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Centreville High

General school information

Category: High (09-12) School
Phone: 703-802-5400
Address: 6001 Union Mill Rd Clifton, VA 20124-1131
Principal: Chad R Lehman
Superintendent: Dr. Scott S. Brabrand
School Number: 200
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

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 One Level Three
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 81 94 6 12 82 93 7 11 78 89 11
Female 14 82 95 5 15 80 95 5 14 76 90 10
Male 13 80 93 7 9 83 92 8 9 79 88 12
Asian 13 81 94 6 12 85 97 3 15 77 93 7
Black 12 78 90 10 5 77 82 18 8 67 74 26
Hispanic 7 82 89 11 7 82 90 10 4 79 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 17 79 96 4 15 80 95 5 13 80 93 7
Multiple Races 5 95 100 0 12 79 91 9 19 76 95 5
Students with Disabilities 15 60 75 25 10 60 70 30 6 54 60 40
Students without Disabilities 13 84 97 3 12 85 97 3 12 80 93 7
Economically Disadvantaged 5 83 88 12 4 83 87 13 5 72 77 23
Not Economically Disadvantaged 16 80 96 4 14 81 96 4 14 80 94 6
English Learners - 76 76 24 - 38 38 62 2 27 29 71
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < 13 81 94 6
Foster Care < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 81 94 6 12 82 93 7 11 78 89 11
Female 14 82 95 5 15 80 95 5 14 76 90 10
Male 13 80 93 7 9 83 92 8 9 79 88 12
Asian 13 81 94 6 12 85 97 3 15 77 93 7
Black 12 78 90 10 5 77 82 18 8 67 74 26
Hispanic 7 82 89 11 7 82 90 10 4 79 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 17 79 96 4 15 80 95 5 13 80 93 7
Multiple Races 5 95 100 0 12 79 91 9 19 76 95 5
Students with Disabilities 15 60 75 25 10 60 70 30 6 54 60 40
Students without Disabilities 13 84 97 3 12 85 97 3 12 80 93 7
Economically Disadvantaged 5 83 88 12 4 83 87 13 5 72 77 23
Not Economically Disadvantaged 16 80 96 4 14 81 96 4 14 80 94 6
English Learners - 76 76 24 - 38 38 62 2 27 29 71
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < 13 81 94 6
Foster Care < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 48 94 6 47 45 92 8 45 42 88 12
Female 50 46 96 4 54 39 93 7 53 39 91 9
Male 44 49 93 7 40 51 91 9 39 45 85 15
Asian 56 40 97 3 59 37 96 4 58 35 93 7
Black 25 60 85 15 29 55 85 15 22 50 72 28
Hispanic 31 56 87 13 23 62 84 16 24 54 78 22
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 50 46 96 4 53 42 95 5 52 41 93 7
Multiple Races 42 58 100 0 49 40 89 11 55 32 86 14
Students with Disabilities 16 61 77 23 14 45 59 41 11 51 62 38
Students without Disabilities 52 45 97 3 52 45 97 3 50 41 91 9
Economically Disadvantaged 31 58 89 11 26 58 83 17 28 50 78 22
Not Economically Disadvantaged 51 44 96 4 55 40 95 5 54 39 93 7
English Learners 8 71 78 22 - 45 45 55 2 30 32 68
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 59 29 88 12
Foster Care < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 48 94 6 47 45 92 8 45 42 88 12
Female 50 46 96 4 54 39 93 7 53 39 91 9
Male 44 49 93 7 40 51 91 9 39 45 85 15
Asian 56 40 97 3 59 37 96 4 58 35 93 7
Black 25 60 85 15 29 55 85 15 22 50 72 28
Hispanic 31 56 87 13 23 62 84 16 24 54 78 22
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 50 46 96 4 53 42 95 5 52 41 93 7
Multiple Races 42 58 100 0 49 40 89 11 55 32 86 14
Students with Disabilities 16 61 77 23 14 45 59 41 11 51 62 38
Students without Disabilities 52 45 97 3 52 45 97 3 50 41 91 9
Economically Disadvantaged 31 58 89 11 26 58 83 17 28 50 78 22
Not Economically Disadvantaged 51 44 96 4 55 40 95 5 54 39 93 7
English Learners 8 71 78 22 - 45 45 55 2 30 32 68
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 59 29 88 12
