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Western Albemarle High

General school information

Category: High (09-12) School
Phone: 434-823-8700
Address: 5941 Rockfish Gap Turnpike Crozet, VA 22932-3401
Principal: Mr. Darah Bonham
Superintendent: Dr. Matthew S. Haas
School Number: 140
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
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 Three

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 Three
Economically Disadvantaged Level One Level Three
English Learners Level One Level One
Hispanic Level One Level Two
Students with Disabilities Level One Level Three
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 84 99 1 11 84 95 5 12 85 97 3
Female 17 82 99 1 11 85 96 4 12 87 99 1
Male 12 85 98 2 11 82 94 6 13 83 95 5
Asian < < 100 0 18 64 82 18 < < 100 0
Black - 100 100 0 < < < < < < 100 0
Hispanic < < 100 0 - 69 69 31 9 91 100 0
White 16 82 98 2 12 85 97 3 13 83 97 3
Two or more races 10 90 100 0 < < < < - 92 92 8
Students with Disabilities - 81 81 19 11 67 78 22 4 71 75 25
Students without Disabilities 16 84 100 0 11 85 97 3 13 86 99 1
Economically Disadvantaged 7 93 100 0 6 74 79 21 3 76 79 21
Not Economically Disadvantaged 16 83 98 2 12 85 97 3 13 86 99 1
Military Connected < < 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 15 84 99 1 11 84 95 5 12 85 97 3
Female 17 82 99 1 11 85 96 4 12 87 99 1
Male 12 85 98 2 11 82 94 6 13 83 95 5
Asian < < 100 0 18 64 82 18 < < 100 0
Black - 100 100 0 < < < < < < 100 0
Hispanic < < 100 0 - 69 69 31 9 91 100 0
White 16 82 98 2 12 85 97 3 13 83 97 3
Two or more races 10 90 100 0 < < < < - 92 92 8
Students with Disabilities - 81 81 19 11 67 78 22 4 71 75 25
Students without Disabilities 16 84 100 0 11 85 97 3 13 86 99 1
Economically Disadvantaged 7 93 100 0 6 74 79 21 3 76 79 21
Not Economically Disadvantaged 16 83 98 2 12 85 97 3 13 86 99 1
Military Connected < < 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 57 38 95 5 56 39 95 5 54 39 93 7
Female 65 33 99 1 68 28 96 4 65 29 94 6
Male 48 43 92 8 46 49 94 6 42 49 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 69 77 23 < < < < < < 100 0
Hispanic < < 100 0 9 55 64 36 31 54 85 15
White 60 36 96 4 60 37 97 3 56 37 93 7
Two or more races 38 54 92 8 30 60 90 10 55 36 91 9
Students with Disabilities - 67 67 33 36 40 76 24 8 46 54 46
Students without Disabilities 61 36 97 3 58 39 97 3 58 38 97 3
Economically Disadvantaged 23 58 81 19 34 43 77 23 21 44 65 35
Not Economically Disadvantaged 60 36 97 3 60 38 98 2 58 38 96 4
Migrant < < < < < < 100 0
Military Connected < < 100 0 < < 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 57 38 95 5 56 39 95 5 54 39 93 7
Female 65 33 99 1 68 28 96 4 65 29 94 6
Male 48 43 92 8 46 49 94 6 42 49 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 69 77 23 < < < < < < 100 0
Hispanic < < 100 0 9 55 64 36 31 54 85 15
White 60 36 96 4 60 37 97 3 56 37 93 7
Two or more races 38 54 92 8 30 60 90 10 55 36 91 9
Students with Disabilities - 67 67 33 36 40 76 24 8 46 54 46
Students without Disabilities 61 36 97 3 58 39 97 3 58 38 97 3
Economically Disadvantaged 23 58 81 19 34 43 77 23 21 44 65 35
Not Economically Disadvantaged 60 36 97 3 60 38 98 2 58 38 96 4
Migrant < < < < < < 100 0
Military Connected < < 100 0 < < 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 12 72 84 16 14 65 79 21 10 76 86 14
Female 13 72 85 15 18 64 82 18 10 76 85 15
Male 11 72 83 17 10 66 76 24 9 77 86 14
Asian 7 86 93 7 31 54 85 15 < < < <
Black - 35 35 65 - 50 50 50 - 62 62 38
Hispanic 20 48 68 32 3 62 66 34 - 81 81 19
Native Hawaiian < < 100 0 < < < < < < 100 0
White 13 74 86 14 15 66 80 20 11 76 87 13
Two or more races 8 77 85 15 16 74 89 11 - 75 75 25
Students with Disabilities 2 62 64 36 5 49 54 46 2 67 69 31
Students without Disabilities 13 72 86 14 15 68 83 17 10 77 88 12
