade 10183210229
Grade 11159174199
Grade 12168147154
Total Students734765811

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students734765811
Female393417441
Male341348370
American Indian222
Asian101213
Black510529549
Hispanic404863
White166166173
Two or more races6810
Students with Disabilities114116111
Students without Disabilities620649700
Economically Disadvantaged388429377
Not Economically Disadvantaged346336434
English Learners243140
Not English Learners710734771
Homeless81011
Foster Care222
< = 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 62 73 6 1 14 2
Division 331 658 86 16 372 60
State 50715 36614 2715 1064 5504 1801
Female School 37 34 3 0 3 2
Division 198 346 41 7 149 29
State 27679 16161 917 351 2003 680
Male School 25 39 3 1 11 0
Division 133 312 45 9 223 31
State 23036 20453 1798 713 3501 1121
Asian School < < < < 0 <
Division 3 7 1 0 0 0
State 5184 1290 96 10 113 46
Black School 38 56 5 1 5 1
Division 232 527 79 9 190 52
State 7794 10864 1035 246 1353 673
Hispanic School 6 3 1 0 1 0
Division 31 76 5 3 160 4
State 5184 6274 354 116 2441 386
Native Hawaiian School < < < < < <
Division < < < < < <
State 83 41 6 2 3 3
White School 18 11 0 0 7 1
Division 59 45 1 4 20 4
State 29845 16400 1112 631 1440 605
Students with Disabilities School 0 12 6 1 1 0
Division 9 123 86 2 106 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 24 46 5 1 5 1
Division 151 451 72 11 185 44
State 10701 18162 1634 523 2867 1096
English Learners School < < < < < <
Division 4 38 1 0 41 0
State 1263 4111 306 32 2060 159
Homeless School < < < < < <
Division 7 30 7 0 9 2
State 206 691 67 30 305 65
Foster Care School < < < < 0 <
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 Students1581418914290149
Female797494749434
Male79678568861114
Asian<<100<10000
Black10699931009455
Hispanic111091109119
Native Hawaiian<<<<<<<
White3729782978719
Students with Disabilities201890199515
Economically Disadvantaged827592769356
English Learners<<<<<<<
Homeless<<<<<<<
Foster Care<<100<10000
< = 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 Taken33 / 4.9%133 / 18.12%98 / 12.81%
Advanced Placement Course Enrollment37 / 5.49%149 / 20.3%115 / 15.03%
Dual Enrollment - - -
Governor's School Enrollment133 / 19.73%141 / 19.21%138 / 18.04%
IB Course Enrollment67 / 9.94%37 / 5.04%52 / 6.8%
Senior Enrolled in IB Program19 / 2.82%22 / 3%27 / 3.53%

< = 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 StudentsSchool15310432
Division98051348
State85,89957,72533
FemaleSchool835633
Division53130543
State43,22531,59927
MaleSchool704831
Division44920854
State42,67426,12639
AsianSchool<<100
Division<<100
State6,0845,29213
BlackSchool1026932
Division81840950
State18,86811,29840
HispanicSchool<<100
Division552555
State10,1025,82642
WhiteSchool433030
Division987326
State46,44832,34030
Students with DisabilitiesSchool15<100
Division1403476
State7,2163,25655
Economically DisadvantagedSchool774838
Division64329055
State27,32914,19048
English LearnersSchool<<100
Division411856
State5,1822,82046
Two or more racesSchool--100
Division<<100
State3,9902,71532
American IndianSchool--100
Division--100
State26516737
Native HawaiianSchool--100
Division--100
State1428739
< = 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
State LicensuresSchool1--
 Division14-3
 State2,2791,8812,231
Industry CertificationSchool18318898
 Division1,1431,3611,168
 State109,275104,601107,234
Workplace ReadinessSchool71538
 Division154196377
 State42,31350,24144,892
Total Credentials EarnedSchool191203136
 Division1,3111,5571,548
 State157,490160,248158,452
Students Earning One or More CredentialsSchool168181124
 Division1,1411,3321,337
 State126,113128,672126,041
CTE CompletersSchool679370
 Division677742741
 State40,51641,43840,209
NOCTI AssessmentsSchool---
 Division---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division--25
 State1,4311,5371,317

< = 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
2015-2016Division6,187.005,337.002,319.00
State6,084.004,849.00812.00
2016-2017Division5,635.005,534.002,398.00
State6,248.005,052.00871.00
2017-2018Division6,209.005,772.002,527.00
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 Students549120586129617128
Female293523167033768
Male256682705928060
American Indian<<<<<<
Asian<<<<111
Black364100377111402114
Hispanic239394422
Native Hawaiian----<<
White146101541315211
Two or more races<<<<<<
Students with Disabilities802983308128
Economically Disadvantaged26990282101314105
English Learners142196264
Homeless981110123
< = 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 12
Disorderly or Disruptive Behavior Offenses 105
Other Offenses Against Persons 40
All Other Offenses 31
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 19
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 Indian0.30.30.70.3
Asian1.31.41.6
Black7097.369.59869.295.4
Hispanic4.65.50.76.31.1
Native Hawaiian------
White232.722.60.721.72.9
Two or more races0.70.810.6
< = 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 Indian0.30.30.3
Asian1.31.41.6
Black7010069.595.269.2100
Hispanic4.65.54.86.3
Native Hawaiian
White2322.621.7
Two or more races0.70.81
< = 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 Indian0.30.30.3
Asian1.31.41.6
Black7010069.510069.2
Hispanic4.65.56.3
Native Hawaiian------
White2322.621.7
Two or more races0.70.81
< = 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 99.7100100
< = 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 28.628.621.7
< = 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 5455.553.2
< = 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 School15.1%3.8%
Division15%2.9%
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
2016-201738%59%2%1%
2017-201844%54%0%2%
2018-201943%55%0%2%
< = 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: Identified for Additional Targeted Support and Improvement
2019 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-YesTS
BlackYesYes-No-
HispanicTSTS-YesTS
WhiteYesYes-YesNo
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSYesTS
Students with DisabilitiesTSTS-NoTS

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students83%78%73%75%
Asian<<87%75%
Black78%72%60%75%
Hispanic90%91%63%75%
White100%94%81%75%
Economically Disadvantaged74%69%62%75%
English Learners<<53%75%
Students with Disabilities19%19%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 Students82%79%74%70%
Asian<<89%70%
Black79%74%60%70%
Hispanic80%86%64%70%
White93%91%81%70%
Economically Disadvantaged74%71%63%70%
English Learners<<57%70%
Students with Disabilities47%35%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 Students79%
Asian<
Black73%
Hispanic80%
White100%
Economically Disadvantaged69%
English Learners<
Students with Disabilities18%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian<90%84%
Black89%82%84%
Hispanic82%81%84%
White78%86%84%
Economically Disadvantaged86%78%84%
English Learners<65%84%
Students with Disabilities61%56%84%
Homeless<--
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students17%18%9%10%
Asian8%7%5%10%
Black22%22%9%10%
Hispanic5%13%9%10%
White7%7%9%10%
Economically Disadvantaged25%26%13%10%
English Learners13%17%8%10%
Students with Disabilities26%26%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 Progress58%46%58%
English Learner Proficiency7%--

< = 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 Progress111958%
English Learner Proficiency2297%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%98%96%
Asian<<<
Black100%98%96%
Hispanic90%90%90%
White100%100%100%
Economically Disadvantaged99%96%95%
Not Economically Disadvantaged100%100%-
English Learners<<<
Students with Disabilities94%94%89%
Students without Disabilities100%98%-
Female100%99%-
Male98%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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