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Tuscarora High

General school information

Category: Combined (PK-12) School
Phone: 571-252-1900
Address: 801 North King Street Leesburg, VA 20176
Principal: Pamela Croft
Superintendent: Dr. Eric Williams
School Number: 200
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
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 One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
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 80 89 11 9 81 90 10 8 81 88 12
Female 13 80 93 7 10 84 94 6 8 84 91 9
Male 6 79 86 14 7 77 85 15 7 78 86 14
Asian 4 89 93 7 - 96 96 4 8 81 88 12
Black - 74 74 26 - 76 76 24 - 92 92 8
Hispanic 4 69 73 27 1 75 77 23 2 67 69 31
Native Hawaiian < < 100 0
White 12 84 96 4 14 82 96 4 11 85 96 4
Two or more races 20 76 96 4 9 86 95 5 12 82 94 6
Students with Disabilities 2 64 67 33 2 62 64 36 4 69 73 27
Students without Disabilities 10 82 92 8 9 83 93 7 8 83 91 9
Economically Disadvantaged 3 60 63 38 1 68 69 31 1 70 71 29
Not Economically Disadvantaged 11 85 96 4 11 85 96 4 10 84 94 6
English Learners 3 32 35 65 - 44 44 56 - 29 29 71
Homeless < < < < - 58 58 42 - 50 50 50
Foster Care < < 100 0 < < 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 80 89 11 9 81 90 10 8 81 88 12
Female 13 80 93 7 10 84 94 6 8 84 91 9
Male 6 79 86 14 7 77 85 15 7 78 86 14
Asian 4 89 93 7 - 96 96 4 8 81 88 12
Black - 74 74 26 - 76 76 24 - 92 92 8
Hispanic 4 69 73 27 1 75 77 23 2 67 69 31
Native Hawaiian < < 100 0
White 12 84 96 4 14 82 96 4 11 85 96 4
Two or more races 20 76 96 4 9 86 95 5 12 82 94 6
Students with Disabilities 2 64 67 33 2 62 64 36 4 69 73 27
Students without Disabilities 10 82 92 8 9 83 93 7 8 83 91 9
Economically Disadvantaged 3 60 63 38 1 68 69 31 1 70 71 29
Not Economically Disadvantaged 11 85 96 4 11 85 96 4 10 84 94 6
English Learners 3 32 35 65 - 44 44 56 - 29 29 71
Homeless < < < < - 58 58 42 - 50 50 50
Foster Care < < 100 0 < < 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 40 46 87 13 38 51 89 11 35 51 85 15
Female 48 44 92 8 47 45 92 8 42 49 91 9
Male 33 49 82 18 28 58 86 14 27 53 80 20
Asian 39 50 89 11 43 48 91 9 29 54 83 17
Black 14 55 69 31 7 71 79 21 22 58 81 19
Hispanic 14 54 69 31 11 64 74 26 11 54 65 35
Native Hawaiian < < 100 0
White 56 40 96 4 50 44 94 6 46 48 94 6
Two or more races 32 52 84 16 55 45 100 0 47 41 88 12
Students with Disabilities 9 44 53 47 13 53 65 35 15 40 54 46
Students without Disabilities 45 47 92 8 41 51 92 8 38 52 90 10
Economically Disadvantaged 9 52 61 39 12 54 67 33 14 49 63 37
Not Economically Disadvantaged 49 45 94 6 45 50 95 5 40 51 91 9
English Learners 9 34 43 57 8 42 50 50 - 14 14 86
Homeless < < < < 6 50 56 44 20 30 50 50
Foster Care < < < < < < < <
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 40 46 87 13 38 51 89 11 35 51 85 15
Female 48 44 92 8 47 45 92 8 42 49 91 9
Male 33 49 82 18 28 58 86 14 27 53 80 20
Asian 39 50 89 11 43 48 91 9 29 54 83 17
Black 14 55 69 31 7 71 79 21 22 58 81 19
Hispanic 14 54 69 31 11 64 74 26 11 54 65 35
Native Hawaiian < < 100 0
White 56 40 96 4 50 44 94 6 46 48 94 6
Two or more races 32 52 84 16 55 45 100 0 47 41 88 12
Students with Disabilities 9 44 53 47 13 53 65 35 15 40 54 46
Students without Disabilities 45 47 92 8 41 51 92 8 38 52 90 10
Economically Disadvantaged 9 52 61 39 12 54 67 33 14 49 63 37
Not Economically Disadvantaged 49 45 94 6 45 50 95 5 40 51 91 9
English Learners 9 34 43 57 8 42 50 50 - 14 14 86
Homeless < < < < 6 50 56 44 20 30 50 50
Foster Care < < < < < < < <