Economically Disadvantaged 5 59 64 36 6 46 52 48 - 58 58 42
Not Economically Disadvantaged 13 73 86 14 15 68 83 17 11 79 89 11
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 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 1 75 76 24 - 59 59 41 - 78 78 22
Female - 74 74 26 - 70 70 30 - 77 77 23
Male 2 76 78 22 - 52 52 48 - 79 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 2 79 80 20 - 55 55 45 - 77 77 23
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 63 63 37 - 45 45 55 - 76 76 24
Students without Disabilities 2 79 80 20 - 67 67 33 - 79 79 21
Economically Disadvantaged - 52 52 48 - 50 50 50 - 60 60 40
Not Economically Disadvantaged 2 83 84 16 - 61 61 39 - 86 86 14
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 83 88 12 5 76 80 20 4 86 90 10
Female 5 87 92 8 5 75 81 19 6 84 90 10
Male 5 80 85 15 4 76 80 20 3 88 90 10
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < - 47 47 53 - 92 92 8
Native Hawaiian < < < <
White 4 85 89 11 5 79 85 15 5 87 92 8
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 68 74 26 - 50 50 50 - 56 56 44
Students without Disabilities 5 85 89 11 5 79 84 16 4 89 93 7
Economically Disadvantaged 6 67 72 28 - 45 45 55 - 70 70 30
Not Economically Disadvantaged 5 85 90 11 5 81 86 14 5 88 93 7
English Learners < < < < < < < <
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 21 62 83 17 25 59 84 16 17 68 85 15
Female 23 60 83 17 32 54 86 14 14 70 85 15
Male 20 63 83 17 18 63 82 18 20 66 86 14
Asian < < < < < < < < < < < <
Black - 9 9 91 < < < < < < < <
Hispanic 31 54 85 15 < < < < - 70 70 30
Native Hawaiian < < 100 0
White 23 63 86 14 25 59 84 16 19 68 87 13
Two or more races 8 85 92 8 27 73 100 0 < < < <
Students with Disabilities - 50 50 50 6 61 67 33 < < < <
Students without Disabilities 22 62 84 16 27 58 85 15 17 68 86 14
Economically Disadvantaged 7 59 67 33 14 48 62 38 - 33 33 67
Not Economically Disadvantaged 23 62 85 15 26 60 86 14 18 70 88 12
English Learners < < < <
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 20 72 92 8 21 68 89 11 17 72 89 11
Female 19 73 93 7 21 70 91 9 16 74 91 9
Male 21 70 91 9 21 67 88 12 17 70 87 13
American Indian < < 100 0
Asian 6 81 88 13 21 74 95 5 - 100 100 0
Black - 81 81 19 5 47 53 47 9 64 73 27
Hispanic 13 75 88 13 17 62 79 21 7 57 64 36
Native Hawaiian < < < < < < 100 0 < < < <
White 22 71 93 7 22 69 91 9 18 72 90 10
Two or more races 17 72 90 10 19 69 88 12 20 75 95 5
Students with Disabilities 6 59 65 35 4 56 59 41 1 63 64 36
Students without Disabilities 21 73 94 6 23 70 93 7 19 73 92 8
Economically Disadvantaged 4 70 74 26 6 63 69 31 3 56 59 41
Not Economically Disadvantaged 22 72 94 6 23 69 92 8 18 74 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected 38 56 94 6 < < < <
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 73 93 7 29 65 94 6 22 68 90 10
Female 18 78 96 4 29 67 96 4 19 74 93 7
Male 22 68 90 10 29 64 92 8 25 61 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 67 75 25 29 50 79 21 7 60 67 33
Native Hawaiian < < < < < < 100 0
White 21 73 94 6 30 65 95 5 23 68 91 9
Two or more races 27 64 91 9 23 62 85 15 < < 100 0
Students with Disabilities 5 62 67 33 - 60 60 40 - 58 58 43
Students without Disabilities 21 74 95 5 31 66 97 3 25 69 95 5
Economically Disadvantaged 6 67 73 27 10 61 71 29 4 57 61 39
Not Economically Disadvantaged 22 74 96 4 31 66 97 3 24 69 93 7
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 69 90 10 18 69 86 14 19 74 94 6
Female 17 71 89 11 17 69 85 15 21 75 95 5
Male 25 67 92 8 18 69 87 13 17 74 91 9
Asian < < < < < < < < < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 9 73 82 18 < < < <
Native Hawaiian < < 100 0 < < < <
White 23 68 90 10 19 68 88 12 22 74 96 4
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < - 57 57 43 < < 100 0
