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York High

General school information

Category: High (09-12) School
Phone: 757-898-0354
Address: 9300 Geo Wash Mem Hwy Yorktown, VA 23692
Principal: Shannon Butler
Superintendent: Dr. Victor D. Shandor
Region: 2
Division: York County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

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 Two 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

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 94 82 6 9 93 84 7 12 91 79 9
Female 13 96 83 4 11 95 84 5 14 98 84 2
Male 12 92 80 8 7 91 84 9 11 85 74 15
Asian 27 91 64 9 9 91 82 9 7 93 87 7
Black 10 74 65 26 4 81 78 19 - 77 77 23
Hispanic 12 100 88 0 - 85 85 15 - 88 88 12
White 12 97 85 3 10 96 86 4 17 95 78 5
Two or more races 18 100 82 0 8 88 81 12 10 86 76 14
Students with Disabilities 28 78 50 22 11 79 68 21 9 45 36 55
Economically Disadvantaged 4 84 80 16 2 82 80 18 2 80 78 20
English Learners < < < < < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 94 82 6 9 93 84 7 12 91 79 9
Female 13 96 83 4 11 95 84 5 14 98 84 2
Male 12 92 80 8 7 91 84 9 11 85 74 15
Asian 27 91 64 9 9 91 82 9 7 93 87 7
Black 10 74 65 26 4 81 78 19 - 77 77 23
Hispanic 12 100 88 0 - 85 85 15 - 88 88 12
White 12 97 85 3 10 96 86 4 17 95 78 5
Two or more races 18 100 82 0 8 88 81 12 10 86 76 14
Students with Disabilities 28 78 50 22 11 79 68 21 9 45 36 55
Economically Disadvantaged 4 84 80 16 2 82 80 18 2 80 78 20
English Learners < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 90 64 10 35 88 53 12 34 88 54 12
Female 25 92 67 8 43 91 48 9 42 96 54 4
Male 27 88 61 12 27 85 58 15 25 79 53 21
Asian 55 82 27 18 64 91 27 9 40 100 60 0
Black 13 72 59 28 16 68 52 32 13 72 59 28
Hispanic 35 88 53 12 29 93 64 7 20 80 60 20
White 25 92 68 8 38 91 53 9 41 92 51 8
Two or more races 35 100 65 0 23 88 65 12 23 77 55 23
Students with Disabilities 18 68 50 32 25 70 45 30 11 37 26 63
Economically Disadvantaged 10 75 65 25 13 70 57 30 11 75 64 25
English Learners < < < < < < < <
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 90 64 10 35 88 53 12 34 88 54 12
Female 25 92 67 8 43 91 48 9 42 96 54 4
Male 27 88 61 12 27 85 58 15 25 79 53 21
Asian 55 82 27 18 64 91 27 9 40 100 60 0
Black 13 72 59 28 16 68 52 32 13 72 59 28
Hispanic 35 88 53 12 29 93 64 7 20 80 60 20
White 25 92 68 8 38 91 53 9 41 92 51 8
Two or more races 35 100 65 0 23 88 65 12 23 77 55 23
Students with Disabilities 18 68 50 32 25 70 45 30 11 37 26 63
Economically Disadvantaged 10 75 65 25 13 70 57 30 11 75 64 25
English Learners < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 91 81 9 10 92 82 8 12 89 77 11
Female 12 91 79 9 11 93 82 7 13 93 80 7
Male 8 90 82 10 9 91 82 9 11 86 75 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 30 100 70 0 29 100 71 0 33 100 67 0
Black 6 83 77 17 3 85 82 15 7 90 84 10
Hispanic 9 94 85 6 2 93 90 7 11 88 77 12
White 10 91 81 9 11 93 82 7 12 89 77 11
Two or more races 8 92 84 8 7 89 82 11 8 85 77 15
Students with Disabilities 16 66 50 34 9 79 70 21 8 67 59 33
Economically Disadvantaged 5 81 76 19 4 86 82 14 8 82 75 18
English Learners < 100 < 0 27 100 73 0 < 100 < 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 95 94 5 2 94 92 6 1 87 86 13
Female - 95 95 5 2 98 96 2 - 88 88 13
Male 1 95 93 5 3 91 88 9 1 86 85 14
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 - 83 83 17 - 100 100 0
Hispanic - 100 100 0 - 100 100 0 - 86 86 14
White 1 94 93 6 4 96 93 4 - 83 83 18
Two or more races < 100 < 0 - 92 92 8 - 85 85 15
Students with Disabilities - 83 83 17 - 76 76 24 - 78 78 22
Economically Disadvantaged - 93 93 7 - 89 89 11 - 83 83 17
English Learners < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 81 80 19 2 83 81 17 2 81 80 19
Female 3 82 79 18 4 83 79 17 2 90 88 10
Male - 81 81 19 1 84 83 16 2 73 71 27
Asian < 100 < 0 9 100 91 0 < 100 < 0
Black - 65 65 35 - 77 77 23 3 79 76 21
Hispanic - 90 90 10 - 82 82 18 5 84 79 16
White 2 82 81 18 2 84 82 16 1 82 81 18
Two or more races - 82 82 18 6 78 72 22 - 69 69 31
Students with Disabilities 5 37 32 63 - 72 72 28 - 31 31 69
Economically Disadvantaged 4 63 60 37 - 76 76 24 - 72 72 28
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 99 75 1 22 100 78 0 29 99 70 1
Female 25 99 75 1 22 100 78 0 31 98 67 2
Male 22 99 77 1 21 99 78 1 26 100 74 0
Asian < 100 < 0 57 100 43 0 50 100 50 0
Black 14 100 86 0 11 100 89 0 22 100 78 0
Hispanic 25 92 67 8 7 100 93 0 29 94 65 6