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 71 78 22 7 62 70 30 6 72 78 22
Female 7 73 80 20 7 65 72 28 6 73 79 21
Male 7 69 75 25 8 60 68 32 6 70 77 23
American Indian < < 100 0 < < < < < < < <
Asian 12 84 95 5 15 70 85 15 7 76 83 17
Black 6 68 74 26 5 48 52 48 2 81 84 16
Hispanic 3 57 60 40 4 48 53 47 2 65 68 32
Native Hawaiian < < 100 0 < < 100 0
White 9 77 86 14 9 75 84 16 9 74 83 17
Two or more races 6 71 77 23 3 55 59 41 4 71 75 25
Students with Disabilities 8 42 49 51 7 47 54 46 5 63 68 32
Students without Disabilities 7 75 82 18 7 65 72 28 6 73 79 21
Economically Disadvantaged 4 55 59 41 5 43 48 52 4 62 66 34
Not Economically Disadvantaged 8 77 85 15 8 71 79 21 7 76 83 17
English Learners 3 41 44 56 1 38 39 61 - 54 54 46
Homeless 6 47 53 47 7 33 40 60 4 64 68 32
Military Connected < < 100 0 < < < <
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 - 62 62 38 1 58 59 41 - 74 74 26
Female - 64 64 36 - 66 66 34 - 74 74 26
Male - 60 60 40 1 51 52 48 - 73 73 27
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 62 62 38 - 77 77 23 < < 100 0
Hispanic - 49 49 51 - 46 46 54 - 66 66 34
White - 72 72 28 3 77 80 20 - 84 84 16
Two or more races < < < < < < < < < < < <
Students with Disabilities - 56 56 44 - 80 80 20 - 61 61 39
Students without Disabilities - 63 63 37 1 56 57 43 - 77 77 23
Economically Disadvantaged - 50 50 50 - 44 44 56 - 61 61 39
Not Economically Disadvantaged - 74 74 26 2 76 77 23 - 88 88 12
English Learners - 44 44 56 - 40 40 60 - 63 63 37
Homeless - 47 47 53 - 26 26 74 - 64 64 36
Military Connected < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 72 78 22 4 60 64 36 1 69 70 30
Female 4 78 82 18 5 59 64 36 1 71 72 28
Male 7 66 73 27 4 60 64 36 1 68 69 31
American Indian < < 100 0 < < < <
Asian 15 85 100 0 7 67 73 27 5 74 79 21
Black - 67 67 33 3 27 30 70 - 77 77 23
Hispanic 4 55 59 41 5 46 50 50 - 62 62 38
White 7 81 88 12 5 77 82 18 1 73 74 26
Two or more races - 92 92 8 - 55 55 45 < < < <
Students with Disabilities 7 40 47 53 6 50 56 44 - 52 52 48
Students without Disabilities 5 77 82 18 4 62 66 34 1 71 72 28
Economically Disadvantaged 4 52 56 44 3 38 41 59 1 61 63 37
Not Economically Disadvantaged 6 82 88 12 5 69 75 25 1 73 74 26
English Learners 3 34 38 63 - 28 28 72 - 32 32 68
Homeless 8 42 50 50 12 35 47 53 < < < <
Military Connected < < 100 0 < < < <
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 11 75 86 14 13 68 81 19 13 73 86 14
Female 13 72 86 14 12 71 83 17 12 75 87 13
Male 9 77 86 14 14 65 79 21 14 71 86 14
American Indian < < 100 0 < < < < < < 100 0
Asian 14 77 91 9 19 69 88 12 13 75 88 13
Black 10 79 90 10 6 67 72 28 7 80 87 13
Hispanic 6 71 77 23 10 58 67 33 8 69 78 22
Native Hawaiian < < 100 0 < < 100 0
White 13 76 88 12 14 73 87 13 16 72 88 12
Two or more races 12 65 76 24 6 56 63 38 < < 100 0
Students with Disabilities 8 28 36 64 3 35 39 61 20 80 100 0
Students without Disabilities 12 79 90 10 14 72 86 14 13 73 85 15
Economically Disadvantaged 8 74 82 18 16 53 69 31 13 63 76 24
Not Economically Disadvantaged 12 75 87 13 13 71 84 16 13 75 88 12
English Learners 6 47 53 47 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 15 72 87 13 15 70 85 15 16 65 81 19
Female 13 77 89 11 15 71 85 15 15 68 83 17
Male 16 68 85 15 16 69 85 15 17 63 80 20
American Indian < < 100 0 < < < < < < 100 0
Asian 16 81 97 3 5 87 93 7 9 72 81 19
Black 5 73 77 23 5 73 78 23 16 68 84 16
Hispanic 7 59 66 34 5 59 64 36 6 57 62 38
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 77 96 4 23 73 97 3 23 70 92 8
