Menu

Forest Park High

General school information

Category: High (09-12) School
Phone: 703-583-3200
Address: 15721 Forest Park Drive Woodbridge, VA 22193
Principal: Richard Martinez
Superintendent: Dr. LaTanya D. McDade
School Number: 870
Region: 4
Division: Prince William County Public Schools
Division Number: 75
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

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 9
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

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
College, Career, and Civic Readiness Index (CCCRI) Level Two
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
Multiple Races Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 62 90 10 29 61 90 10 25 63 88 12
Female 27 64 91 9 31 58 89 11 27 58 84 16
Male 30 60 90 10 28 62 90 10 24 67 91 9
Asian 38 60 98 2 24 68 92 8 31 62 92 8
Black 22 65 87 13 25 61 86 14 20 66 86 14
Hispanic 22 63 85 15 21 66 87 13 16 67 84 16
Native Hawaiian < < 100 0 < < 100 0
White 37 59 96 4 44 51 96 4 37 57 94 6
Multiple Races 31 58 89 11 29 66 94 6 32 59 90 10
Students with Disabilities 7 44 51 49 15 41 57 43 14 47 60 40
Students without Disabilities 31 64 95 5 31 63 93 7 26 65 91 9
Economically Disadvantaged 17 66 83 17 17 69 86 14 18 65 82 18
Not Economically Disadvantaged 34 59 94 6 36 56 92 8 30 62 92 8
English Learners - 37 37 63 - 33 33 67 2 43 45 55
Military Connected 36 60 96 4 33 60 93 8 33 62 95 5
Foster Care < < 100 0
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 62 90 10 29 61 90 10 25 63 88 12
Female 27 64 91 9 31 58 89 11 27 58 84 16
Male 30 60 90 10 28 62 90 10 24 67 91 9
Asian 38 60 98 2 24 68 92 8 31 62 92 8
Black 22 65 87 13 25 61 86 14 20 66 86 14
Hispanic 22 63 85 15 21 66 87 13 16 67 84 16
Native Hawaiian < < 100 0 < < 100 0
White 37 59 96 4 44 51 96 4 37 57 94 6
Multiple Races 31 58 89 11 29 66 94 6 32 59 90 10
Students with Disabilities 7 44 51 49 15 41 57 43 14 47 60 40
Students without Disabilities 31 64 95 5 31 63 93 7 26 65 91 9
Economically Disadvantaged 17 66 83 17 17 69 86 14 18 65 82 18
Not Economically Disadvantaged 34 59 94 6 36 56 92 8 30 62 92 8
English Learners - 37 37 63 - 33 33 67 2 43 45 55
Military Connected 36 60 96 4 33 60 93 8 33 62 95 5
Foster Care < < 100 0
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 20 67 87 13 19 61 80 20
Female 26 58 84 16 23 66 89 11 23 55 77 23
Male 18 66 84 16 17 68 85 15 16 65 81 19
Asian 32 59 91 9 21 68 89 11 29 61 89 11
Black 16 64 80 20 19 62 81 19 12 63 76 24
Hispanic 15 58 72 28 11 73 83 17 16 55 70 30
Native Hawaiian < < 100 0 < < 100 0
White 30 64 93 7 30 66 96 4 26 62 88 12
Multiple Races 23 75 98 2 21 69 90 10 13 77 90 10
Students with Disabilities 4 40 44 56 3 47 50 50 4 37 41 59
Students without Disabilities 23 65 89 11 21 68 89 11 20 63 83 17
Economically Disadvantaged 12 58 70 30 12 72 83 17 11 60 71 29
Not Economically Disadvantaged 26 65 90 10 25 64 89 11 23 62 85 15
English Learners - 24 24 76 - 22 22 78 - 31 31 69
Military Connected 26 62 88 12 28 58 85 15 18 71 89 11
Foster Care < < 100 0 < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 20 67 87 13 19 61 80 20
