Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

West Springfield High

General school information

Category: High (09-12) School
Phone: 703-913-3800
Address: 6100 Rolling Rd Springfield, VA 22152
Principal: Michael G Mukai
Superintendent: Dr. Scott S. Brabrand
School Number: 1610
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level 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 34 63 97 3 13 84 96 4 13 81 95 5
Female 44 55 98 2 11 86 97 3 18 77 95 5
Male 24 72 96 4 14 81 95 5 9 85 94 6
American Indian < < < < < < 100 0 < < 100 0
Asian 34 60 95 5 7 93 100 0 6 87 93 7
Black 19 78 97 3 9 80 89 11 7 86 93 7
Hispanic 22 75 97 3 7 87 93 7 8 76 84 16
White 38 60 98 2 16 81 97 3 18 80 98 2
Two or more races 41 59 100 0 19 81 100 0 17 83 100 0
Students with Disabilities 4 81 85 15 5 73 79 21 6 74 80 20
Students without Disabilities 37 61 98 2 14 85 99 1 14 82 97 3
Economically Disadvantaged 8 85 93 7 2 88 90 10 3 77 80 20
Not Economically Disadvantaged 37 61 98 2 14 83 97 3 15 82 97 3
English Learners - 80 80 20 < < < < 7 27 33 67
Military Connected 18 77 95 5 13 87 100 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 34 63 97 3 13 84 96 4 13 81 95 5
Female 44 55 98 2 11 86 97 3 18 77 95 5
Male 24 72 96 4 14 81 95 5 9 85 94 6
American Indian < < < < < < 100 0 < < 100 0
Asian 34 60 95 5 7 93 100 0 6 87 93 7
Black 19 78 97 3 9 80 89 11 7 86 93 7
Hispanic 22 75 97 3 7 87 93 7 8 76 84 16
White 38 60 98 2 16 81 97 3 18 80 98 2
Two or more races 41 59 100 0 19 81 100 0 17 83 100 0
Students with Disabilities 4 81 85 15 5 73 79 21 6 74 80 20
Students without Disabilities 37 61 98 2 14 85 99 1 14 82 97 3
Economically Disadvantaged 8 85 93 7 2 88 90 10 3 77 80 20
Not Economically Disadvantaged 37 61 98 2 14 83 97 3 15 82 97 3
English Learners - 80 80 20 < < < < 7 27 33 67
Military Connected 18 77 95 5 13 87 100 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 58 39 97 3 52 44 96 4 53 41 94 6
Female 64 34 99 1 56 40 97 3 57 38 95 5
Male 52 44 96 4 48 47 95 5 51 43 94 6
American Indian < < 100 0 < < 100 0
Asian 54 43 97 3 54 44 98 2 48 48 95 5
Black 37 63 100 0 40 51 91 9 24 65 90 10
Hispanic 39 54 93 7 36 58 94 6 40 48 87 13
White 65 33 98 2 59 38 97 3 65 31 97 3
Two or more races 66 34 100 0 62 38 100 0 57 43 100 0
Students with Disabilities 17 67 83 17 13 65 78 22 20 52 72 28
Students without Disabilities 62 36 99 1 59 40 99 1 58 39 97 3
Economically Disadvantaged 18 69 87 13 33 57 90 10 37 50 87 13
Not Economically Disadvantaged 63 36 99 1 55 42 97 3 56 39 96 4
English Learners 3 76 79 21 - 50 50 50 < < < <
Military Connected 62 33 95 5 64 36 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 58 39 97 3 52 44 96 4 53 41 94 6
Female 64 34 99 1 56 40 97 3 57 38 95 5
Male 52 44 96 4 48 47 95 5 51 43 94 6
American Indian < < 100 0 < < 100 0
Asian 54 43 97 3 54 44 98 2 48 48 95 5
Black 37 63 100 0 40 51 91 9 24 65 90 10
Hispanic 39 54 93 7 36 58 94 6 40 48 87 13
White 65 33 98 2 59 38 97 3 65 31 97 3
Two or more races 66 34 100 0 62 38 100 0 57 43 100 0
Students with Disabilities 17 67 83 17 13 65 78 22 20 52 72 28
Students without Disabilities 62 36 99 1 59 40 99 1 58 39 97 3
Economically Disadvantaged 18 69 87 13 33 57 90 10 37 50 87 13
Not Economically Disadvantaged 63 36 99 1 55 42 97 3 56 39 96 4
English Learners 3 76 79 21 - 50 50 50 < < < <
Military Connected 62 33 95 5 64 36 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 66 91 9 25 66 91 9 21 75 96 4
Female 25 66 91 9 25 66 91 9 21 76 97 3