Two or more races 20 76 96 4 13 71 84 16 23 63 86 14
Students with Disabilities 9 59 68 32 8 60 68 32 3 49 52 48
Students without Disabilities 15 74 89 11 16 71 87 13 18 68 87 13
Economically Disadvantaged 5 57 62 38 3 57 60 40 3 56 59 41
Not Economically Disadvantaged 18 77 95 5 19 74 94 6 21 70 91 9
English Learners 2 44 46 54 - 31 31 69 - 20 20 80
Homeless 5 45 50 50 5 42 47 53 3 49 51 49
Military Connected < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 87 13 16 66 83 17 18 69 87 13
Female 12 78 90 10 18 65 83 17 16 73 90 10
Male 20 64 84 16 15 68 83 17 20 64 84 16
American Indian < < < < < < 100 0
Asian 5 95 100 0 5 86 91 9 8 80 88 12
Black 10 68 78 22 5 67 72 28 25 69 94 6
Hispanic 9 58 67 33 4 56 60 40 12 57 69 31
Native Hawaiian < < 100 0
White 21 74 95 5 26 70 95 5 22 74 96 4
Two or more races 17 83 100 0 19 69 88 13 40 60 100 0
Students with Disabilities 5 53 58 42 8 54 63 38 6 56 61 39
Students without Disabilities 17 73 90 10 18 68 86 14 20 70 90 10
Economically Disadvantaged 7 53 59 41 2 57 59 41 6 59 65 35
Not Economically Disadvantaged 19 76 95 5 22 70 91 9 23 72 95 5
English Learners - 39 39 61 - 33 33 67 - 23 23 77
Homeless 6 50 56 44 6 39 44 56 6 38 44 56
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 79 95 5 19 77 96 4 36 58 93 7
Female 16 79 95 5 17 80 97 3 29 62 91 9
Male 17 78 95 5 22 73 95 5 46 51 98 2
American Indian < < 100 0
Asian 26 74 100 0 5 95 100 0 30 70 100 0
Black 5 76 81 19 8 88 96 4 < < < <
Hispanic 10 83 93 8 7 83 89 11 8 77 85 15
Native Hawaiian < < 100 0
White 18 79 97 3 25 72 98 2 43 51 94 6
Two or more races 20 73 93 7 10 80 90 10 < < 100 0
Students with Disabilities 14 71 86 14 15 77 92 8 < < 100 0
Students without Disabilities 17 79 96 4 20 77 96 4 36 57 93 7
Economically Disadvantaged 8 75 83 17 7 83 90 10 < < < <
Not Economically Disadvantaged 18 79 97 3 21 76 97 3 38 57 95 5
English Learners 9 73 82 18 < < 100 0
Homeless < < 100 0 < < 100 0 < < 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 11 68 79 21 9 67 76 24 7 65 72 28
Female 9 72 81 19 6 67 73 27 7 65 72 28
Male 12 65 77 23 12 67 79 21 7 64 71 29
American Indian < < 100 0 < < < < < < 100 0
Asian 13 75 88 13 7 79 86 14 - 59 59 41
Black - 74 74 26 - 60 60 40 8 69 77 23
Hispanic 4 51 55 45 6 51 57 43 - 54 54 46
Native Hawaiian < < 100 0
White 18 78 96 4 14 82 96 4 14 73 87 13
Two or more races < < < < < < < < 6 65 71 29
Students with Disabilities 11 58 69 31 5 62 68 32 1 44 45 55
Students without Disabilities 11 70 81 19 10 68 78 22 9 71 79 21
Economically Disadvantaged 2 55 56 44 3 45 48 52 1 51 52 48
Not Economically Disadvantaged 16 76 92 8 13 80 93 7 11 73 84 16
English Learners 2 41 42 58 - 25 25 75 - 17 17 83
Homeless 4 35 39 61 6 31 38 63 - 50 50 50
Military Connected < < < <
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 30 58 88 12 26 58 85 15 19 58 77 23
Female 28 61 89 11 24 60 84 16 20 58 78 22
Male 32 56 87 13 28 56 85 15 18 58 76 24
American Indian < < 100 0 < < < < < < 100 0
Asian 31 67 97 3 24 67 91 9 16 68 84 16
Black 10 69 79 21 14 63 77 23 9 63 72 28
Hispanic 12 60 72 28 9 52 61 39 9 48 56 44
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 41 54 95 5 36 60 96 4 27 61 88 12
Two or more races 31 66 97 3 37 56 92 8 22 65 86 14
Students with Disabilities 13 55 68 32 12 50 62 38 4 50 54 46
Students without Disabilities 32 59 91 9 28 59 87 13 22 59 81 19
Economically Disadvantaged 11 55 66 34 8 47 56 44 4 45 49 51
Not Economically Disadvantaged 36 59 95 5 32 62 94 6 25 63 88 12
English Learners 6 46 52 48 - 24 24 76 - 25 25 75
Homeless 10 38 48 53 6 34 40 60 3 47 50 50
