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Colonial Forge High

General school information

Category: High (09-12) School
Phone: 540-658-6115
Address: 550 Courthouse Rd Stafford, VA 22554
Principal: Mr. Gregory O. Daniel
Superintendent: Dr. Scott R. Kizner
School Number: 424
Region: 3
Division: Stafford County Public Schools
Division Number: 89
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 Two
MathematicsLevel One

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 Three Level One
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 6 86 93 7 9 83 91 9 8 83 91 9
Female 7 88 95 5 12 83 94 6 9 83 92 8
Male 6 84 91 9 5 83 88 12 7 83 90 10
American Indian < < 100 0 < < 100 0
Asian 13 78 91 9 19 76 95 5 9 78 87 13
Black 3 82 85 15 3 80 84 16 2 87 89 11
Hispanic 5 89 95 5 5 81 86 14 5 77 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 9 87 95 5 11 85 96 4 12 85 97 3
Multiple Races 5 95 100 0 9 83 91 9 12 79 90 10
Students with Disabilities 12 51 63 37 9 50 59 41 9 47 56 44
Students without Disabilities 6 89 95 5 9 86 94 6 8 87 95 5
Economically Disadvantaged 1 82 83 17 3 82 85 15 10 73 83 17
Not Economically Disadvantaged 8 87 95 5 10 83 93 7 8 85 93 7
English Learners 8 50 58 42 < < < < - 18 18 82
Military Connected 5 82 87 13 3 87 90 10
Foster Care < < < <
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 6 86 93 7 9 83 91 9 8 83 91 9
Female 7 88 95 5 12 83 94 6 9 83 92 8
Male 6 84 91 9 5 83 88 12 7 83 90 10
American Indian < < 100 0 < < 100 0
Asian 13 78 91 9 19 76 95 5 9 78 87 13
Black 3 82 85 15 3 80 84 16 2 87 89 11
Hispanic 5 89 95 5 5 81 86 14 5 77 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 9 87 95 5 11 85 96 4 12 85 97 3
Multiple Races 5 95 100 0 9 83 91 9 12 79 90 10
Students with Disabilities 12 51 63 37 9 50 59 41 9 47 56 44
Students without Disabilities 6 89 95 5 9 86 94 6 8 87 95 5
Economically Disadvantaged 1 82 83 17 3 82 85 15 10 73 83 17
Not Economically Disadvantaged 8 87 95 5 10 83 93 7 8 85 93 7
English Learners 8 50 58 42 < < < < - 18 18 82
Military Connected 5 82 87 13 3 87 90 10
Foster Care < < < <
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 35 57 92 8 30 61 90 10 31 56 87 13
Female 41 54 95 5 38 58 96 4 38 51 90 10
Male 30 60 90 10 21 63 84 16 23 61 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 45 95 5 24 71 95 5 46 54 100 0
Black 18 64 82 18 18 64 82 18 18 61 79 21
Hispanic 37 57 94 6 25 63 88 12 28 52 80 20
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 41 55 96 4 35 58 93 7 38 54 92 8
Multiple Races 42 55 97 3 33 62 96 4 30 58 88 12
Students with Disabilities 21 51 72 28 13 43 55 45 10 42 52 48
Students without Disabilities 36 57 94 6 31 63 94 6 33 57 90 10
Economically Disadvantaged 20 69 89 11 11 69 80 20 17 56 73 27
Not Economically Disadvantaged 38 55 93 7 34 59 93 7 33 56 89 11
English Learners 10 60 70 30 < < < < - 33 33 67
Military Connected 33 59 93 7 23 50 73 27
Foster Care < < < <
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 35 57 92 8 30 61 90 10 31 56 87 13
Female 41 54 95 5 38 58 96 4 38 51 90 10
Male 30 60 90 10 21 63 84 16 23 61 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 45 95 5 24 71 95 5 46 54 100 0
Black 18 64 82 18 18 64 82 18 18 61 79 21
Hispanic 37 57 94 6 25 63 88 12 28 52 80 20
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 41 55 96 4 35 58 93 7 38 54 92 8
Multiple Races 42 55 97 3 33 62 96 4 30 58 88 12
Students with Disabilities 21 51 72 28 13 43 55 45 10 42 52 48
Students without Disabilities 36 57 94 6 31 63 94 6 33 57 90 10