Foster Care < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 62 86 14 23 63 87 13 21 66 87 13
Female 25 63 88 12 25 62 87 13 22 66 88 12
Male 23 61 84 16 22 65 86 14 20 65 85 15
American Indian < < 100 0 < < 100 0
Asian 41 52 93 7 40 53 93 7 40 57 97 3
Black 9 65 74 26 7 65 73 27 5 64 69 31
Hispanic 9 68 77 23 10 72 81 19 5 71 76 24
Native Hawaiian < < < < < < < < < < 100 0
White 23 67 90 10 23 67 90 10 19 70 89 11
Multiple Races 25 55 80 20 28 53 80 20 17 72 89 11
Students with Disabilities 4 48 53 47 6 55 61 39 3 52 55 45
Students without Disabilities 28 64 92 8 26 65 91 9 24 68 92 8
Economically Disadvantaged 14 62 76 24 13 66 79 21 9 68 77 23
Not Economically Disadvantaged 29 62 90 10 28 62 90 10 27 64 92 8
English Learners 11 65 76 24 3 67 70 30 2 56 58 42
Homeless - 71 71 29 - 61 61 39 - 71 71 29
Military Connected 17 68 85 15 4 85 89 11
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 73 76 24 1 74 76 24 3 81 83 17
Female 4 74 78 22 2 74 76 24 3 81 85 15
Male 2 73 75 25 1 74 75 25 2 80 82 18
American Indian < < 100 0
Asian 11 78 89 11 8 82 89 11 7 89 95 5
Black - 62 62 38 - 62 62 38 3 82 85 15
Hispanic 1 70 71 29 - 71 71 29 1 82 83 17
White 1 81 82 18 1 81 83 18 3 75 78 22
Multiple Races - 70 70 30 - 64 64 36 - 74 74 26
Students with Disabilities - 47 47 53 - 62 62 38 - 68 68 32
Students without Disabilities 4 84 88 12 2 79 81 19 4 85 89 11
Economically Disadvantaged 4 67 71 29 - 69 69 31 3 77 80 20
Not Economically Disadvantaged 2 79 81 19 3 78 81 19 2 84 87 13
English Learners 4 71 75 25 - 74 74 26 1 73 74 26
Homeless - 64 64 36 - 38 38 62 - 91 91 9
Military Connected - 50 50 50 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 67 85 15 17 68 85 15 22 63 84 16
Female 20 67 87 13 17 68 85 15 22 63 86 14
Male 17 66 83 17 17 69 86 14 21 62 83 17
American Indian < < 100 0
Asian 29 62 92 8 23 69 91 9 38 59 96 4
Black 6 64 70 30 4 60 64 36 4 57 61 39
Hispanic 12 65 77 23 6 74 80 20 8 61 68 32
Native Hawaiian < < < < < < 100 0
White 17 72 89 11 21 70 91 9 21 67 88 12
Multiple Races 15 65 81 19 23 55 77 23 22 72 94 6
Students with Disabilities 1 42 43 57 3 35 38 62 2 48 50 50
Students without Disabilities 21 70 90 10 19 73 93 7 24 64 88 12
Economically Disadvantaged 10 63 73 27 7 68 75 25 11 62 73 27
Not Economically Disadvantaged 22 68 90 10 21 69 90 10 27 63 90 10
English Learners 9 61 70 30 3 55 58 42 2 36 38 62
Homeless < < < < < < < < < < < <
Military Connected 12 88 100 0 - 80 80 20
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 52 91 9 38 54 92 8 31 61 92 8
Female 40 53 93 7 42 51 93 7 31 63 94 6
Male 39 51 89 11 34 57 92 8 30 60 90 10
Asian 58 36 95 5 60 35 95 5 49 49 98 2
Black 17 74 91 9 12 76 88 12 6 54 60 40
Hispanic 13 68 81 19 21 71 92 8 8 76 84 16
Native Hawaiian < < < < < < 100 0
White 35 57 93 7 33 58 92 8 24 71 95 5
Multiple Races 46 38 83 17 41 48 90 10 25 70 95 5
Students with Disabilities 4 63 66 34 8 76 84 16 - 33 33 67
Students without Disabilities 43 51 94 6 42 52 93 7 33 64 97 3
Economically Disadvantaged 27 56 83 17 28 63 91 9 12 68 80 20
Not Economically Disadvantaged 43 51 94 6 42 51 93 7 35 60 95 5
English Learners 23 60 83 17 6 74 81 19 - 47 47 53
Homeless < < 100 0 < < 100 0
Military Connected 36 57 93 7 - 100 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 66 90 10 25 63 88 12 29 58 86 14
Female 25 65 90 10 28 61 88 12 28 61 88 12
Male 23 67 90 10 22 65 87 13 29 55 84 16
American Indian < < 100 0 < < 100 0
Asian 35 61 96 4 42 52 94 6 42 51 93 7
Black 7 66 74 26 6 62 68 32 10 51 62 38