Male 24 67 91 9 26 65 91 9 22 74 96 4
American Indian < < < < < < < < < < 100 0
Asian 30 68 98 2 37 59 96 4 34 65 99 1
Black 18 66 84 16 13 76 89 11 11 80 91 9
Hispanic 15 67 82 18 15 68 84 16 14 79 94 6
Native Hawaiian < < 100 0 < < 100 0
White 28 65 93 7 29 64 93 7 24 74 98 2
Two or more races 20 78 99 1 21 72 93 7 20 79 99 1
Students with Disabilities 6 57 63 37 6 65 71 29 7 75 82 18
Students without Disabilities 27 68 95 5 28 66 94 6 23 75 98 2
Economically Disadvantaged 13 63 76 24 13 66 79 21 12 78 90 10
Not Economically Disadvantaged 26 67 93 7 28 66 94 6 23 74 98 2
English Learners 7 70 77 23 8 63 71 29 5 78 83 18
Military Connected 26 69 96 4 21 78 98 2
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 75 78 22 2 80 82 18 4 86 90 10
Female 1 79 80 20 1 82 83 17 5 85 90 10
Male 6 71 77 23 3 79 81 19 3 86 89 11
American Indian < < < <
Asian - 93 93 7 - 87 87 13 8 88 96 4
Black - 71 71 29 4 86 89 11 - 84 84 16
Hispanic 2 72 74 26 2 76 78 22 5 80 85 15
White 6 75 80 20 2 78 80 20 3 89 91 9
Two or more races < < 100 0 - 83 83 17 6 94 100 0
Students with Disabilities 2 55 57 43 - 71 71 29 1 75 77 23
Students without Disabilities 4 83 88 12 3 83 86 14 5 91 96 4
Economically Disadvantaged 2 65 67 33 2 70 71 29 7 75 82 18
Not Economically Disadvantaged 4 78 82 18 2 84 86 14 3 90 92 8
English Learners - 69 69 31 5 77 82 18 4 78 81 19
Military Connected 3 87 90 10 3 92 95 5
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 72 89 11 19 71 90 10 19 79 98 2
Female 19 70 89 11 18 71 89 11 16 81 97 3
Male 16 73 89 11 20 72 91 9 22 77 98 2
American Indian < < 100 0 < < < <
Asian 20 77 97 3 34 62 96 4 37 62 99 1
Black 12 69 80 20 3 80 83 17 8 84 92 8
Hispanic 9 68 77 23 12 69 81 19 13 83 96 4
Native Hawaiian < < 100 0 < < 100 0
White 21 71 91 9 22 71 94 6 18 81 99 1
Two or more races 10 87 97 3 16 77 94 6 18 79 97 3
Students with Disabilities 2 51 53 47 8 60 68 32 9 79 88 12
Students without Disabilities 19 74 93 7 20 73 93 7 20 79 98 2
Economically Disadvantaged 11 59 70 30 11 63 74 26 12 79 92 8
Not Economically Disadvantaged 18 74 92 8 20 73 93 7 20 79 99 1
English Learners 12 67 79 21 13 44 56 44 - 90 90 10
Military Connected 27 71 98 2 16 83 99 1
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 59 96 4 40 56 96 4 36 63 99 1
Female 38 58 96 4 39 57 96 4 36 63 99 1
Male 36 60 96 4 41 55 95 5 36 63 98 2
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 45 55 100 0 49 50 99 1 43 57 100 0
Black 40 58 98 3 25 69 93 7 26 71 97 3
Hispanic 24 65 89 11 29 62 91 9 24 75 98 2
White 39 58 97 3 44 53 97 3 40 59 99 1
Two or more races 31 69 100 0 34 63 97 3 35 65 100 0
Students with Disabilities 11 66 77 23 10 63 73 27 17 67 83 17
Students without Disabilities 40 58 98 2 43 55 98 2 37 63 99 1
Economically Disadvantaged 19 68 87 13 23 68 90 10 18 80 98 3
Not Economically Disadvantaged 39 58 97 3 43 54 97 3 38 61 99 1
English Learners 9 75 84 16 8 62 69 31 < < < <
Military Connected 48 48 97 3 41 59 100 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 29 66 96 4 28 67 96 4 30 67 97 3
Female 27 69 96 4 27 68 95 5 28 69 97 3
Male 32 64 95 5 30 66 96 4 31 66 97 3
American Indian < < < < < < < < < < 100 0
Asian 28 69 97 3 28 67 95 5 36 64 100 0
Black 20 70 90 10 13 80 93 7 14 80 94 6
Hispanic 16 75 91 9 17 72 89 11 19 72 91 9
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 62 98 2 35 63 98 2 36 63 99 1
Two or more races 26 73 99 1 31 69 100 0 20 80 100 0
Students with Disabilities 10 71 80 20 10 67 77 23 11 76 87 13