Students without Disabilities 21 69 90 10 19 69 88 12 20 74 93 7
Economically Disadvantaged - 92 92 8 5 76 81 19 < < < <
Not Economically Disadvantaged 22 68 90 10 19 68 87 13 19 75 94 6
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < < <
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 20 72 92 8 13 73 85 15 6 78 84 16
Female 23 69 92 8 12 77 89 11 6 75 81 19
Male 16 76 91 9 13 69 82 18 6 81 87 13
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 12 65 76 24 < < < <
Native Hawaiian < < < <
White 21 72 92 8 12 76 88 12 6 79 85 15
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 54 58 42 3 54 57 43 - 69 69 31
Students without Disabilities 22 75 96 4 15 77 91 9 7 80 87 13
Economically Disadvantaged 4 64 68 32 - 58 58 42 - 54 54 46
Not Economically Disadvantaged 22 73 95 5 15 75 90 10 7 83 90 10
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 70 90 10 22 67 89 11 20 66 87 13
Female 18 73 91 9 22 67 88 12 20 65 84 16
Male 23 67 90 10 22 68 90 10 21 67 89 11
American Indian < < < <
Asian 22 72 94 6 27 64 91 9 8 85 92 8
Black - 74 74 26 7 73 80 20 23 62 85 15
Hispanic 24 41 66 34 23 54 77 23 14 68 82 18
Native Hawaiian < < 100 0 < < < < < < 100 0
White 21 71 92 8 22 68 90 10 22 65 87 13
Two or more races 20 63 83 17 14 71 86 14 10 76 86 14
Students with Disabilities - 68 68 32 1 55 56 44 3 55 58 42
Students without Disabilities 22 70 92 8 24 69 93 7 22 67 90 10
Economically Disadvantaged 8 60 69 31 12 52 64 36 3 50 53 47
Not Economically Disadvantaged 22 71 93 7 23 69 92 8 22 68 90 10
English Learners - 60 60 40 < < < < < < 100 0
Military Connected 43 57 100 0 45 55 100 0
Foster Care < < < < < < 100 0
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 15 74 89 11 9 79 88 12 8 75 83 17
Female 13 76 89 11 4 80 84 16 9 69 78 22
Male 17 71 88 12 13 78 91 9 6 81 87 13
Asian < < 100 0 < < < <
Black - 64 64 36 < < < < < < 100 0
Hispanic < < < < 9 55 64 36 < < 100 0
Native Hawaiian < < 100 0 < < < < < < 100 0
White 15 75 90 10 10 81 90 10 9 74 83 17
Two or more races 8 67 75 25 < < < < < < < <
Students with Disabilities - 63 63 38 - 54 54 46 < < < <
Students without Disabilities 16 75 90 10 10 81 91 9 9 78 87 13
Economically Disadvantaged 4 63 67 33 3 55 58 42 - 50 50 50
Not Economically Disadvantaged 16 75 91 9 10 82 92 8 9 79 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 69 92 8 27 64 91 9 27 61 88 12
Female 21 71 92 8 28 63 91 9 25 60 85 15
Male 25 67 91 9 25 65 91 9 28 62 90 10
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 40 40 80 20 19 69 88 13 < < < <
Native Hawaiian < < 100 0
White 23 69 92 8 27 64 91 9 28 60 88 12
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 68 68 32 - 64 64 36 - 66 66 34
Students without Disabilities 25 69 94 6 31 64 95 5 30 60 91 9
Economically Disadvantaged 8 65 73 27 13 59 72 28 4 52 56 44
Not Economically Disadvantaged 25 69 94 6 29 65 94 6 29 62 92 8
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 69 90 10 29 58 87 13 17 68 85 15
Female 15 75 90 10 31 56 87 13 18 66 84 16
Male 26 63 89 11 26 60 86 14 17 70 87 13
Asian < < < < < < < < < < < <
Black < < < < < < 100 0 < < < <
Hispanic 8 38 46 54 < < < < 18 65 82 18
Native Hawaiian < < 100 0
White 21 71 92 8 29 59 87 13 18 67 85 15
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 74 74 26 - 39 39 61 5 43 48 52
Students without Disabilities 22 69 91 9 31 60 91 9 18 70 88 12
Economically Disadvantaged 11 54 64 36 19 42 62 38 5 52 57 43
Not Economically Disadvantaged 22 71 93 7 30 60 89 11 18 69 88 12
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 57 100 0 32 68 100 0 22 73 95 5
Female 46 54 100 0 21 79 100 0 21 74 95 5
Male 39 61 100 0 42 58 100 0 23 73 95 5
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 44 56 100 0 30 70 100 0 19 75 94 6
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 43 57 100 0 32 68 100 0 23 75 98 3