Military Connected < < 100 0 < < < <
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 31 57 88 12 25 61 86 14 7 64 71 29
Female 32 58 90 10 24 64 88 12 6 66 72 28
Male 31 56 86 14 26 58 84 16 8 62 69 31
American Indian < < 100 0
Asian 29 64 93 7 24 64 88 12 < < 100 0
Black 7 67 74 26 7 73 80 20 - 42 42 58
Hispanic 12 63 75 25 9 54 63 37 2 50 52 48
White 45 49 94 6 35 61 96 4 14 76 90 10
Two or more races 22 78 100 0 32 64 95 5 < < < <
Students with Disabilities 10 63 73 28 6 63 69 31 11 47 58 42
Students without Disabilities 34 56 91 9 27 61 88 12 6 66 73 27
Economically Disadvantaged 10 56 66 34 6 53 59 41 - 49 49 51
Not Economically Disadvantaged 38 57 95 5 32 64 95 5 11 72 83 17
English Learners 8 37 45 55 - 23 23 77 - 20 20 80
Homeless - 40 40 60 - 50 50 50 < < < <
Military Connected < < 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 27 64 91 9 32 54 86 14 21 58 79 21
Female 26 66 92 8 30 56 86 14 24 55 79 21
Male 28 62 91 9 33 53 87 13 18 61 79 21
American Indian < < 100 0 < < < < < < 100 0
Asian 27 73 100 0 25 70 95 5 14 72 86 14
Black 9 69 77 23 29 62 90 10 13 67 79 21
Hispanic 7 74 80 20 14 56 70 30 10 46 56 44
Native Hawaiian < < 100 0 < < 100 0
White 37 60 97 3 41 53 94 6 28 61 89 11
Two or more races 36 50 86 14 50 36 86 14 19 67 86 14
Students with Disabilities 11 57 68 32 16 42 58 42 4 57 61 39
Students without Disabilities 29 65 94 6 34 56 90 10 25 58 83 17
Economically Disadvantaged 6 71 76 24 13 48 61 39 5 48 54 46
Not Economically Disadvantaged 34 62 96 4 38 56 94 6 27 62 89 11
English Learners 3 64 67 33 - 32 32 68 - 29 29 71
Homeless 8 58 67 33 18 27 45 55 - 50 50 50
Military Connected < < < <
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 31 54 86 14 22 59 81 19 22 55 77 23
Female 27 59 86 14 19 60 79 21 20 59 78 22
Male 36 49 85 15 26 57 84 16 24 52 76 24
American Indian < < 100 0 < < < < < < 100 0
Asian 36 64 100 0 23 68 91 9 24 52 76 24
Black 13 69 82 18 12 52 64 36 14 76 90 10
Hispanic 16 46 62 38 3 47 50 50 10 48 58 42
Native Hawaiian < < 100 0
White 40 53 93 7 32 65 97 3 29 56 85 15
Two or more races 38 62 100 0 33 60 93 7 33 58 92 8
Students with Disabilities 18 44 62 38 13 46 59 41 - 34 34 66
Students without Disabilities 33 55 88 12 24 61 84 16 25 58 83 18
Economically Disadvantaged 16 40 56 44 7 40 46 54 5 36 41 59
Not Economically Disadvantaged 36 59 95 5 28 65 93 7 27 62 89 11
English Learners 8 38 45 55 - 18 18 82 - 19 19 81
Homeless 17 22 39 61 6 19 25 75 8 38 46 54
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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---
Division323211271
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
Pre-kindergarten191819
Grade 9347395345
Grade 10394337385
Grade 11405380327
Grade 12340388366
Post Graduate611
Total Students1,5111,5191,443

< = 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 Students151115191443
Female740744711
Male771775732
American Indian336
Asian9899106
Black136124120
Hispanic400423429
Native Hawaiian122
White796791710
Two or more races777770
Students with Disabilities186211200
Students without Disabilities132513081243
Economically Disadvantaged441443435
Not Economically Disadvantaged107010761008
English Learners188187195
Not English Learners132313321248
Homeless627471
Military Connected351
Foster Care334
< = 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 278 77 3 0 35 14
Division 4298 1354 95 38 199 85
State 50715 36614 2715 1064 5504 1801
Female School 155 36 1 0 12 6
Division 2221 570 27 16 69 35
State 27679 16161 917 351 2003 680