White 22 99 77 1 22 99 77 1 28 99 71 1
Two or more races 23 100 77 0 13 100 87 0 21 100 79 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 11 100 89 0 17 100 83 0 33 100 67 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 90 79 10 10 91 81 9 10 91 80 9
Female 10 89 79 11 12 92 81 8 12 92 79 8
Male 12 91 79 9 8 90 82 10 8 89 81 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 14 100 86 0 18 90 72 10 23 88 65 12
Black 5 73 68 27 2 80 78 20 2 78 76 22
Hispanic 5 85 79 15 2 90 88 10 5 87 83 13
White 11 93 81 7 11 94 83 6 12 94 82 6
Two or more races 18 84 67 16 13 87 74 13 4 91 87 9
Students with Disabilities 19 65 47 35 4 66 62 34 9 59 50 41
Economically Disadvantaged 3 73 70 27 2 81 79 19 4 77 73 23
English Learners < < < < 10 90 80 10 < 100 < 0
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 87 75 13 14 92 78 8 12 91 79 9
Female 10 85 76 15 18 95 77 5 14 93 78 7
Male 16 89 73 11 10 89 79 11 9 89 80 11
Asian 15 100 85 0 21 89 68 11 18 94 76 6
Black - 48 48 52 6 88 82 12 3 85 82 15
Hispanic - 82 82 18 4 96 92 4 10 83 73 17
White 13 92 79 8 16 93 78 7 14 93 79 7
Two or more races 26 84 58 16 13 83 70 17 - 80 80 20
Students with Disabilities - 47 47 53 5 71 67 29 6 39 33 61
Economically Disadvantaged - 56 56 44 2 86 84 14 5 77 72 23
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 92 78 8 10 93 82 7 16 95 80 5
Female 11 89 78 11 10 92 82 8 20 95 75 5
Male 17 95 78 5 10 93 83 7 11 96 85 4
Asian < 100 < 0 25 92 67 8 33 94 61 6
Black 6 94 88 6 - 76 76 24 6 88 81 13
Hispanic 13 73 60 27 < < < < - 100 100 0
White 13 93 80 7 10 94 84 6 16 96 79 4
Two or more races 24 88 65 12 19 100 81 0 15 100 85 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged 7 89 82 11 - 72 72 28 10 100 90 0
English Learners < < < < < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 91 88 9 4 88 84 12 3 87 84 13
Female 6 93 87 7 4 88 84 12 2 87 85 13
Male 2 90 88 10 5 89 84 11 3 86 83 14
American Indian < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 3 81 78 19 - 74 74 26 - 66 66 34
Hispanic - 100 100 0 - 79 79 21 - 86 86 14
White 5 94 89 6 6 95 89 5 4 92 88 8
Two or more races - 80 80 20 7 80 73 20 - 95 95 5
Students with Disabilities - 65 65 35 - 60 60 40 - 60 60 40
Economically Disadvantaged - 78 78 22 2 79 78 21 - 70 70 30
English Learners < 100 < 0 < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 87 73 13 19 90 72 10 14 87 73 13
Female 11 85 74 15 15 89 74 11 11 86 74 14
Male 19 90 71 10 23 92 69 8 16 87 72 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 24 100 76 0 27 94 67 6 18 94 76 6
Black 4 67 62 33 5 77 72 23 2 74 72 26
Hispanic 13 91 78 9 8 92 84 8 6 84 79 16
White 16 90 74 10 21 92 71 8 16 88 72 12
Two or more races 16 84 68 16 22 91 69 9 18 89 70 11
Students with Disabilities 4 58 54 42 11 67 56 33 5 59 55 41
Economically Disadvantaged 2 71 69 29 7 77 70 23 5 74 69 26
English Learners - 91 91 9 23 100 77 0 < < < <
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 91 70 9 23 94 72 6 18 89 71 11
Female 16 87 71 13 14 92 77 8 14 89 75 11
Male 27 95 68 5 31 97 66 3 22 89 67 11
Asian 40 100 60 0 30 100 70 0 15 100 85 0
Black 8 54 46 46 12 84 72 16 - 77 77 23
Hispanic 28 100 72 0 14 93 79 7 - 73 73 27
White 22 94 72 6 24 95 71 5 23 92 69 8
Two or more races 14 95 82 5 23 96 73 4 21 89 68 11
Students with Disabilities - 64 64 36 19 81 63 19 - 56 56 44
Economically Disadvantaged 4 73 69 27 9 83 74 17 7 82 76 18
English Learners < < < < < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 87 76 13 12 89 78 11 11 88 77 12
Female 9 87 79 13 13 88 74 13 8 86 78 14
Male 13 87 74 13 10 91 81 9 14 90 76 10
American Indian < 100 < 0
Asian 8 100 92 0 23 91 68 9 11 94 83 6
Black - 68 68 32 - 74 74 26 3 75 72 25
Hispanic 9 91 82 9 4 92 88 8 3 90 87 10
White 13 91 77 9 12 92 80 8 14 89 76 11
Two or more races 18 82 65 18 25 92 67 8 11 94 83 6
Students with Disabilities 5 62 57 38 5 60 55 40 3 55 52 45
Economically Disadvantaged - 71 71 29 5 74 69 26 4 75 71 25
English Learners < 100 < 0 < 100 < 0 < 100 < 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 83 71 17 20 87 66 13 13 81 68 19
Female 8 78 70 22 16 86 70 14 12 80 68 20
Male 17 88 71 12 25 87 62 13 14 82 68 18
Asian 20 100 80 0 28 94 67 6 25 90 65 10
Black 6 71 65 29 7 72 66 28 3 70 68 30
Hispanic - 81 81 19 5 90 85 10 14 86 71 14
White 13 85 72 15 24 88 65 12 14 82 68 18
Two or more races 19 74 56 26 19 81 63 19 15 80 65 20
Students with Disabilities 6 35 29 65 5 58 53 42 6 69 63 31