Students without Disabilities 32 66 98 2 30 67 98 2 32 67 98 2
Economically Disadvantaged 10 75 85 15 12 73 85 15 16 74 90 10
Not Economically Disadvantaged 32 65 97 3 31 67 97 3 32 66 98 2
English Learners 6 69 75 25 4 54 58 42 19 33 52 48
Military Connected 35 62 98 2 30 69 99 1
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 66 93 7 25 69 94 6 27 70 97 3
Female 22 70 92 8 25 69 94 6 24 73 97 3
Male 30 63 93 7 26 69 95 5 30 67 97 3
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 23 72 95 5 16 77 93 7 34 66 100 0
Black 13 70 84 16 16 74 90 10 13 84 97 3
Hispanic 16 70 87 13 11 75 86 14 14 76 90 10
Native Hawaiian < < 100 0
White 34 62 96 4 33 65 98 2 33 65 98 2
Two or more races 19 77 97 3 34 66 100 0 18 82 100 0
Students with Disabilities 6 59 66 34 11 63 73 27 6 79 85 15
Students without Disabilities 29 67 97 3 27 70 97 3 30 69 99 1
Economically Disadvantaged 11 68 79 21 8 74 82 18 11 81 92 8
Not Economically Disadvantaged 29 66 95 5 29 68 97 3 29 69 98 2
English Learners 6 58 64 36 - 50 50 50 - 36 36 64
Military Connected 38 60 98 2 28 71 99 1
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 60 98 2 39 60 99 1 35 63 99 1
Female 37 62 99 1 37 61 98 2 35 63 99 1
Male 40 57 98 2 41 58 99 1 35 64 99 1
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 37 63 100 0 41 58 99 1 42 58 100 0
Black 37 59 96 4 11 89 100 0 20 78 98 2
Hispanic 23 72 95 5 34 63 97 3 26 70 96 4
Native Hawaiian < < 100 0 < < 100 0
White 44 55 99 1 45 54 99 1 42 58 100 0
Two or more races 32 68 100 0 39 61 100 0 25 75 100 0
Students with Disabilities 21 75 96 4 11 75 86 14 17 78 94 6
Students without Disabilities 40 59 99 1 41 59 100 0 36 63 99 1
Economically Disadvantaged 16 76 91 9 25 72 96 4 27 69 96 4
Not Economically Disadvantaged 41 58 99 1 41 58 99 1 37 63 99 1
English Learners 11 75 86 14 < < 100 0
Military Connected 35 62 97 3 34 64 99 1
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 9 87 96 4 9 82 91 9 - 78 78 22
Female 5 91 96 4 8 83 91 9 - 75 75 25
Male 13 82 95 5 9 81 91 9 - 80 80 20
American Indian < < < < < < < <
Asian 7 86 93 7 13 73 87 13 < < 100 0
Black - 94 94 6 7 78 85 15 < < < <
Hispanic - 92 92 8 - 83 83 18 - 70 70 30
Native Hawaiian < < 100 0
White 14 85 99 1 12 84 97 3 - 91 91 9
Two or more races < < 100 0 7 93 100 0 < < 100 0
Students with Disabilities 8 82 90 10 3 73 75 25 - 81 81 19
Students without Disabilities 10 89 98 2 10 85 95 5 - 75 75 25
Economically Disadvantaged - 89 89 11 3 72 75 25 - 57 57 43
Not Economically Disadvantaged 11 86 97 3 10 85 95 5 - 91 91 9
English Learners - 83 83 17 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 52 45 98 2 44 52 96 4 42 54 96 4
Female 49 49 98 2 38 57 95 5 38 58 96 4
Male 56 42 98 2 49 48 97 3 47 50 97 3
American Indian < < < < < < 100 0 < < 100 0
Asian 52 47 99 1 38 60 98 2 48 52 100 0
Black 32 62 94 6 27 64 91 9 27 65 92 8
Hispanic 31 65 96 4 27 63 90 10 30 59 89 11
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 61 38 98 2 54 44 98 2 49 50 99 1
Two or more races 61 38 99 1 47 53 100 0 44 56 100 0
Students with Disabilities 19 68 87 13 22 61 83 17 23 64 87 13
Students without Disabilities 57 42 99 1 47 51 98 2 45 52 98 2
Economically Disadvantaged 23 70 93 7 18 69 87 13 24 65 88 12
Not Economically Disadvantaged 56 42 98 2 48 49 98 2 46 52 98 2
English Learners 15 75 89 11 12 54 66 34 17 54 71 29
Military Connected 57 41 98 2 51 48 99 1
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 51 47 98 2 33 63 97 3 19 70 89 11
Female 49 49 98 2 29 67 96 4 12 73 85 15