Male School 123 41 2 0 23 8
Division 2077 784 68 22 130 50
State 23036 20453 1798 713 3501 1121
American Indian School < < < < 0 <
Division 10 4 0 0 0 0
State 114 112 2 3 17 9
Asian School 17 7 0 0 0 1
Division 826 147 13 1 5 7
State 5184 1290 96 10 113 46
Black School 24 9 1 0 2 2
Division 257 160 15 5 5 7
State 7794 10864 1035 246 1353 673
Hispanic School 40 24 0 0 29 8
Division 476 384 16 7 163 54
State 5184 6274 354 116 2441 386
White School 178 35 2 0 3 3
Division 2511 596 48 22 25 15
State 29845 16400 1112 631 1440 605
Two or more races School 18 2 0 0 1 0
Division 215 61 3 3 1 2
State 2511 1633 110 56 137 79
Students with Disabilities School 13 18 3 0 2 2
Division 185 359 95 10 16 9
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 33 35 2 0 21 10
Division 413 434 34 10 113 44
State 10701 18162 1634 523 2867 1096
English Learners School 5 17 0 0 25 6
Division 97 284 15 3 153 52
State 1263 4111 306 32 2060 159
Homeless School 0 10 0 0 14 2
Division 24 78 4 4 64 9
State 206 691 67 30 305 65
Military Connected School < < < < 0 <
Division 21 6 0 0 0 0
State 1928 1197 49 15 36 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4073588836790359
Female2101929119794126
Male19716684170862312
American Indian<<100<10000
Asian252496249600
Black383490369525
Hispanic101646370692929
White221215972169831
Two or more races212095209515
Students with Disabilities383490369525
Economically Disadvantaged101706977762121
English Learners53224228532547
Homeless26103911421454
Military Connected<<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 Taken360 / 23.65%375 / 25.24%91 / 6.07%
Advanced Placement Course Enrollment569 / 37.39%538 / 36.2%522 / 34.82%
Dual Enrollment272 / 17.87%310 / 20.86%360 / 24.02%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool31424522
Division5,4394,47018
State85,89957,72533
FemaleSchool16013516
Division2,7072,33114
State43,22531,59927
MaleSchool15411029
Division2,7322,13922
State42,67426,12639
AsianSchool292610
Division9158339
State6,0845,29213
BlackSchool271930
Division42034717
State18,86811,29840
HispanicSchool593442
Division78051234
State10,1025,82642
WhiteSchool17815115
Division3,0362,55116
State46,44832,34030
Two or more racesSchool211529
Division26620623
State3,9902,71532
Students with DisabilitiesSchool351849
Division46530335
State7,2163,25655
Economically DisadvantagedSchool623150
Division81252236
State27,32914,19048
English LearnersSchool251252
Division38322840
State5,1822,82046
American IndianSchool--100
Division17170
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
Industry CertificationSchool291244308
 Division5,8406,1156,576
 State109,275104,601107,234
Workplace ReadinessSchool70336360
 Division6316,7635,215
 State42,31350,24144,892
Total Credentials EarnedSchool361580670
 Division6,49112,88911,832
 State157,490160,248158,452
Students Earning One or More CredentialsSchool334510557
 Division5,43210,61610,056
 State126,113128,672126,041
CTE CompletersSchool9683102
 Division1,7541,8821,878
 State40,51641,43840,209
NOCTI AssessmentsSchool---
 Division20-21
 State3,6233,5254,095
State LicensuresSchool--2
 Division-1120
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 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
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00
2017-2018Division10,069.004,179.00300.00
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 Students1,2682311,2841771,234237
Female64510164177612118
Male623130643100622119
American Indian<<<<<<
Asian9113899955
Black12221110189623