Economically Disadvantaged 20 69 89 11 11 69 80 20 17 56 73 27
Not Economically Disadvantaged 38 55 93 7 34 59 93 7 33 56 89 11
English Learners 10 60 70 30 < < < < - 33 33 67
Military Connected 33 59 93 7 23 50 73 27
Foster Care < < < <
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 14 76 90 10 14 72 86 14 10 81 91 9
Female 16 76 93 7 18 72 89 11 11 83 94 6
Male 11 76 88 12 11 72 83 17 9 79 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 26 68 95 5 33 63 96 4 22 76 98 2
Black 6 77 83 17 8 71 79 21 4 85 89 11
Hispanic 12 77 89 11 11 68 79 21 10 83 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 76 93 7 19 73 92 8 13 79 92 8
Multiple Races 12 81 93 7 12 76 87 13 11 79 90 10
Students with Disabilities 6 69 75 25 8 63 72 28 7 72 79 21
Students without Disabilities 15 77 92 8 15 73 88 12 10 82 92 8
Economically Disadvantaged 6 79 84 16 8 68 76 24 2 81 84 16
Not Economically Disadvantaged 16 76 92 8 16 73 89 11 11 81 93 7
English Learners 8 81 88 12 - 69 69 31 - 77 77 23
Military Connected 15 71 86 14 14 74 88 12
Foster Care < < 100 0 < < 100 0
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 87 89 11 1 75 76 24 4 85 89 11
Female 4 89 93 7 2 78 80 20 4 90 95 5
Male 2 85 86 14 - 73 74 26 4 80 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 13 87 100 0 < < < < 10 80 90 10
Black 2 77 79 21 - 80 80 20 4 88 92 8
Hispanic 2 90 92 8 - 64 64 36 8 80 88 12
Native Hawaiian < < 100 0
White 3 89 93 7 2 78 80 20 2 85 87 13
Multiple Races - 94 94 6 4 60 64 36 4 88 92 8
Students with Disabilities - 72 72 28 2 67 69 31 - 89 89 11
Students without Disabilities 3 90 93 7 1 76 78 22 5 85 90 10
Economically Disadvantaged 2 83 85 15 - 73 73 27 - 85 85 15
Not Economically Disadvantaged 3 88 91 9 1 76 77 23 6 85 91 9
English Learners 3 93 97 3 - 75 75 25 - 71 71 29
Military Connected 2 70 72 28 9 74 83 17
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 13 72 85 15 8 82 90 10
Female 17 72 88 12 15 72 87 13 9 84 93 7
Male 8 77 85 15 11 72 83 17 8 80 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 30 60 90 10 44 50 94 6 13 87 100 0
Black 4 75 79 21 6 62 68 32 2 83 84 16
Hispanic 13 70 83 17 8 74 82 18 9 84 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 17 74 91 9 16 77 93 7 11 81 92 8
Multiple Races 9 82 91 9 16 78 95 5 15 76 91 9
Students with Disabilities 5 71 76 24 4 62 65 35 6 58 64 36
Students without Disabilities 13 75 88 12 14 73 87 13 9 84 93 7
Economically Disadvantaged 4 71 75 25 8 63 71 29 - 79 79 21
Not Economically Disadvantaged 15 75 90 10 14 74 88 12 10 82 92 8
English Learners 18 59 76 24 - 62 62 38 < < < <
Military Connected 18 73 92 8 17 74 91 9
Foster Care < < 100 0 < < 100 0
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 24 71 95 5 26 70 96 4 18 77 95 5
Female 24 73 98 2 29 68 97 3 20 76 96 4
Male 23 69 92 8 21 73 94 6 15 79 94 6
American Indian < < 100 0 < < 100 0
Asian 32 64 95 5 32 68 100 0 38 63 100 0
Black 15 80 94 6 16 75 91 9 7 86 93 7
Hispanic 21 71 92 8 29 62 90 10 12 88 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 27 69 96 4 31 68 99 1 22 73 95 5
Multiple Races 25 70 95 5 13 84 97 3 14 73 86 14
Students with Disabilities 14 64 77 23 20 80 100 0 < < < <
Students without Disabilities 24 72 96 4 26 70 96 4 18 77 95 5
Economically Disadvantaged 12 82 94 6 16 74 90 10 10 81 90 10
Not Economically Disadvantaged 26 69 95 5 27 70 97 3 19 77 96 4
English Learners < < < < < < 100 0
Military Connected 30 67 98 2 17 75 92 8
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 16 75 91 9 16 74 91 9 12 78 90 10