Hispanic 11 72 83 17 10 70 80 20 10 65 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 68 93 7 23 69 92 8 30 62 92 8
Multiple Races 27 67 93 7 27 61 87 13 29 62 90 10
Students with Disabilities 6 54 60 40 2 49 50 50 8 38 46 54
Students without Disabilities 27 68 95 5 29 65 94 6 32 61 92 8
Economically Disadvantaged 12 67 79 21 13 64 77 23 13 59 72 28
Not Economically Disadvantaged 28 66 94 6 29 62 91 9 35 57 92 8
English Learners 7 67 74 26 3 42 45 55 7 26 33 67
Homeless - 67 67 33 - 83 83 17 < < < <
Military Connected 20 65 85 15 25 61 86 14
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 67 89 11 30 59 88 12 27 60 87 13
Female 22 67 89 11 33 57 90 10 25 64 89 11
Male 21 67 89 11 27 60 87 13 29 56 85 15
American Indian < < 100 0 < < 100 0
Asian 31 64 95 5 44 50 95 5 40 52 92 8
Black 7 64 71 29 7 58 65 35 7 59 66 34
Hispanic 10 74 84 16 9 72 80 20 10 64 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 69 91 9 30 62 92 8 30 65 95 6
Multiple Races 24 72 96 4 39 52 91 9 26 62 88 12
Students with Disabilities 3 46 49 51 1 45 46 54 3 46 49 51
Students without Disabilities 24 70 94 6 34 61 95 5 31 61 92 8
Economically Disadvantaged 9 68 77 23 15 62 77 23 10 62 71 29
Not Economically Disadvantaged 26 67 93 7 35 58 92 8 35 59 94 6
English Learners 3 67 70 30 4 42 45 55 - 30 30 70
Homeless < < < < < < < < < < < <
Military Connected 41 41 82 18 21 64 86 14
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 60 90 10 28 59 87 13 30 57 88 12
Female 34 57 91 9 31 57 88 12 31 59 89 11
Male 26 64 90 10 25 62 86 14 30 56 85 15
American Indian < < 100 0
Asian 42 55 97 3 46 48 94 6 45 51 96 4
Black 10 61 70 30 8 61 68 32 14 49 63 37
Hispanic 13 69 82 18 13 66 79 21 8 67 75 25
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 32 61 93 7 24 68 93 7 29 61 90 10
Multiple Races 26 65 90 10 24 56 80 20 28 66 93 7
Students with Disabilities 1 51 53 47 3 42 45 55 4 36 40 60
Students without Disabilities 34 62 95 5 31 62 93 7 33 60 93 7
Economically Disadvantaged 19 60 79 21 17 61 77 23 16 58 75 25
Not Economically Disadvantaged 34 61 94 6 32 59 91 9 34 57 91 9
English Learners 12 66 78 22 3 39 42 58 9 22 30 70
Homeless < < < < < < < <
Military Connected 5 84 89 11 29 57 86 14
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 86 92 8 4 85 89 11 - 38 38 63
Female 4 84 88 12 3 83 85 15 < < < <
Male 8 88 96 4 4 88 92 8 - 40 40 60
Asian 9 82 91 9 - 91 91 9 < < < <
Black - 88 88 12 - 81 81 19 < < < <
Hispanic 11 76 86 14 7 75 82 18 < < < <
Native Hawaiian < < 100 0
White 4 94 98 2 4 89 94 6 < < < <
Multiple Races < < 100 0 - 92 92 8
Students with Disabilities 6 82 88 12 2 71 73 27 - 20 20 80
Students without Disabilities 6 87 93 7 4 90 94 6 < < < <
Economically Disadvantaged 3 83 86 14 - 80 80 20 - 38 38 62
Not Economically Disadvantaged 8 88 96 4 5 87 93 7 - 36 36 64
English Learners - 75 75 25 - 50 50 50 < < < <
Homeless < < < < < < 100 0
Military Connected < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 64 91 9 27 63 90 10 25 62 87 13
Female 26 64 90 10 26 64 90 10 23 63 86 14
Male 29 64 93 7 28 63 90 10 27 62 89 11
American Indian < < < < < < 100 0 < < 100 0
Asian 31 63 94 6 32 63 95 5 34 61 95 5
Black 17 64 81 19 11 65 76 24 11 56 67 33
Hispanic 21 63 84 16 15 67 82 18 13 63 76 24
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 30 64 95 5 32 62 93 7 25 65 91 9
Multiple Races 28 64 92 8 33 59 92 8 36 56 92 8
Students with Disabilities 6 61 67 33 5 57 62 38 7 42 49 51
Students without Disabilities 30 64 94 6 30 64 94 6 28 65 93 7
Economically Disadvantaged 17 66 83 17 15 67 82 18 14 59 73 27
Not Economically Disadvantaged 31 63 94 6 32 62 93 7 30 64 93 7
