General Information

Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420

Superintendent: Dr. Amy E Cashwell

Region: 1

Enrollment: 51,523

Students with Disabilities: 12.6%
Economically Disadvantaged: 42.5%
English Learners: 10.1%

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 Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4097378392.3383993.72165.3
Female2029191994.6194896713.5
Male2068186490.1189191.41457
American Indian0<100<10000
Asian33732395.832496.1123.6
Black1527140191.7141892.9845.5
Hispanic34027681.228483.55315.6
Native Hawaiian0<100<10000
White1726162294165295.7623.6
Two or more races15514996.114996.153.2
Students with Disabilities51845187.145788.26111.8
Economically Disadvantaged15221339881370901288.4
English Learners2471737018374.16425.9
Homeless857082.47385.9910.6
Foster Care211466.71571.4419
Military Connected27271002710000
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

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students514255162551523
Female250162514825022
Male264092647726501
American Indian108107112
Asian534256165834
Black185541853918545
Hispanic461549805196
Native Hawaiian464942
White204312001119430
Two or more races232923232364
Students with Disabilities631962426508
Not Students with Disabilities451064538345015
Economically Disadvantaged203721848421906
Not Economically Disadvantaged310533314129617
English Learners488650605204
Not English Learners465394656546319
Homeless490448586
Foster Care64148138
Military Connected276440470
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.3 65.8 67

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 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 Students4866426758761134488462561101512834815228761150144347841280012761589
Female236351260413532237851240461595235081357542661233851308585753
Male250291415463602250611321554688246441519608782244561492691836
American Indian119130611910479572119910510
Asian47811532341504815346465274182595855301845750
Black175751204474560174881138499702168631365589734164841297666855
Hispanic3996209741054103242849844193131061654691296143201
Native Hawaiian38410465114431041422
White20136961255375199088863233771930086234040518816875346404
Two or more races20191314947213412758522157144537021801345767
Students with Disabilities5376463166184575948024333857715752593645755553299414
Economically Disadvantaged19863165259778219644160870790919494190080910261944517548841124
English Learners4121177508141672206384512430795143526828597168
Homeless630123561205621197612761915894160641133106161
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 2017-2018 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.