Female 16 77 92 8 18 74 92 8 11 81 93 7
Male 17 72 89 11 14 75 89 11 13 74 87 13
American Indian < < < < < < 100 0 < < 100 0
Asian 27 69 97 3 26 69 94 6 14 78 92 8
Black 9 73 82 18 5 77 82 18 3 79 82 18
Hispanic 13 75 88 12 12 75 87 13 13 72 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 20 75 96 4 23 74 96 4 18 77 95 5
Multiple Races 14 78 92 8 16 74 89 11 7 88 96 4
Students with Disabilities 2 59 61 39 7 62 69 31 3 61 65 35
Students without Disabilities 18 76 94 6 17 76 93 7 13 79 92 8
Economically Disadvantaged 8 75 83 17 6 78 84 16 4 69 73 27
Not Economically Disadvantaged 18 74 93 7 18 74 92 8 14 79 93 7
English Learners 7 69 76 24 - 42 42 58 - 52 52 48
Military Connected 15 80 95 5 9 79 87 13
Foster Care < < 100 0 < < < <
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 72 94 6 19 72 91 9 14 77 91 9
Female 21 74 95 5 20 73 93 7 14 79 93 7
Male 23 69 92 8 18 71 89 11 15 74 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 24 76 100 0 32 64 96 4 7 80 87 13
Black 11 72 83 17 7 75 82 18 4 80 85 15
Hispanic 18 78 96 4 10 76 86 14 17 69 87 13
Native Hawaiian < < 100 0 < < 100 0
White 28 68 96 4 28 69 97 3 21 75 96 4
Multiple Races 22 76 98 2 13 79 92 8 9 85 94 6
Students with Disabilities 2 63 65 35 9 62 70 30 2 71 73 27
Students without Disabilities 24 72 96 4 20 73 93 7 15 77 93 7
Economically Disadvantaged 14 74 87 13 11 76 87 13 3 73 76 24
Not Economically Disadvantaged 24 71 95 5 21 71 92 8 16 77 93 7
English Learners 17 75 92 8 < < < < - 58 58 42
Military Connected 22 75 97 3 11 68 79 21
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 77 93 7 24 74 98 2 31 69 99 1
Female 16 78 94 6 26 72 99 1 23 75 98 2
Male 16 76 92 8 21 76 97 3 41 59 100 0
American Indian < < < < < < 100 0
Asian 35 60 95 5 32 68 100 0 < < 100 0
Black 14 76 90 10 11 84 96 4 15 85 100 0
Hispanic 13 76 89 11 25 75 100 0 36 64 100 0
Native Hawaiian < < 100 0 < < 100 0
White 18 78 96 4 27 71 98 2 35 63 98 2
Multiple Races 3 82 85 15 26 69 94 6 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 16 77 94 7 24 74 98 2 31 69 99 1
Economically Disadvantaged 7 81 89 11 9 87 96 4 21 71 93 7
Not Economically Disadvantaged 17 76 93 7 26 72 98 2 32 68 100 0
English Learners < < < < < < 100 0 < < 100 0
Military Connected 19 81 100 0 < < 100 0
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 10 76 87 13 7 78 85 15 4 82 86 14
Female 8 81 89 11 7 78 85 15 4 86 90 10
Male 12 72 85 15 7 78 85 15 4 79 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 24 71 94 6 - 80 80 20 8 85 92 8
Black 4 72 75 25 1 75 76 24 - 77 77 23
Hispanic 9 70 79 21 7 73 80 20 4 77 81 19
Native Hawaiian < < 100 0 < < 100 0
White 13 82 95 5 12 82 94 6 7 87 94 6
Multiple Races 15 76 91 9 7 73 80 20 3 93 97 3
Students with Disabilities 2 58 60 40 4 58 62 38 2 53 56 44
Students without Disabilities 12 79 91 9 8 80 88 12 4 86 90 10
Economically Disadvantaged 4 73 77 23 - 75 75 25 1 66 67 33
Not Economically Disadvantaged 12 77 90 10 9 79 87 13 5 87 91 9
English Learners 3 67 70 30 - 47 47 53 - 43 43 57
Military Connected 7 83 90 10 8 83 92 8
Foster Care < < 100 0 < < 100 0
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 21 72 93 7 17 74 91 9 13 73 86 14
Female 19 74 93 7 15 75 91 9 10 77 87 13
Male 23 71 94 6 18 73 91 9 16 70 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 26 71 97 3 31 66 97 3 21 72 92 8
Black 10 77 87 13 6 76 83 17 7 72 79 21
Hispanic 18 74 92 8 12 76 87 13 9 74 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 27 69 96 4 23 72 95 5 17 74 91 9