English Learners 9 66 75 25 1 57 58 42 5 42 47 53
Homeless 5 65 70 30 - 80 80 20 < < < <
Military Connected 27 61 88 12 25 66 91 9
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 65 90 10 24 66 90 10 8 61 69 31
Female 21 68 89 11 23 65 88 12 5 58 64 36
Male 28 63 91 9 25 66 91 9 10 63 73 27
American Indian < < < <
Asian 20 71 91 9 24 69 93 7 7 66 72 28
Black 20 69 88 12 11 70 80 20 7 46 54 46
Hispanic 18 58 76 24 12 65 76 24 4 63 67 33
Native Hawaiian < < 100 0 < < 100 0
White 31 62 94 6 32 62 94 6 12 61 74 26
Multiple Races 35 65 100 0 30 63 93 7 < < < <
Students with Disabilities 7 59 66 34 1 64 66 34 7 25 32 68
Students without Disabilities 27 66 93 7 27 66 93 7 8 74 82 18
Economically Disadvantaged 11 65 76 24 12 67 79 21 3 50 53 47
Not Economically Disadvantaged 29 65 95 5 28 65 93 7 10 68 78 22
English Learners 1 62 63 37 - 38 38 63 - 13 13 87
Homeless < < < < < < < <
Military Connected < < < < < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 63 93 7 38 55 93 7 35 55 91 9
Female 28 62 90 10 39 55 94 6 37 52 88 12
Male 31 64 95 5 36 55 91 9 34 59 93 7
American Indian < < 100 0 < < 100 0
Asian 44 52 96 4 51 46 97 3 47 50 97 3
Black 11 64 75 25 24 55 78 22 20 54 74 26
Hispanic 21 71 92 8 18 64 82 18 15 62 77 23
Native Hawaiian < < 100 0 < < 100 0
White 27 68 95 5 37 59 96 4 38 57 95 5
Multiple Races 25 71 96 4 38 59 97 3 47 50 97 3
Students with Disabilities 4 57 61 39 8 56 64 36 3 53 57 43
Students without Disabilities 33 64 97 3 42 55 97 3 39 55 94 6
Economically Disadvantaged 16 70 86 14 20 64 84 16 18 59 77 23
Not Economically Disadvantaged 35 60 95 5 43 52 96 4 44 53 97 3
English Learners 12 72 84 16 - 63 63 37 3 51 53 47
Homeless < < < < < < 100 0 < < < <
Military Connected 41 47 88 12 50 42 92 8
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 63 91 9 20 69 88 12 19 70 89 11
Female 29 62 90 10 16 72 88 12 15 75 89 11
Male 27 65 92 8 23 65 89 11 23 66 89 11
American Indian < < 100 0 < < 100 0
Asian 29 67 96 4 21 74 95 5 23 73 97 3
Black 22 58 80 20 1 69 70 30 3 65 68 33
Hispanic 23 58 80 20 17 71 87 13 13 65 79 21
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 32 64 95 5 26 63 89 11 18 73 91 9
Multiple Races 28 56 84 16 29 54 83 17 28 59 86 14
Students with Disabilities 4 65 69 31 4 49 54 46 6 38 44 56
Students without Disabilities 31 63 94 6 22 71 93 7 20 74 95 5
Economically Disadvantaged 23 62 85 15 13 70 83 17 12 63 75 25
Not Economically Disadvantaged 29 64 93 7 23 68 91 9 21 73 93 7
English Learners 12 62 74 26 3 68 71 29 4 32 36 64
Homeless < < < < < < < < < < < <
Military Connected 11 78 89 11 15 77 92 8
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 9643651709
Grade 10645645633
Grade 11685655653
Grade 12629664647
Post Graduate1--
Total Students2,6032,6152,642

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students260326152642
Female124912381263
Male135413771379
American Indian433
Asian830851840
Black248225250
Hispanic488525587
Native Hawaiian898
White905870816
Multiple Races120132138
Students with Disabilities345337342
Students without Disabilities225822782300
Economically Disadvantaged676801727
Not Economically Disadvantaged192718141915
English Learners458503463
Not English Learners214521122179
Homeless332211
Military Connected575156
Foster Care111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: 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 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 433 178 14 2 46 7
Division 9092 4260 298 41 1095 170
State 50720 36637 2725 1082 5474 1783
Female School 216 74 5 0 18 2