Male 53 46 99 1 38 60 97 3 24 68 92 8
American Indian < < < < < < 100 0
Asian 52 47 98 2 29 67 96 4 < < 100 0
Black 26 74 100 0 23 72 95 5 - 75 75 25
Hispanic 34 64 97 3 16 77 93 7 6 67 72 28
Native Hawaiian < < 100 0 < < 100 0
White 59 40 99 1 42 56 98 2 32 68 100 0
Two or more races 56 41 97 3 40 60 100 0 < < 100 0
Students with Disabilities 23 69 92 8 13 75 88 13 15 54 69 31
Students without Disabilities 55 44 99 1 36 62 98 2 19 74 93 7
Economically Disadvantaged 18 78 96 4 5 83 88 12 7 64 71 29
Not Economically Disadvantaged 55 44 99 1 38 60 98 2 21 71 93 7
English Learners 3 88 91 9 - 71 71 29 < < < <
Military Connected 50 50 100 0 62 38 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 52 45 98 2 49 48 97 3 52 46 98 2
Female 45 52 97 3 47 49 96 4 47 51 97 3
Male 58 40 98 2 52 46 98 2 57 41 98 2
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 49 99 1 41 59 100 0 59 41 100 0
Black 29 63 92 8 34 61 95 5 38 56 94 6
Hispanic 35 59 94 6 38 52 90 10 37 57 93 7
Native Hawaiian < < 100 0
White 63 36 99 1 58 41 98 2 58 41 99 1
Two or more races 52 48 100 0 49 51 100 0 50 50 100 0
Students with Disabilities 12 77 88 12 28 62 89 11 21 68 89 11
Students without Disabilities 57 41 99 1 52 46 98 2 56 43 99 1
Economically Disadvantaged 23 68 92 8 22 66 88 12 29 60 89 11
Not Economically Disadvantaged 57 42 98 2 54 44 99 1 56 44 99 1
English Learners 28 60 88 12 21 53 74 26 13 65 78 22
Military Connected 57 42 99 1 56 43 99 1
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 54 44 97 3 45 48 94 6 31 65 96 4
Female 52 46 97 3 36 57 93 7 26 68 94 6
Male 56 41 97 3 53 41 95 5 35 62 97 3
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 55 45 100 0 42 56 97 3 28 72 100 0
Black 38 53 91 9 22 61 82 18 20 74 94 6
Hispanic 25 72 96 4 24 63 87 13 24 63 86 14
White 61 36 97 3 58 38 96 4 38 61 98 2
Two or more races 75 25 100 0 50 50 100 0 35 65 100 0
Students with Disabilities 20 59 80 20 21 49 70 30 18 67 86 14
Students without Disabilities 57 42 99 1 49 48 97 3 33 64 97 3
Economically Disadvantaged 27 64 92 8 22 62 84 16 18 72 91 9
Not Economically Disadvantaged 57 41 98 2 50 46 96 4 33 63 97 3
English Learners 7 82 89 11 8 38 46 54 - 50 50 50
Military Connected 63 32 95 5 37 61 98 2
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
Geography 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---
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 9542577664
Grade 10563533563
Grade 11562558527
Grade 12574554556
Total Students2,2412,2222,310

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students224122222310
Female112111141148
Male112011081162
American Indian864
Asian317306321
Black188220248
Hispanic357362412
Native Hawaiian222
White123711911175
Two or more races132135148
Students with Disabilities267260303
Students without Disabilities197419622007
Economically Disadvantaged167293341
Not Economically Disadvantaged207419291969
English Learners178160197
Not English Learners206320622113
Homeless556
Military Connected61158254
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 379 152 6 3 13 4
Division 8906 4066 288 54 1031 147
State 50983 36029 2739 1053 5386 1766
Female School 212 69 2 1 7 1
Division 4605 1781 123 14 381 63
State 27838 15825 923 368 1911 652
Male School 167 83 4 2 6 3
Division 4301 2285 165 40 650 84
State 23145 20204 1816 685 3475 1114
American Indian School < < < < 0 <
Division 49 17 0 0 3 0
State 144 124 9 2 27 8
Asian School 59 13 1 2 2 0
Division 2245 512 28 10 40 13
State 5026 1197 70 18 91 37