Economically Disadvantaged 2 67 65 33 9 74 65 26 3 66 62 34
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 98 85 2 33 100 67 0 10 98 88 3
Female 7 97 90 3 20 100 80 0 11 100 89 0
Male 24 100 76 0 50 100 50 0 10 95 86 5
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
White 11 97 86 3 39 100 61 0 6 100 94 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division91918
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 9252276321
Grade 10297251279
Grade 11244291233
Grade 12274257282
Post Graduate033
Total Students1,0671,0781,118
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students106710781118
Female539529552
Male528549566
American Indian323
Asian475764
Black115126124
Hispanic657381
White756730757
Two or more races819088
Students with Disabilities9089101
Not Students with Disabilities9779891017
Economically Disadvantaged195177216
Not Economically Disadvantaged872901902
English Learners121510
Not English Learners105510631108
Homeless334
Military Connected177173174
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 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 196 81 6 0 5 4
Division 664 350 10 2 22 9
State 50979 36013 2733 1046 5404 1786
Female School 108 29 0 0 4 3
Division 366 131 3 1 7 7
State 27837 15823 920 366 1922 656
Male School 88 52 6 0 1 1
Division 298 219 7 1 15 2
State 23142 20190 1813 680 3482 1130
Asian School < < < < 0 <
Division 47 11 0 0 0 0
State 5026 1194 70 18 91 37
Black School 15 10 1 0 1 2
Division 78 61 2 0 3 2
State 7955 11090 1111 244 1359 744
Hispanic School 9 6 1 0 0 0
Division 45 32 1 0 3 0
State 5086 5583 317 105 2172 323
White School 147 56 3 0 4 2
Division 430 210 6 2 14 7
State 30218 16420 1139 617 1589 596
Two or more races School 17 8 1 0 0 0
Division 63 34 1 0 2 0
State 2468 1542 87 58 163 73
Students with Disabilities School 2 13 6 0 0 0
Division 6 67 10 1 3 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 22 16 2 0 1 2
Division 55 76 3 0 10 3
State 10704 17342 1680 460 2640 1096
Military Connected School 27 9 2 0 1 0
Division 118 75 2 1 1 1
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students29228396.928396.951.7
Female14413795.113795.142.8
Male14814698.614698.61.7
Asian0<100<10000
Black292689.72689.713.4
Hispanic16161001610000
White21220697.220697.241.9
Two or more races26261002610000
Students with Disabilities21211002110000
Economically Disadvantaged434093409312.3
Military Connected393897.43897.412.6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - 248 / 23.07%200 / 17.94%
Advanced Placement Course Enrollment - 407 / 37.86%287 / 25.74%
Dual Enrollment - - -
Governor’s School Enrollment10 / .94%11 / 1.02%12 / 1.08%
IB Course Enrollment79 / 7.4%74 / 6.88%83 / 7.44%
Senior Enrolled in IB Program20 / 1.87%24 / 2.23%23 / 2.06%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
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 Students School 260 190 27
Division 989 747 24
State 82482 57560 30
Female School 136 109 20
Division 503 405 19
State 41546 31230 25
Male School 124 81 35
Division 486 342 30
State 40936 26330 36
American Indian School 0 < 100
Division 0 < 100
State 220 132 40
Asian School 13 12 8
Division 63 58 8
State 5492 4724 14
Black School 24 15 37
Division 132 106 20
State 18272 11640 36
Hispanic School 14 10 29
Division 67 45 33
State 8547 5341 38
White School 193 145 25
Division 656 493 25
State 46319 33154 28
Two or more races School 14 < 100
Division 64 41 36
State 3521 2499 29
Students with Disabilities School 17 < 100
Division 70 34 51
State 5986 3008 50
Economically Disadvantaged School 31 18 42
Division 91 50 45
State 23515 13119 44
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool241523
 Division8154118
 State413936233471
State LicensuresSchool641
 Division26174
 State179019641412
Industry CertificationSchool236278216
 Division110112441101
 State100544109590103892
Workplace ReadinessSchool72228270
 Division96310391056
 State307754231350242
Total Credentials EarnedSchool338525510
 Division217123542279
 State137248157490159017
Students Earning One or More CredentialsSchool292310300
 Division141014231374
 State109089126113127744
CTE CompletersSchool544963
 Division257282331
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 275 435 284 65.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 294 489 338 69.1%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 287 464 312 67.2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.9 65.7 66.1

