General Information

Address: 12465 Warwick Blvd Newport News, VA 23606-3041

Superintendent: Dr. George Parker III

Region: 2

Enrollment: 28,684

Students with Disabilities: 12.0%
Economically Disadvantaged: 52.0%
English Learners: 6.7%

Latest data available are displayed as of February 14, 2017.

Fully Accredited Schools

This chart displays the percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

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 Students1870174993.5178095.2422.2
Female93489195.490396.78.9
Male93685891.787793.7343.6
American Indian0<100<10000
Asian605998.36010000
Black106699193100294292.7
Hispanic17916692.71709552.8
Native Hawaiian0<100<10000
White50347694.649097.471.4
Two or more races565191.15292.911.8
Students with Disabilities20218290.118692.1146.9
Economically Disadvantaged79776395.776696.17.9
English Learners413687.83687.837.3
Homeless353188.63291.400
Military Connected10810799.110799.100
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

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroup

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
Subgroup2015-20162016-20172017-2018
All Students291972886028684
Female143441413914076
Male148531472114608
American Indian878094
Asian734733710
Black155551534315308
Hispanic366237193782
Native Hawaiian858697
White740171056832
Two or more races167317941861
Students with Disabilities334633803435
Not Students with Disabilities258512548025249
Economically Disadvantaged183461717114917
Not Economically Disadvantaged108511168913767
English Learners135916521913
Not English Learners278382720826771
Homeless183145173
Military Connected242930923139
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

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
6463.163.8

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

Percent of Students Absent

Percent of Students Absent 2016-2017 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
2013-20142014-20152015-20162016-2017
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 Students266742225937128126536209697712952563323631045153725535232610311293
Female13162109041257913092957471608126901132515675125981121471588
Male135121135525702134441139506687129431231530862129371205560705
American Indian8814428674372123373940
Asian7642615572616131068421141266133910
Black143201248551795141971209575800135851371611939134661297643788
Hispanic3183276104156332725812615632243131111733356320119153
Native Hawaiian625108471184412821221
White7094533221279679649220726865365132343186323525204272
Two or more races11631234144132010751571448129719015741305069
Students with Disabilities3173366174260308834817122929473991763073064389180243
Economically Disadvantaged150921505607729154291416652785142721545685840135171500671672
English Learners121270171813599049481403110434817711345263
Homeless4231056190449814610936699541443888873116
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

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

  Advanced   Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2016-2017 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia’s public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth’s public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.