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 43 58 100 0 32 68 100 0 23 77 100 0
Military Connected < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division584144
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 9287304300
Grade 10274281300
Grade 11279270288
Grade 12249284270
Total Students1,0891,1391,158

< = 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 Students108911391158
Female561577566
Male528562592
American Indian2-1
Asian222928
Black282122
Hispanic414950
Native Hawaiian323
White9529991016
Two or more races413938
Students with Disabilities109108125
Students without Disabilities98010311033
Economically Disadvantaged95125118
Not Economically Disadvantaged99410141040
English Learners151311
Not English Learners107411261147
Migrant22-
Homeless132
Military Connected141717
Foster Care222
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 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 211 64 5 0 3 2
Division 716 306 26 4 57 21
State 50983 36029 2739 1053 5386 1766
Female School 121 25 1 0 1 0
Division 393 127 9 1 19 9
State 27838 15825 923 368 1911 652
Male School 90 39 4 0 2 2
Division 323 179 17 3 38 12
State 23145 20204 1816 685 3475 1114
Asian School < < < < 0 <
Division 44 7 0 0 1 2
State 5026 1197 70 18 91 37
Black School < < < < 0 <
Division 34 70 7 0 11 2
State 7955 11098 1113 244 1362 735
Hispanic School < < < < 0 <
Division 46 40 6 0 21 8
State 5087 5586 317 107 2168 323
White School 195 51 5 0 3 1
Division 557 166 13 3 19 8
State 30221 16421 1144 621 1576 587
Two or more races School 6 4 0 0 0 0
Division 32 21 0 1 4 1
State 2468 1543 85 58 160 72
Students with Disabilities School 1 11 5 0 0 0
Division 15 63 26 0 11 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged School 10 15 2 0 1 1
Division 93 121 16 2 29 12
State 10703 17350 1682 461 2633 1087
English Learners School < < < < 0 <
Division 27 39 4 0 17 2
State 1418 3765 269 32 1842 117
Homeless School < < < < 0 <
Division 3 4 1 0 5 1
State 232 694 90 42 303 60
Military Connected School < < < < 0 <
Division 12 3 0 0 0 0
State 1941 1109 47 11 38 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 Students285280982809831
Female148147991479911
Male137133971339722
Asian<<<<<00
Black<<100<10000
Hispanic<<100<10000
White255251982519831
Two or more races10101001010000
Students with Disabilities17171001710000
Economically Disadvantaged292793279313
English Learners<<100<10000
Homeless<<100<10000
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 Taken368 / 34.17%417 / 36.61%414 / 35.75%
Advanced Placement Course Enrollment457 / 42.43%500 / 43.9%525 / 45.34%
Dual Enrollment183 / 16.99%210 / 18.44%271 / 23.4%
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 StudentsSchool27422618
Division1,01674227
State85,89957,72533
FemaleSchool14612316
Division51740322
State43,22531,59927
MaleSchool12810320
Division49933932
State42,67426,12639
AsianSchool<<100
Division504412
State6,0845,29213
BlackSchool<<100
Division1036240
State18,86811,29840
HispanicSchool<<100
Division853756
State10,1025,82642
WhiteSchool24520317
Division72055822
State46,44832,34030
Two or more racesSchool10<100
Division534025
State3,9902,71532
Students with DisabilitiesSchool11<100
Division743158
State7,2163,25655
Economically DisadvantagedSchool251348
Division21110849
State27,32914,19048
English LearnersSchool<<100
Division683549
State5,1822,82046
American IndianSchool--100
Division<<100
State26516737
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsSchool12-
 Division7122
 State4,1393,6233,525
State LicensuresSchool835
 Division151720
 State2,4402,2791,881
Industry CertificationSchool14119284
 Division69520772
 State99,894109,275104,601
Workplace ReadinessSchool47243126
 Division1071,055761
 State30,77542,31350,241
Total Credentials EarnedSchool70367415