Statewide Expenditures

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

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

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,388.004,688.001,198.00
2015-20163,893.004,747.001,565.00
2016-20174,203.004,906.001,238.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students10385522379935822429766526331046522139
Female51928101648935132647929132251625824
Male51927122150423916497361311530271315
American Indian0000000000000000
Asian54000452015520059010
Black1014159911481101435113917
Hispanic70401643127241077744
White724401730705341430659381924712311223
Two or more races87741787317773481435
Students with Disabilities78639775297465683853
Economically Disadvantaged15919111613419923132141319167191023
English Learners1200013100170009010
Homeless0000000000003115
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student <
Weapons Offenses <
Property Offenses <
All Other Offenses 28
Other Offenses Against Persons 52
Disorderly or Disruptive Behavior Offenses 143
Alcohol, Tobacco, and Other Drug Offenses 45
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1810.2810.186
Asian4.8014.4050.945.2880.79
Black9.23913.6410.77835.8511.68825.2
Hispanic6.4314.556.0922.836.7721.57
Native Hawaiian
White70.83362.1270.85345.2867.71862.2
Two or more races8.51419.77.59115.098.34910.24
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1810.2810.186
Asian4.8014.4055.288
Black9.23910.77811.1111.688
Hispanic6.4316.0926.772
Native Hawaiian
White70.83370.85388.8967.718100
Two or more races8.5147.5918.349
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1810.2810.186
Asian4.8014.4055.288
Black9.23910.7785011.688
Hispanic6.4316.0926.772
Native Hawaiian
White70.83370.8535067.718
Two or more races8.5147.5918.349
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 17.3218.5317.32
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 13.6814.7216.76
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 51.5847.7252.43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201636%56%4%4%
2016-201733%60%4%3%
2017-201836%59%4%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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