Female 26 58 84 16 23 66 89 11 23 55 77 23
Male 18 66 84 16 17 68 85 15 16 65 81 19
Asian 32 59 91 9 21 68 89 11 29 61 89 11
Black 16 64 80 20 19 62 81 19 12 63 76 24
Hispanic 15 58 72 28 11 73 83 17 16 55 70 30
Native Hawaiian < < 100 0 < < 100 0
White 30 64 93 7 30 66 96 4 26 62 88 12
Multiple Races 23 75 98 2 21 69 90 10 13 77 90 10
Students with Disabilities 4 40 44 56 3 47 50 50 4 37 41 59
Students without Disabilities 23 65 89 11 21 68 89 11 20 63 83 17
Economically Disadvantaged 12 58 70 30 12 72 83 17 11 60 71 29
Not Economically Disadvantaged 26 65 90 10 25 64 89 11 23 62 85 15
English Learners - 24 24 76 - 22 22 78 - 31 31 69
Military Connected 26 62 88 12 28 58 85 15 18 71 89 11
Foster Care < < 100 0 < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 71 76 24 6 75 81 19 6 73 80 20
Female 5 69 74 26 5 75 80 20 7 70 77 23
Male 6 72 78 22 7 75 83 17 6 76 82 18
Asian 10 78 88 12 15 75 90 10 11 77 89 11
Black 4 71 75 25 5 82 87 13 5 77 83 17
Hispanic 3 65 68 32 3 66 69 31 5 65 70 30
Native Hawaiian < < < < < < 100 0 < < 100 0
White 7 78 85 15 10 80 90 10 7 76 83 17
Multiple Races 7 58 65 35 2 69 71 29 10 75 85 15
Students with Disabilities 1 45 47 53 5 66 71 29 11 54 66 34
Students without Disabilities 6 73 79 21 6 76 82 18 6 76 82 18
Economically Disadvantaged 3 68 71 29 5 74 79 21 5 68 73 27
Not Economically Disadvantaged 7 72 79 21 7 75 83 17 7 77 85 15
English Learners - 54 54 46 3 49 52 48 4 48 52 48
Homeless < < < < < < 100 0
Military Connected 9 74 83 17 5 76 82 18 7 81 88 12
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 71 73 27 3 78 81 19 4 77 81 19
Female 1 72 73 27 3 76 79 21 5 74 80 20
Male 2 71 73 27 2 80 82 18 3 79 81 19
Asian 8 81 88 12 12 84 96 4 6 81 87 13
Black 2 69 71 29 3 85 87 13 5 84 89 11
Hispanic 1 67 68 32 2 69 72 28 3 65 67 33
Native Hawaiian < < 100 0 < < 100 0
White 1 79 80 20 1 86 87 13 4 84 88 12
Multiple Races - 70 70 30 - 67 67 33 3 85 88 12
Students with Disabilities 2 48 50 50 2 67 69 31 2 67 68 32
Students without Disabilities 1 75 76 24 3 80 83 17 4 78 82 18
Economically Disadvantaged 2 69 71 29 2 79 81 19 3 71 74 26
Not Economically Disadvantaged 1 73 74 26 3 77 81 19 5 83 87 13
English Learners - 64 64 36 2 55 57 43 - 56 56 44
Homeless < < < < < < 100 0
Military Connected 2 80 82 18 - 82 82 18 6 90 97 3
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 68 77 23 9 72 81 19 6 72 78 22
Female 12 62 74 26 8 72 80 20 5 67 71 29
Male 6 72 78 22 10 73 83 17 6 76 83 17
Asian 16 73 89 11 14 68 82 18 5 81 86 14
Black 7 68 75 25 7 77 84 16 3 69 72 28
Hispanic 7 56 63 37 3 57 60 40 9 67 76 24
Native Hawaiian < < < <
White 8 83 91 9 14 81 95 5 6 76 81 19
Multiple Races 8 50 58 42 6 78 83 17 9 73 82 18
Students with Disabilities < < < < < < < < 8 54 62 38
Students without Disabilities 9 68 77 23 9 72 82 18 6 73 79 21
Economically Disadvantaged 5 62 66 34 6 63 69 31 3 63 66 34
Not Economically Disadvantaged 10 71 81 19 10 76 86 14 7 76 82 18
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected 10 72 82 18 15 70 85 15 3 75 78 22
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 77 87 13 17 67 83 17 18 71 88 12