 Division1981,6041,555
 State137,248157,490160,248
Students Earning One or More CredentialsSchool60324366
 Division1781,3761,336
 State109,089126,113128,672
CTE CompletersSchool594952
 Division204280302
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,5141,4311,537

< = 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
2015-2016Division9,064.003,282.00665.00
State6,084.004,849.00812.00
2016-2017Division9,304.003,530.00735.00
State6,248.005,052.00871.00
2017-2018Division10,471.003,507.00666.00
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 Students1,043381,098301,06871
Female532225561552530
Male511165421554341
American Indian<<--<<
Asian230272253
Black281211163
Hispanic383442464
Native Hawaiian<<<<<<
White911319692194358
Two or more races383354343
Students with Disabilities10010105810815
Economically Disadvantaged10291161110120
English Learners150111101
Homeless<<<<<<
< = 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
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses <
Alcohol, Tobacco, and Other Drug Offenses 37
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.2--
Asian22.5
Black2.63.61.8
Hispanic3.84.3
Native Hawaiian0.30.2
White88.483.987.797.4
Two or more races3.812.53.42.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian22.5
Black2.61.8
Hispanic3.84.3
Native Hawaiian0.30.2
White88.487.7
Two or more races3.83.4
< = 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 Indian0.2--
Asian22.5
Black2.61.8
Hispanic3.84.3
Native Hawaiian0.30.2
White88.487.7
Two or more races3.83.4
< = 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 8.411.210.1
< = 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 2824.936.2
< = 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 58.350.259.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School2.9%0%
Division3.2%0.5%
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
2016-201734%62%3%1%
2017-201832%66%1%1%
2018-201933%62%0%5%
< = 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 StudentsYesYes-YesYes
AsianTSTS-YesTS
BlackTSTS-YesTS
HispanicTSTS-YesTS
WhiteYesYes-YesYes
Economically DisadvantagedYesYes-YesTS
English LearnersTSTSTSYesTS
Students with DisabilitiesYesYes-YesYes

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 Students96%96%73%75%
Asian<89%87%75%
Black<100%60%75%
Hispanic<96%63%75%
White96%96%81%75%
Economically Disadvantaged83%89%62%75%
English Learners<<53%75%
Students with Disabilities71%74%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%89%74%70%
Asian<84%89%70%
Black<83%60%70%
Hispanic<89%64%70%
White89%89%81%70%
Economically Disadvantaged79%80%63%70%
English Learners<<57%70%
Students with Disabilities47%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 Students93%
Asian<
Black<
Hispanic<
White94%
Economically Disadvantaged82%
English Learners<
Students with Disabilities59%

< = 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 Students94%84%84%
Asian<90%84%
Black100%82%84%
Hispanic100%81%84%
White94%86%84%
Economically Disadvantaged65%78%84%
English Learners<65%84%
Students with Disabilities73%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 Students3%3%9%10%
Asian7%5%5%10%
Black5%4%9%10%
Hispanic4%7%9%10%
White2%3%9%10%
Economically Disadvantaged9%9%13%10%
English Learners8%6%8%10%
Students with Disabilities7%8%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 Progress<46%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students97%94%95%
Asian<<<
Black<<<
Hispanic<<<
White97%94%96%
Economically Disadvantaged90%100%97%
Not Economically Disadvantaged98%93%-
English Learners<<<
Students with Disabilities83%89%94%
Students without Disabilities98%94%-
Female98%97%-
Male96%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).
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