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General school information

Category: High (09-12) School
Phone: 703-228-5400
Address: 5200 Yorktown Blvd Arlington, VA 22207
Principal: Dr. Raymond J. Pasi
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington County Public Schools
Division Website (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Fully Accredited

Title I Improvement Status

Not Applicable

Reward School Status

2014-2015 Board of Education Distinguished Achievement Award

2015-2016 Board of Education Distinguished Achievement Award


Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

State Accreditation Results
  2013-20142014-20152015-2016 
SubjectAccreditation Benchmark1 Year3 Year1 Year3 Year1 Year3 YearMet Accreditation Benchmark
English75959695959595YES
Mathematics70898892898990YES
History70959494949494YES
Science70949493939494YES
Graduation and Completion Index85969698979797YES
LEGENDYes-C = Current year
Yes-3YR = Three-year average
Yes-4YR = Four-year average
IS = Improving school
AB = Approaching benchmark
W = Warned

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169680413968341596814
Female209676415978232096774
Male119584511968441095855
American Indian<100<0<100<0<<<<
Asian392898793867593888
Black470673038077204716829
Hispanic69286813917896908410
White219978115998411899811
Two or more races1394816510095024100760
Students with Disabilities118977111190791015806520
Economically Disadvantaged27977213928984827818
English Learners-81811957974214736927
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<
Male<100<0<<<<
Black<<<<<<<<
Students with Disabilities<<<<<<<<
Economically Disadvantaged<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169680413968341596814
Female209776315978232096774
Male119583511968441096854
American Indian<100<0<100<0<<<<
Asian392898793867593888
Black472682838077204747026
Hispanic69185913917896908410
White219978115998411899811
Two or more races1394816510095024100760
Students with Disabilities129078101190791015816619
Economically Disadvantaged27978213928984837917
English Learners-81811957974214736927
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students449451645944964393507
Female479750352964455195445
Male409252840925283591569
American Indian<100<0<<<<<<<<
Asian2192718389759325805520
Black46561351065553510877713
Hispanic248663142589631120826218
White539845254984325597423
Two or more races42945262986571426100740
Students with Disabilities167963211879612111746326
Economically Disadvantaged8797121158167199736427
English Learners-8383186756925-595941
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students449451645944964393507
Female479750352964455195445
Male409252840925283591569
American Indian<100<0<<<<<<<<
Asian2192718389759325805520
Black46561351065553510877713
Hispanic248663142589631120826218
White539845254984325597423
Two or more races42945262986571426100740
Students with Disabilities167963211879612111746326
Economically Disadvantaged8797121158167199736427
English Learners-8383186756925-595941
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198769132190691020876813
Female22896711229371723886512
Male168670142087671317867014
American Indian<<<<<<<<<<<<
Asian19907010199172925886312
Black463593737471264676333
Hispanic7736627117867228716329
White239370726956952393707
Two or more races22876513169377725886313
Students with Disabilities569643137471264686432
Economically Disadvantaged9736427673672710655635
English Learners6736827106959316605440
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-78782217372272747326
Female-79792128583152737127
Male-77772316462361767524
American Indian<100<0<100<0
Asian-898911-90901016796321
Black-595941-505050-767624
Hispanic-6767332595641-656535
White-8686142858415-818119
Two or more races<<<<-808020<<<<
Students with Disabilities-676733-575743-575743
Economically Disadvantaged-717129-5656444656235
English Learners-808020-585842-646436
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17897211169176916897311
Female2292708179375717907310
Male118573151490761015887312
American Indian<100<0<<<<<<<<
Asian983741716917692091729
Black-676733-7878226615539
Hispanic6706330979712110696031
White229573519977731896784
Two or more races139279823100770991829
Students with Disabilities-73732738279183737027
Economically Disadvantaged367653337470267635637
English Learners-626238107060302575543