Female 6 76 82 18 5 79 84 16 20 75 95 5
Male 11 78 89 11 24 59 83 17 16 68 84 16
Asian 4 85 88 12 < < 100 0 < < 100 0
Black 7 80 87 13 14 79 93 7 17 75 92 8
Hispanic 4 79 82 18 < < < < < < 100 0
White 13 75 88 12 22 56 78 22 14 67 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 10 77 87 13 17 67 83 17 18 71 90 10
Economically Disadvantaged 2 82 84 16 29 71 100 0 20 70 90 10
Not Economically Disadvantaged 11 76 87 13 12 65 76 24 17 71 88 12
English Learners < < 100 0 < < 100 0
Military Connected 18 71 88 12 < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 7 61 68 32 4 66 69 31
Female 8 51 59 41 5 57 62 38 3 63 65 35
Male 8 61 69 31 9 64 73 27 4 68 73 27
Asian 15 67 82 18 12 65 77 23 6 77 83 17
Black 4 55 59 41 5 60 65 35 2 65 67 33
Hispanic 4 49 53 47 3 50 53 47 2 55 57 43
Native Hawaiian < < < < < < < < < < < <
White 14 66 80 20 15 70 85 15 7 77 84 16
Multiple Races 11 50 61 39 2 74 75 25 9 69 78 22
Students with Disabilities 1 32 33 67 6 42 48 52 7 37 43 57
Students without Disabilities 9 61 70 30 7 63 70 30 3 70 73 27
Economically Disadvantaged 3 50 54 46 4 52 56 44 2 59 60 40
Not Economically Disadvantaged 11 61 72 28 9 67 76 24 5 71 76 24
English Learners - 15 15 85 1 19 20 80 3 31 33 67
Homeless < < < < < < < <
Military Connected 13 62 75 25 13 64 77 23 4 80 84 16
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 9 65 74 26 4 72 76 24
Female 11 56 67 33 7 62 69 31 4 71 75 25
Male 9 65 74 26 10 67 77 23 4 73 77 23
Asian 19 69 88 13 14 69 82 18 7 80 87 13
Black 5 59 64 36 6 67 73 27 2 73 75 25
Hispanic 5 53 58 42 4 53 58 42 2 58 60 40
Native Hawaiian < < < < < < < <
White 16 70 86 14 16 72 88 12 7 83 90 10
Multiple Races 15 56 71 29 2 74 76 24 7 82 89 11
Students with Disabilities 1 43 44 56 4 52 56 44 1 46 47 53
Students without Disabilities 11 64 75 25 9 66 75 25 4 75 79 21
Economically Disadvantaged 4 55 59 41 4 56 60 40 1 63 64 36
Not Economically Disadvantaged 13 65 79 21 11 71 82 18 6 78 84 16
English Learners - 19 19 81 - 18 18 82 - 27 27 73
Homeless < < < < < < < <
Military Connected 15 68 84 16 16 65 80 20 3 88 91 9
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 56 56 44 - 16 16 84 - 21 21 79
Female - 53 53 48 - 13 13 88 - 18 18 82
Male - 58 58 42 - 21 21 79 - 25 25 75
Asian - 67 67 33 < < < < < < < <
Black - 58 58 42 - 14 14 86 - 20 20 80
Hispanic - 43 43 57 - 11 11 89 - 18 18 82
Native Hawaiian < < < <
White - 71 71 29 < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 58 58 42 - 16 16 84 - 20 20 80
Economically Disadvantaged - 41 41 59 - 12 12 88 - 20 20 80
Not Economically Disadvantaged - 64 64 36 - 19 19 81 - 22 22 78
English Learners < < < < < < < < < < < <
Military Connected - 53 53 47 < < < < < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 39 42 58 - 55 55 45 - 55 55 45
Female - 33 33 67 - 51 51 49 - 51 51 49
Male 6 44 50 50 - 59 59 41 - 59 59 41
Asian < < < < < < < < - 67 67 33
Black - 38 38 62 - 50 50 50 - 50 50 50
Hispanic - 38 38 63 - 54 54 46 - 52 52 48
Native Hawaiian < < < <
White 16 37 53 47 - 61 61 39 - 74 74 26
Multiple Races < < < < - 73 73 27 < < < <
Students with Disabilities - 16 16 84 - 30 30 70 - 25 25 75