Multiple Races 21 76 97 3 16 79 95 5 13 74 87 13
Students with Disabilities 8 68 76 24 16 59 74 26 4 56 61 39
Students without Disabilities 22 73 95 5 17 75 92 8 13 75 88 12
Economically Disadvantaged 9 77 86 14 7 76 83 17 6 68 73 27
Not Economically Disadvantaged 24 71 95 5 19 74 93 7 14 74 88 12
English Learners 11 72 83 17 - 63 63 37 - 43 43 57
Military Connected 15 75 90 10 13 79 91 9
Foster Care < < 100 0
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 18 77 95 5 19 75 94 6 7 79 87 13
Female 15 77 92 8 18 75 93 7 4 79 83 17
Male 21 76 96 4 20 75 95 5 10 80 90 10
American Indian < < 100 0
Asian 15 85 100 0 35 65 100 0 < < 100 0
Black 8 82 90 10 8 77 85 15 - 84 84 16
Hispanic 21 76 97 3 10 82 92 8 - 83 83 17
Native Hawaiian < < 100 0 < < 100 0
White 23 72 95 5 26 71 97 3 13 75 88 12
Multiple Races 16 81 97 3 9 87 96 4 17 75 92 8
Students with Disabilities 6 69 74 26 10 59 69 31 - 64 64 36
Students without Disabilities 19 77 96 4 20 76 96 4 8 81 90 10
Economically Disadvantaged 6 80 86 14 8 84 92 8 2 69 71 29
Not Economically Disadvantaged 21 76 97 3 21 73 94 6 9 82 91 9
English Learners < < < < < < < < < < < <
Military Connected 12 79 90 10 - 82 82 18
Foster Care < < 100 0
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 17 75 93 7 17 72 89 11 12 72 84 16
Female 18 75 93 7 13 75 89 11 12 77 89 11
Male 17 76 93 7 19 70 89 11 13 66 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 21 79 100 0 36 64 100 0 16 72 88 12
Black 9 76 84 16 5 76 81 19 7 68 75 25
Hispanic 15 74 89 11 10 75 85 15 10 73 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 21 75 97 3 23 70 93 7 16 74 91 9
Multiple Races 21 77 97 3 21 74 94 6 11 69 80 20
Students with Disabilities 4 80 84 16 15 63 78 22 6 47 53 47
Students without Disabilities 19 75 94 6 17 73 90 10 13 74 87 13
Economically Disadvantaged 8 78 86 14 2 74 77 23 5 66 71 29
Not Economically Disadvantaged 20 75 95 5 20 72 91 9 14 73 87 13
English Learners 7 71 79 21 < < < < - 35 35 65
Military Connected 19 71 90 10 17 79 97 3
Foster Care < < 100 0
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 26 66 92 8 14 76 90 10 16 72 88 12
Female 21 72 92 8 14 76 90 10 10 76 87 13
Male 31 60 91 9 14 76 90 10 21 68 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 39 50 89 11 23 70 93 7 30 70 100 0
Black 13 72 85 15 4 78 82 18 11 70 81 19
Hispanic 18 72 89 11 14 72 86 14 13 67 79 21
Native Hawaiian < < 100 0 < < 100 0
White 33 62 95 5 17 77 94 6 19 73 92 8
Multiple Races 23 74 97 3 19 75 94 6 13 78 91 9
Students with Disabilities 14 48 62 38 13 61 74 26 7 57 64 36
Students without Disabilities 26 67 94 6 14 77 91 9 16 73 89 11
Economically Disadvantaged 14 72 87 13 9 69 79 21 10 69 79 21
Not Economically Disadvantaged 29 65 93 7 15 77 92 8 17 72 89 11
English Learners < < < < - 60 60 40 < < < <
Military Connected 12 77 89 11 13 73 87 13
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 50 50 100 0 < < 100 0 < < 100 0
Female 44 56 100 0 < < 100 0 < < 100 0
Male 57 43 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 56 44 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 50 50 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 50 50 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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
< = 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---
Division383228
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 9497493503
Grade 10560499465
Grade 11543536485
Grade 12505556544
Total Students2,1052,0841,997

