General Information

Stafford Senior High

Category: High (09-12) School

Address: 63 Stafford Indian Lane Fredericksburg, VA 22405

Principal: Mr. Joseph R. Lewis

Superintendent: Dr. Scott R. Kizner

Enrollment: 1,984

Students with Disabilities: 12.3%
Economically Disadvantaged: 33.2%
English Learners: 5.2%

Accreditation: Accredited

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 Students50146292.246993.6275.4
Female23922594.122694.6125
Male26223790.524392.7155.7
American Indian0<<<<<<
Asian111090.91090.919.1
Black767396.17396.133.9
Hispanic453782.23782.2715.6
Native Hawaiian0<100<10000
White32530493.531195.7113.4
Two or more races393589.73589.737.7
Students with Disabilities403587.53792.537.5
Economically Disadvantaged14412788.213090.3128.3
English Learners181372.21372.2527.8
Homeless12866.71083.3216.7
Foster Care0<<<<<<
Military Connected129751083.318.3
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 Students195819641984
Female953950953
Male100510141031
American Indian6914
Asian515369
Black307328332
Hispanic219222256
Native Hawaiian233
White122812001155
Two or more races145149155
Students with Disabilities187212243
Students without Disabilities177117521741
Economically Disadvantaged605645658
Not Economically Disadvantaged135313191326
English Learners7475102
Not English Learners188418891882
Homeless27275
Foster Care858
Military Connected857413
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.

Absenteeism

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students163129516103101625297
Female773158790148764161
Male858137820162861136
American Indian<<<<92
Asian417506513
Black262442554727742
Hispanic153291615016457
Native Hawaiian<<<<<<
White106118110211791001168
Two or more races109301172612223
Students with Disabilities137351503817729
Economically Disadvantaged419153434174488144
English Learners451556226213
Homeless161125171317
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.