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2991629329462630906010
Female3089591132966443492588
Male2892648329160926896311
American Indian<<<<<100<0
Asian4197563319159932875513
Black13695631118978116655935
Hispanic128573151889711113796521
White319362736955953394616
Two or more races3585501519957655095455
Students with Disabilities963543737976218746726
Economically Disadvantaged258460161589741118695131
English Learners208363171576612419523348
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229371721927182192718
Female199273818937572292708
Male2494706239067102192718
American Indian<100<0<<<<<100<0
Asian11887712178972119908110
Black3807720-7272285676233
Hispanic983741767771236777123
White289769327977032798712
Two or more races209473613917993792558
Students with Disabilities880722047874225817719
Economically Disadvantaged580752067367275696531
English Learners276752457065301656435
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219271824926982793667
Female199272822957452993647
Male2292708258964112593687
American Indian<100<0<<<<<100<0
Asian3787522199172915897511
Black4858115-7070308716329
Hispanic780732067569258766824
White289769331986823399661
Two or more races13927981090801052100480
Students with Disabilities4656135180792010817019
Economically Disadvantaged676702486759336676133
English Learners270683066760332615939
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299364720927181991729
Female2692668179275819907110
Male319463624916791992738
American Indian<100<0<100<0
Asian22957351591769691869
Black7474053-8181196474153
Hispanic1885681597566257766924
White319665424967142497733
Two or more races39945662289671125835817
Students with Disabilities128068205716729-747426
Economically Disadvantaged979702167367276615639
English Learners3777323-616139-555545
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students994856119078101091819
Female4938976868014792858
Male139582516937771391789
American Indian<100<0<100<0<100<0
Asian-1001000<<<<-95955
Black-95955-656535-767624
Hispanic4858015-8383173827918
White169882220997911898802
Two or more races<100<0<100<010807020
Students with Disabilities99181958075201878513
Economically Disadvantaged-90901048177192807820
English Learners-9090103807720-787822
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219574520937272593687
Female169377715927782192718
Male269670425936872893667
American Indian<100<0<100<0<<<<
Asian594886139380712907810
Black687811336865325767124
Hispanic108575151484701611817019
Native Hawaiian<100<0<100<0<100<0
White279871225977233197663
Two or more races1491779188970112798712
Students with Disabilities108676141075652510827218
Economically Disadvantaged582771857771237767024
English Learners2777523108272183737027
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169579518957752494706
Female99384714947961694776
Male249773320967643194636
American Indian<100<0<<<<
Asian6100940101009008837517
Black678722246864328736527
Hispanic58681142287651310857615
Native Hawaiian<100<0
White219877319987923099681
Two or more races11897911179275818100820
Students with Disabilities1189781188577159786922
Economically Disadvantaged283821737976215777223
English Learners-767624-808020-646436
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179679414938078867814
Female13948165959053908610
Male2098782219271813837017
Asian<100<0<<<<<100<0
Black<100<0-828218<<<<
Hispanic26956859877813-737327
White1897793231007701493797
Two or more races<<<<<100<0<100<0
Students with Disabilities69488615624638<<<<
Economically Disadvantaged2186641447672247605340
English Learners-919196756925<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289567526916692893657
Female249369718917392891639
Male329764334925882894666
American Indian<100<0<100<0
Asian688811318927481394816
Black888791356459363807720
Hispanic148167191179682115786322
White359964131966543496624
Two or more races1796784258863133796594
Students with Disabilities127967211273612711857315
Economically Disadvantaged68175191269583110766624
English Learners6726628307443263737027
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-80802068378178887913
Female<<<<584791614867114
Male-8282186827618-909010
Asian<<<<<<<<<<<<
Black<100<0<<<<<100<0
Hispanic<<<<-92928<<<<
White<<<<10908010<100<0
Two or more races<100<0<<<<<100<0
Economically Disadvantaged-757525-868614-92928
English Learners-7979214928886898311
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