< = 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 Students210520841997
Female9961040980
Male110910441017
American Indian674
Asian838687
Black510540522
Hispanic318315313
Native Hawaiian656
White1015961904
Multiple Races167170161
Students with Disabilities184197220
Students without Disabilities192118871777
Economically Disadvantaged469491383
Not Economically Disadvantaged163615931614
English Learners687591
Not English Learners203720091906
Homeless102-
Military Connected2446774
Foster Care553
< = 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 349 178 2 4 14 4
Division 1375 826 30 22 102 22
State 50720 36637 2725 1082 5474 1783
Female School 194 75 0 1 5 1
Division 773 357 10 9 48 3
State 27685 16172 922 354 1991 669
Male School 155 103 2 3 9 3
Division 602 469 20 13 54 19
State 23035 20465 1803 728 3483 1114
American Indian School < < < < 0 <
Division < < < < < <
State 114 112 2 3 17 9
Asian School 19 2 0 0 1 0
Division 60 12 0 0 3 0
State 5184 1290 94 10 112 49
Black School 62 55 1 0 4 0
Division 241 228 8 1 14 7
State 7796 10875 1042 248 1355 657
Hispanic School 31 24 0 1 3 0
Division 188 174 5 3 40 2
State 5185 6274 356 120 2430 394
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 83 41 6 2 3 3
White School 196 81 1 3 5 4
Division 763 347 15 17 38 12
State 29846 16411 1115 641 1424 594
Multiple Races School 38 14 0 0 1 0
Division 115 61 1 1 6 1
State 2512 1634 110 58 133 77
Students with Disabilities School 6 29 2 1 2 0
Division 26 161 30 3 16 2
State 1137 6719 2725 157 1073 103
Economically Disadvantaged School 49 63 2 2 9 1
Division 275 350 16 9 50 13
State 10704 18183 1640 532 2851 1084
English Learners School 3 8 0 0 4 0
Division 27 89 0 0 35 0
State 1263 4111 307 32 2056 178
Homeless School < < < < < <
Division 6 9 0 0 3 0
State 206 692 68 31 302 66
Military Connected School 36 9 0 0 0 0
Division 66 47 1 0 3 0
State 1928 1198 49 15 35 23
< = 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 Students5515299653397143
Female276269982709852
Male275260952639693
American Indian<<100<10000
Asian222196219615
Black122118971189743
Hispanic595593569535
Native Hawaiian<<100<10000
White290278962819752
Multiple Races535298529812
Students with Disabilities413790389325
Economically Disadvantaged126114911169297
English Learners1511731173427
Homeless<<<<<<<
Military Connected45451004510000
< = 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 Taken - 1 / .05%686 / 32.92%
Advanced Placement Course Enrollment663 / 30.89%695 / 33.05%735 / 35.27%
Dual Enrollment68 / 3.17%49 / 2.33%101 / 4.85%
Governor's School Enrollment49 / 2.28%66 / 3.14%72 / 3.45%
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 StudentsSchool46935225
Division2,2511,54032
State85,89757,72633
FemaleSchool22117322
Division1,13485625
State43,22331,59927
MaleSchool24817928
Division1,11768439
State42,67426,12739
AsianSchool181517
Division64589
State6,0845,29213
BlackSchool1127731
Division44929634
State18,86711,29840
HispanicSchool725425
Division37523537
State10,1015,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool22717822
Division1,20285329
State46,44832,34130
Multiple RacesSchool392731
Division1489139
State3,9902,71532
Students with DisabilitiesSchool18<100
Division1465562
State7,2153,25755
Economically DisadvantagedSchool855338
Division54828748
State27,32814,19048
English LearnersSchool<<100
Division924155
State5,1812,82046
American IndianSchool--100
Division<<100
State26516737
< = 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 LicensuresSchool7-18
 Division543472
 State2,2791,8812,231
Industry CertificationSchool461395332
 Division2,6822,5242,480
 State109,275104,601107,234
Workplace ReadinessSchool153203118
 Division1,0781,3831,303
 State42,31350,24144,892
Total Credentials EarnedSchool621598468
 Division3,8804,0103,908
 State157,490160,248158,452
Students Earning One or More CredentialsSchool585489427
 Division3,2043,2103,124
 State126,113128,672126,041
CTE CompletersSchool246206337
 Division9568591,447
 State40,51641,43840,209
NOCTI AssessmentsSchool---
 Division666953
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationSchool--17
 Division76140141
 State1,4311,5371,317