Students without Disabilities 4 46 49 51 - 62 62 38 - 59 59 41
Economically Disadvantaged - 42 42 58 - 51 51 49 - 56 56 44
Not Economically Disadvantaged 6 36 42 58 - 59 59 41 - 52 52 48
English Learners - 11 11 89 - 22 22 78 - 38 38 62
Homeless < < < <
Military Connected 15 38 54 46 < < < < - 55 55 45
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 55 71 29 14 56 70 30 16 54 70 30
Female 15 51 66 34 12 55 67 33 14 53 67 33
Male 18 57 75 25 16 57 73 27 17 55 72 28
Asian 22 63 85 15 17 63 80 20 27 58 85 15
Black 12 53 65 35 14 51 65 35 13 55 68 32
Hispanic 10 53 64 36 8 51 59 41 8 46 54 46
Native Hawaiian < < < < < < < < < < < <
White 28 55 83 17 24 65 89 11 27 60 87 13
Multiple Races 15 51 65 35 6 60 67 33 17 59 76 24
Students with Disabilities 9 28 37 63 5 40 45 55 4 45 49 51
Students without Disabilities 18 58 75 25 15 58 73 27 17 55 72 28
Economically Disadvantaged 11 49 60 40 10 49 58 42 10 51 61 39
Not Economically Disadvantaged 20 58 78 22 18 61 79 21 21 56 77 23
English Learners 1 35 37 63 3 28 31 69 3 33 36 64
Homeless < < < < < < < <
Military Connected 26 54 80 20 14 68 83 17 23 58 82 18
Foster Care < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 16 19 81 2 44 45 55 2 33 35 65
Female 7 14 21 79 3 40 43 57 - 29 29 71
Male - 18 18 82 - 47 47 53 4 37 41 59
Asian < < < < < < < < < < < <
Black < < < < - 40 40 60 - 35 35 65
Hispanic - 8 8 92 3 40 43 57 - 19 19 81
Native Hawaiian < < < <
White < < < < < < < < 8 69 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 50 50 50 - 40 40 60
Students without Disabilities 4 21 25 75 2 43 45 55 2 32 35 65
Economically Disadvantaged - - - 100 - 47 47 53 - 34 34 66
Not Economically Disadvantaged 5 26 32 68 3 41 44 56 5 33 37 63
English Learners - - - 100 < < < < - 25 25 75
Military Connected < < < < < < < < < < < <
Foster Care < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 78 22 18 63 81 19 20 62 82 18
Female 19 54 73 27 15 63 77 23 19 63 82 18
Male 22 59 81 19 20 63 83 17 20 61 81 19
Asian 32 58 90 10 21 70 91 9 33 62 95 5
Black 15 58 73 27 17 60 77 23 17 65 82 18
Hispanic 14 58 72 28 11 61 72 28 11 56 67 33
Native Hawaiian < < < < < < < <
White 31 55 85 15 27 66 93 7 29 63 92 8
Multiple Races 21 51 72 28 8 61 69 31 21 67 88 13
Students with Disabilities 11 30 41 59 7 44 52 48 7 52 59 41
Students without Disabilities 22 60 82 18 19 65 84 16 21 63 84 16
Economically Disadvantaged 14 54 68 32 13 58 70 30 14 60 74 26
Not Economically Disadvantaged 24 59 83 17 21 66 87 13 24 63 87 13
English Learners 2 44 46 54 5 41 46 54 5 37 42 58
Homeless < < < < < < 100 0
Military Connected 33 55 88 13 12 76 88 12 25 68 93 7
Foster Care < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 54 62 38 3 25 28 72 4 24 29 71
Female 6 48 54 46 2 27 29 71 4 24 28 72
Male 10 57 68 32 3 24 28 72 4 25 29 71
Asian - 77 77 23 < < < < < < < <
Black 6 46 52 48 8 16 24 76 6 20 26 74
Hispanic 3 49 53 47 - 18 18 82 - 26 26 74
Native Hawaiian < < < < < < 100 0
White 22 59 81 19 - 50 50 50 20 10 30 70
Multiple Races - 50 50 50 < < < < < < < <
Students with Disabilities 5 33 38 62 - 22 22 78 - 24 24 76