Hispanic25610429676281115
Native Hawaiian<<<<<<
White728817226269386
Two or more races66126312657
Students with Disabilities152311533016344
Economically Disadvantaged26612928293272123
English Learners112781265411273
Homeless393541313039
< = 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 33
Disorderly or Disruptive Behavior Offenses 11
Other Offenses Against Persons 17
Property Offenses <
Offenses Against Student <

< = 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 Indian0.350.23.80.2
Asian6.92.56.56.511.8
Black9.512.5918.98.213.7
Hispanic24.142.526.549.127.933.3
Native Hawaiian0.10.10.1
White53.93052.726.452.133.3
Two or more races5.37.55.11.95.17.8
< = 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 Indian0.30.20.2
Asian6.96.56.5
Black9.598.2
Hispanic24.126.527.9
Native Hawaiian0.10.10.1
White53.952.710052.1
Two or more races5.35.15.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.20.2
Asian6.96.56.5
Black9.598.2
Hispanic24.126.527.9
Native Hawaiian0.10.10.1
White53.952.752.1
Two or more races5.35.15.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 23.824.525.5
< = 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 31.231.929.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 71.472.468.8
< = 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 School11.2%2.1%
Division10.4%2.1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%72%4%1%
2017-201822%73%4%1%
2018-201924%68%7%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianYesYes-YesTS
BlackYesYes-No-
HispanicYesYes-NoNo
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-NoNo
English LearnersTSYesYesNoNo
Students with DisabilitiesYesYes-Yes-

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 Students90%92%73%75%
Asian88%94%87%75%
Black84%86%60%75%
Hispanic73%76%63%75%
White96%97%81%75%
Economically Disadvantaged65%72%62%75%
English Learners43%47%53%75%
Students with Disabilities65%70%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 Students89%88%74%70%
Asian95%94%89%70%
Black80%80%60%70%
Hispanic73%77%64%70%
White95%92%81%70%
Economically Disadvantaged70%75%63%70%
English Learners54%62%57%70%
Students with Disabilities70%60%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 Students89%
Asian95%
Black83%
Hispanic68%
White96%
Economically Disadvantaged66%
English Learners38%
Students with Disabilities65%

< = 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.

Growth in Reading and Mathematics

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

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students16%15%9%10%
Asian5%9%5%10%
Black19%16%9%10%
Hispanic29%26%9%10%
White11%10%9%10%
Economically Disadvantaged31%30%13%10%
English Learners39%37%8%10%
Students with Disabilities21%18%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress50%46%58%
English Learner Proficiency8%--

< = 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 Progress5511050%
English Learner Proficiency111308%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students98%96%98%
Asian100%95%95%
Black100%94%100%
Hispanic96%95%97%
White99%97%99%
Economically Disadvantaged96%96%99%
Not Economically Disadvantaged99%96%-
English Learners93%96%96%
Students with Disabilities95%90%95%
Students without Disabilities99%97%-
Female98%98%-
Male98%95%-
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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School %
Division 15%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 89%
State 81%
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