2013-20142014-20152015-2016
State000
Division000
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Grade 9471463520
Grade 10462478475
Grade 11541461477
Grade 12469531475
Total Students1,9431,9331,947
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 Subgroup

2015 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
Subgroup2013-20142014-20152015-2016
All Students194319331947
Female919938927
Male10249951020
American Indian978
Asian149150176
Black10289109
Hispanic324312298
Native Hawaiian121
White126412791262
Two or more races949493
Students with Disabilities280263280
Not Students with Disabilities166316701667
Economically Disadvantaged334296340
Not Economically Disadvantaged160916371607
English Learners221196194
Not English Learners172217371753
Homeless568
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 2016: 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 2015-2016 Cohort
Student SubgroupSchoolAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsSchool3538790104
Division9173884628149
State4917334246347093350192269
FemaleSchool165342022
Division4641571003218
State268261510112433531834822
MaleSchool188537082
Division4532313624931
State2234719145222758031851447
American IndianSchool<<<<0<
Division<<<<<<
State110111115287
AsianSchool3451010
Division94313032
State44281224891612962
BlackSchool9111002
Division829113047
State79001054014302301415981
HispanicSchool35173091
Division1851431807132
State44244514381851538310
WhiteSchool262454000
Division5151038222
State300171650514315601740817
Two or more racesSchool1380001
Division41184004
State222313111283616089
Students with DisabilitiesSchool25399011
Division5093460103
State946531134691091067120
Economically DisadvantagedSchool33241000
Division173162210715
State921814811194032621251240
English LearnersSchool8152090
Division3076140616
State448207029417117888
HomelessSchool<<<<0<
Division371020
State1976231151116285
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 SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students4634499745097.2102.2
Female2052019820298.521
Male25824896.124896.183.1
American Indian0<100<10000
Asian414097.64097.612.4
Black232191.32295.700
Hispanic655584.65584.6913.8
White31131110031110000
Two or more races222195.52195.500
Students with Disabilities757397.37498.711.3
Economically Disadvantaged58581005810000
English Learners342573.52573.5926.5
Homeless0<100<10000
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken976 / 50.23%995 / 51.47%871 / 44.74%
Advanced Placement Course Enrollment982 / 50.54%996 / 51.53%872 / 44.79%
Dual Enrollment46 / 2.37%38 / 1.97%19 / .98%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsSchool41735914
Division1234103516
State807645806228
FemaleSchool19317111
Division60852913
State410163155223
MaleSchool22418816
Division62650619
State397482651033
American IndianSchool0<100
Division0<100
State25416635
AsianSchool382632
Division14411322
State5269454514
BlackSchool211910
Division15113511
State175771162334
HispanicSchool604427
Division29522723
State7574489435
WhiteSchool2812569
Division58651312
State467663441226
Two or more racesSchool161319
Division564618
State3210234527
Students with DisabilitiesSchool614821
Division13210223
State5865307548
Economically DisadvantagedSchool624035
Division33525723
State228881345141
English LearnersSchool472938
Division25918529
State5050327035
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
2013-20142014-20152015-2016
NOCTI AssessmentsSchool192
 Division10189
 State502439714139
State LicensuresSchool121
 Division1542
 State90516731790
Industry CertificationSchool71344362
 Division22211681393
 State6932189541100544
Workplace ReadinessSchool267198161
 Division727729543
 State283493366530775
Total Credentials EarnedSchool340553526
 Division97419191947
 State103599128850137248
Students Earning One or More CredentialsSchool321481480
 Division90016261706
 State86257104867109089
CTE CompletersSchool1248563
 Division471313254
 State419243929142404
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 TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9092194147767.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9462398163968.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9032316149564.6%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
65.66666.4

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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 FundingStateFederal
2012-201316,783.002,442.00600.00
2013-201416,407.002,444.00548.00
2014-201515,643.002,450.00501.00

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 FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
Subgroup0%-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 Students1803914646188481192319888271846882340
Female84946232387848611964212861551420
Male9544523231006331312102461598533920
American Indian00001000000000000
Asian1537481458121621011691134
Black921058951252100301102813
Hispanic271321415315184631922428014615
Native Hawaiian0000000000000000
White119338211312293891213012011205481117
Two or more races85422904019800085611
Students with Disabilities2572412192562261529530027022710
Economically Disadvantaged24029132431221753193202712067
English Learners1901991719192721632317915718
Homeless1100192021310011110
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

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.2496.2396.19
Female95.0895.8595.84
Male95.3996.696.52
American Indian96.7895.2893.53
Asian95.496.2196.45
Black92.9896.5595.26
Hispanic94.6796.2195.5
Native Hawaiian90.3294.09100
White95.5696.2296.39
Two or more races95.1696.4196.41
Students with Disabilities93.6295.6694.97
Economically Disadvantaged94.1595.9995.32
English Learners94.4396.2294.51
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Other Offenses Against Persons<
Disorderly or Disruptive Behavior 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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.463.3622.86.411
Asian7.6697.768.579.047.14
Black5.2533.334.60425.715.59821.43
Hispanic16.67538.8916.14114.2915.30650
Native Hawaiian.051.103.051
White65.05416.6766.16731.4364.81821.43
Two or more races4.83811.114.86317.144.777
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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.463.362.411
Asian7.6697.769.04
Black5.254.6045.598
Hispanic16.67516.14115.306
Native Hawaiian.051.103.051
White65.05466.16764.818
Two or more races4.8384.8634.777
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.463.362.411
Asian7.6697.76259.04
Black5.254.6045.598
Hispanic16.67516.1412515.306
Native Hawaiian.051.103.051
White65.05466.1675064.818
Two or more races4.8384.8634.777
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students15.3814.0314.43
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

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students16.2317.2722.27
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students61.1365.4668.75
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
 2014-20152015-2016
Provisional0%3%
Provisional Special Education1%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.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
School
This school-1%1%
Division
All Schools1%2%2%
High Poverty1%1%1%
Low Poverty1%2%2%
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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: 2015-2016

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 DegreeMaster's DegreeDoctoral DegreeOther
2013-201424%74%2%0%
2014-201527%70%2%1%
2015-201626%71%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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