Division 4663 1870 112 12 388 73
State 27685 16172 922 354 1991 669
Male School 217 104 9 2 28 5
Division 4429 2390 186 29 707 97
State 23035 20465 1803 728 3483 1114
Asian School 171 35 5 0 1 2
Division 2415 507 54 2 49 17
State 5184 1290 94 10 112 49
Black School 27 23 2 0 3 2
Division 720 676 48 3 74 28
State 7796 10875 1042 248 1355 657
Hispanic School 52 51 2 1 36 1
Division 1244 1595 86 13 888 94
State 5185 6274 356 120 2430 394
Native Hawaiian School < < < < 0 <
Division 12 7 0 0 0 0
State 83 41 6 2 3 3
White School 161 58 3 1 5 2
Division 4216 1276 92 16 64 28
State 29846 16411 1115 641 1424 594
Multiple Races School 21 10 2 0 1 0
Division 473 187 16 7 15 3
State 2512 1634 110 58 133 77
Students with Disabilities School 11 52 14 1 5 1
Division 325 1167 298 14 127 11
State 1137 6719 2725 157 1073 103
Economically Disadvantaged School 78 75 6 2 22 3
Division 1442 1868 128 12 458 80
State 10704 18183 1640 532 2851 1084
English Learners School 30 59 5 1 37 0
Division 451 1423 143 6 905 36
State 1263 4111 307 32 2056 178
Homeless School 2 5 0 1 11 0
Division 25 77 5 3 112 7
State 206 692 68 31 302 66
Military Connected School < < < < 0 <
Division 263 162 4 0 2 2
State 1928 1198 49 15 35 23
Foster Care School < < < < 0 <
Division 1 10 0 1 3 1
State 24 134 26 19 67 17
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students6806259262792467
Female3152959429594186
Male3653309033291288
Asian214211992119911
Black575291529135
Hispanic14310573106743625
Native Hawaiian<<100<10000
White230222972239752
Multiple Races343397339713
Students with Disabilities847792789356
Economically Disadvantaged18615986161872212
English Learners132947195723728
Homeless197378421158
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken1,014 / 40%988 / 37.97%969 / 37.07%
Advanced Placement Course Enrollment1,030 / 40.63%1,026 / 39.43%1,016 / 38.87%
Dual Enrollment12 / .47%6 / .23%49 / 1.87%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsSchool56449612
Division12,55910,15519
State85,90057,72633
FemaleSchool28225111
Division6,2065,17017
State43,22531,59927
MaleSchool28224513
Division6,3534,98522
State42,67526,12739
American IndianSchool<<100
Division665418
State26516737
AsianSchool1911768
Division2,6712,36511
State6,0845,29213
BlackSchool493822
Division1,2951,00822
State18,86811,29840
HispanicSchool816125
Division2,3101,43938
State10,1025,82642
WhiteSchool2182018
Division5,5714,74915
State46,44932,34130
Multiple RacesSchool241921
Division61951716
State3,9902,71532
Students with DisabilitiesSchool533926
Division1,37584738
State7,2173,25755
Economically DisadvantagedSchool14211420
Division2,8391,97430
State27,32914,19048
English LearnersSchool675025
Division1,6481,01438
State5,1822,82046
Native HawaiianSchool--100
Division272315
State1428739
< = 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
2016-20172017-20182018-2019
State LicensuresSchool3--
 Division1417366
 State2,2791,8812,231
Industry CertificationSchool686673643
 Division13,87113,98713,394
 State109,275104,601107,234
Workplace ReadinessSchool314386285
 Division7,5558,6026,760
 State42,31350,24144,892
Total Credentials EarnedSchool1,0031,059928
 Division21,56722,66220,220
 State157,490160,248158,452
Students Earning One or More CredentialsSchool882894830
 Division18,78419,60117,788
 State126,113128,672126,041
CTE CompletersSchool219214122
 Division4,8214,8523,474
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division336965
 State1,4311,5371,317
NOCTI AssessmentsSchool---
 Division---
 State3,6233,5254,095