Black School 26 19 0 0 2 0
Division 679 662 55 4 59 31
State 7955 11098 1113 244 1362 735
Hispanic School 49 26 3 0 4 3
Division 1161 1368 95 11 837 74
State 5087 5586 317 107 2168 323
Native Hawaiian School < < < < 0 <
Division 20 7 0 0 0 0
State 82 60 1 3 2 4
White School 219 87 2 1 5 1
Division 4306 1321 98 25 79 23
State 30221 16421 1144 621 1576 587
Two or more races School 24 6 0 0 0 0
Division 446 179 12 4 13 6
State 2468 1543 85 58 160 72
Students with Disabilities School 6 43 6 2 5 0
Division 305 1146 288 21 134 5
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 35 28 1 0 6 2
Division 1467 1642 119 16 411 77
State 10703 17350 1682 461 2633 1087
English Learners School 10 20 1 1 5 0
Division 500 1237 122 11 845 6
State 1418 3765 269 32 1842 117
Homeless School < < < < 0 <
Division 25 81 8 1 96 13
State 232 694 90 42 303 60
Military Connected School 11 8 0 0 0 0
Division 259 145 3 0 2 1
State 1941 1109 47 11 38 24
Foster Care School < < < < 0 <
Division 6 9 3 1 4 0
State 35 175 31 10 57 15
< = 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 Students5575379654097132
Female292283972849772
Male265254962569762
American Indian<<100<10000
Asian777395759723
Black474596459624
Hispanic857892789245
Native Hawaiian<<100<10000
White315308983099852
Two or more races30301003010000
Students with Disabilities625589579258
Economically Disadvantaged726489648968
English Learners3831823284513
Homeless<<<<<00
Military Connected19191001910000
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 Taken839 / 37.51%737 / 33.21%705 / 30.52%
Advanced Placement Course Enrollment843 / 37.68%765 / 34.47%734 / 31.77%
Dual Enrollment105 / 4.69%185 / 8.34%289 / 12.51%
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 StudentsSchool52643118
Division12,55810,15419
State85,89957,72533
FemaleSchool27823914
Division6,2065,17017
State43,22531,59927
MaleSchool24819223
Division6,3524,98422
State42,67426,12639
American IndianSchool<<100
Division665418
State26516737
AsianSchool726312
Division2,6712,36511
State6,0845,29213
BlackSchool453522
Division1,2951,00822
State18,86811,29840
HispanicSchool735327
Division2,3101,43938
State10,1025,82642
Native HawaiianSchool<<100
Division272315
State1428739
WhiteSchool30324918
Division5,5704,74815
State46,44832,34030
Two or more racesSchool30293
Division61951716
State3,9902,71532
Students with DisabilitiesSchool452642
Division1,37484638
State7,2163,25655
Economically DisadvantagedSchool634332
Division2,8391,97430
State27,32914,19048
English LearnersSchool372727
Division1,6481,01438
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresSchool4105
 Division18614173
 State2,4402,2791,881
Industry CertificationSchool541437538
 Division11,69713,87113,987
 State99,894109,275104,601
Workplace ReadinessSchool243288386
 Division6,6467,5558,602
 State30,77542,31350,241
Total Credentials EarnedSchool788735929
 Division18,52921,56722,662
 State137,248157,490160,248
Students Earning One or More CredentialsSchool732685795
 Division15,97518,78419,601
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationSchool1--
 Division553369
 State1,5141,4311,537
CTE CompletersSchool206233189
 Division4,8604,8214,852
 State42,40440,51641,438
NOCTI AssessmentsSchool---
 Division---
 State4,1393,6233,525

< = 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
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00
2017-2018Division11,183.003,515.00662.00
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 Students1,9742551,9722232,112178