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

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

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 Students1,8842381,8632011,823236
Female91810988990908122
Male966129974111915114
American Indian<<<<<<
Asian856756816
Black446624654447652
Hispanic262432723827237
Native Hawaiian<<<<<<
White94010389698836122
Multiple Races139221451414816
Students with Disabilities148291502717035
Economically Disadvantaged34311037592385112
English Learners51857126020
Homeless1012164<<
< = 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 78
Disorderly or Disruptive Behavior Offenses 247
Other Offenses Against Persons 84
All Other Offenses 15
Property Offenses 10
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 19
Technology Offenses 125

< = 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 Indian0.40.30.50.31.1
Asian4.30.53.90.94.11.4
Black23.85924.341.125.940.4
Hispanic14.313.815.118.715.116.7
Native Hawaiian0.30.30.2
White49.622.948.334.146.135.5
Multiple Races7.43.87.94.78.25
< = 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 Indian0.40.30.3
Asian4.33.94.1
Black23.824.35025.916.7
Hispanic14.315.116.715.1
Native Hawaiian0.30.30.2
White49.610048.333.346.150
Multiple Races7.47.98.233.3
< = 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 Indian0.40.30.3
Asian4.33.94.1
Black23.810024.325.9
Hispanic14.315.115.1
Native Hawaiian0.30.30.2
White49.648.346.1
Multiple Races7.47.98.2
< = 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 1718.918.6
< = 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 27.428.529.5
< = 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 70.266.867.6
< = 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
2016-201732%66%0%2%
2017-201832%64%1%3%
2018-201936%61%1%2%
< = 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-YesTS
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersTSTSYesNoTS
Students with DisabilitiesYesYes-Yes-

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 Students91%92%73%75%
Asian100%94%87%75%
Black87%87%60%75%
Hispanic76%85%63%75%
White95%96%81%75%
Economically Disadvantaged80%80%62%75%
English Learners58%52%53%75%
Students with Disabilities51%58%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%90%74%70%
Asian95%91%89%70%
Black93%91%60%70%
Hispanic94%88%64%70%
White94%91%81%70%
Economically Disadvantaged91%87%63%70%
English Learners90%88%57%70%
Students with Disabilities81%71%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 Students93%
Asian100%
Black87%
Hispanic93%
White95%
Economically Disadvantaged86%
English Learners91%
Students with Disabilities65%

< = 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 Students96%84%84%
Asian100%90%84%
Black97%82%84%
Hispanic89%81%84%
White96%86%84%
Economically Disadvantaged90%78%84%
English Learners75%65%84%
Students with Disabilities85%56%84%
Homeless<--
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 Students11%11%9%10%
Asian7%7%5%10%
Black10%10%9%10%
Hispanic12%13%9%10%
White13%11%9%10%
Economically Disadvantaged23%22%13%10%
English Learners25%19%8%10%
Students with Disabilities17%16%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 Progress53%46%58%
English Learner Proficiency2%--

< = 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 Progress193653%
English Learner Proficiency1422%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students98%97%99%
Asian100%100%100%
Black97%97%99%
Hispanic98%98%98%
White99%97%99%
Economically Disadvantaged96%99%97%
Not Economically Disadvantaged99%97%-
English Learners100%100%100%
Students with Disabilities95%100%97%
Students without Disabilities99%97%-
Female100%97%-
Male97%98%-
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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