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 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
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,2033442,3062802,296300
Female1,0381621,1011361,086141
Male1,1651821,2051441,210159
American Indian<<<<<<
Asian757627795178362
Black209372122920031
Hispanic3651083949542997
Native Hawaiian<<<<<<
White7731258078875497
Multiple Races90121051611813
Students with Disabilities260702657025476
Economically Disadvantaged551166622119615154
English Learners3551173569034097
Homeless422941192721
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 52
Disorderly or Disruptive Behavior Offenses 17
Other Offenses Against Persons 22
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.1
Asian32.54.231.97.332.69.1
Black9.720.89.5408.613.6
Hispanic17.727.118.72020.120.5
Native Hawaiian0.40.30.3
White35.635.434.814.533.329.5
Multiple Races412.54.618.25.127.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.20.1
Asian32.531.932.650
Black9.766.79.58.625
Hispanic17.718.720.1
Native Hawaiian0.40.30.3
White35.633.334.833.333.3
Multiple Races44.666.75.125
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.1
Asian32.531.932.6
Black9.79.58.6
Hispanic17.718.720.1
Native Hawaiian0.40.30.3
White35.634.833.3
Multiple Races44.65.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 24.225.726.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 22.924.525
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 66.363.460
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201724%73%2%1%
2017-201823%73%3%1%
2018-201920%76%3%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-NoNo
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-NoNo
English LearnersYesYesYesNoNo
Students with DisabilitiesYesYes-No-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%91%73%75%
Asian95%93%87%75%
Black84%85%60%75%
Hispanic85%80%63%75%
White94%95%81%75%
Economically Disadvantaged84%80%62%75%
English Learners62%59%53%75%
Students with Disabilities72%70%39%75%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students94%93%74%70%
Asian98%97%89%70%
Black88%84%60%70%
Hispanic88%87%64%70%
White95%93%81%70%
Economically Disadvantaged84%87%63%70%
English Learners77%82%57%70%
Students with Disabilities65%69%42%70%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students94%
Asian97%
Black92%
Hispanic82%
White96%
Economically Disadvantaged87%
English Learners73%
Students with Disabilities70%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students88%84%84%
Asian95%90%84%
Black86%82%84%
Hispanic67%81%84%
White95%86%84%
Economically Disadvantaged76%78%84%
English Learners63%65%84%
Students with Disabilities73%56%84%
Homeless45%--
Foster Care<--

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%12%9%10%
Asian7%7%5%10%
Black13%14%9%10%
Hispanic18%20%9%10%
White11%12%9%10%
Economically Disadvantaged20%20%13%10%
English Learners22%22%8%10%
Students with Disabilities23%22%14%10%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress56%46%58%
English Learner Proficiency14%--

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress10017856%
English Learner Proficiency3424814%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students98%99%100%
Asian99%100%100%
Black100%98%100%
Hispanic98%99%98%
White98%99%100%
Economically Disadvantaged97%98%99%
Not Economically Disadvantaged99%100%-
English Learners97%98%98%
Students with Disabilities96%99%99%
Students without Disabilities99%99%-
Female98%99%-
Male99%99%-
Migrant---

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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