Female9731389841151,04591
Male1,0011179881081,06787
American Indian<<<<<<
Asian295222832230914
Black174192041723315
Hispanic283712935835846
Native Hawaiian<<<<<<
White1,0931321,0641111,06893
Two or more races121101201413810
Students with Disabilities211672165025946
Economically Disadvantaged221622466027649
English Learners147341123113218
Homeless855673
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses 21
Alcohol, Tobacco, and Other Drug Offenses 21
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.3
Asian14.2513.85.6
Black8.422.59.922.2
Hispanic1632.516.322.2
Native Hawaiian0.10.1
White55.337.553.738.9
Two or more races5.92.56.111.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.3
Asian14.213.8
Black8.416.79.9
Hispanic165016.325
Native Hawaiian0.10.1
White55.333.353.775
Two or more races5.96.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.3
Asian14.213.8
Black8.49.9100
Hispanic1616.3
Native Hawaiian0.10.1
White55.353.7
Two or more races5.96.1
< = 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 10.812.912.7
< = 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 17.220.320.4
< = 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 69.262.663.4
< = 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 School10.8%4.4%
Division6.7%2.4%
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%74%2%1%
2017-201825%71%3%1%
2018-201928%67%3%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

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-NoYes
AsianNoYes-NoYes
BlackYesYes-YesYes
HispanicYesYes-NoYes
WhiteNoYes-YesYes
Economically DisadvantagedYesYes-NoYes
English LearnersYesYesYesNoYes
Students with DisabilitiesYesYes-NoYes

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 Students66%62%73%75%
Asian51%50%87%75%
Black65%61%60%75%
Hispanic77%71%63%75%
White68%63%81%75%
Economically Disadvantaged71%65%62%75%
English Learners67%62%53%75%
Students with Disabilities78%79%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 Students88%87%74%70%
Asian93%93%89%70%
Black89%90%60%70%
Hispanic86%86%64%70%
White87%86%81%70%
Economically Disadvantaged88%87%63%70%
English Learners88%83%57%70%
Students with Disabilities77%75%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 Students88%
Asian95%
Black78%
Hispanic81%
White90%
Economically Disadvantaged79%
English Learners67%
Students with Disabilities75%

< = 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 Students93%84%84%
Asian96%90%84%
Black89%82%84%
Hispanic86%81%84%
White94%86%84%
Economically Disadvantaged79%78%84%
English Learners78%65%84%
Students with Disabilities75%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 Students10%11%9%10%
Asian7%7%5%10%
Black8%9%9%10%
Hispanic17%17%9%10%
White9%10%9%10%
Economically Disadvantaged20%21%13%10%
English Learners22%18%8%10%
Students with Disabilities19%21%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 Progress60%46%58%
English Learner Proficiency25%--

< = 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 Progress305060%
English Learner Proficiency145625%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students68%91%92%
Asian50%92%93%
Black67%91%85%
Hispanic78%91%91%
White69%90%92%
Economically Disadvantaged74%93%88%
Not Economically Disadvantaged67%90%-
English Learners68%94%85%
Students with Disabilities89%98%98%
Students without Disabilities65%90%-
Female54%92%-
Male83%90%-
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).
West Springfield High to top