Students without Disabilities 9 56 65 35 3 26 29 71 5 25 30 70
Economically Disadvantaged 4 43 47 53 2 15 16 84 3 28 32 68
Not Economically Disadvantaged 11 60 71 29 4 37 40 60 5 18 24 76
English Learners - 31 31 69 - 9 9 91 - 29 29 71
Homeless < < < < < < < <
Military Connected 11 51 63 37 18 45 64 36 18 18 36 64
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Military Connected < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division560542701
State4,0064,4606,361
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 2021-20222022-20232023-2024
Grade 9633611650
Grade 10543612565
Grade 11564505594
Grade 12568583519
Total Students2,3082,3112,328

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students230823112328
Female943942965
Male136513671362
American Indian323
Asian236223229
Black678676681
Hispanic610626635
Native Hawaiian442
White640638617
Multiple Races137142161
Students with Disabilities269261276
Students without Disabilities203920502052
Economically Disadvantaged813785743
Not Economically Disadvantaged149515261585
English Learners203233250
Not English Learners210520782078
Homeless8618
Military Connected134149182
Foster Care132
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 312 182 14 4 8 3
Division 3541 3188 151 33 295 88
State 50340 39360 1868 906 4434 1716
Female School 127 80 8 0 4 1
Division 1933 1446 62 11 98 33
State 27397 17331 608 349 1644 700
Male School 183 102 6 4 4 2
Division 1602 1734 89 22 196 55
State 22883 21948 1258 556 2786 1013
Asian School 43 13 0 0 0 0
Division 469 221 18 0 3 3
State 6021 1445 96 16 68 37
Black School 99 54 5 3 2 1
Division 711 662 49 9 34 31
State 8112 10542 637 224 1119 708
Hispanic School 53 59 1 0 5 1
Division 912 1429 38 10 223 36
State 7128 8364 268 133 1854 356
Native Hawaiian School < < < < 0 <
Division 11 8 0 0 0 0
State 97 61 3 3 2 2
White School 100 41 6 1 1 1
Division 1233 700 27 9 27 9
State 25863 16576 761 464 1211 504
Multiple Races School 17 14 2 0 0 0
Division 198 160 19 4 7 9
State 3011 2255 98 62 170 106
Students with Disabilities School 4 33 14 1 3 0
Division 78 543 151 8 54 1
State 1432 7468 1868 125 867 114
Economically Disadvantaged School 81 67 5 3 3 3
Division 902 1506 69 13 136 47
State 12777 21116 1106 493 2351 1207
English Learners School 4 20 1 0 3 0
Division 121 590 46 2 178 0
State 1583 4218 262 26 1426 145
Homeless School < < < < < <
Division 12 48 2 3 9 5
State 197 697 48 28 170 78
Military Connected School 25 12 0 0 0 0
Division 166 87 1 2 7 2
State 2525 1494 44 18 52 31
Foster Care School < < < < < <
Division < < < < < <
State 22 180 23 11 85 24
< = 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 Students523508975129882
Female220215982159842
Male301291972959841
Asian56561005610000
Black164158961619821
Hispanic119113951139554
Native Hawaiian<<100<10000
White150147981489911
Multiple Races33331003310000
Students with Disabilities555193529536
Economically Disadvantaged162153941569632
English Learners2825892589311
Homeless<<<<<<<
Military Connected37371003710000
Foster Care<<<<<<<
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken569 / 24.65%531 / 22.99%8 / .34%
Advanced Placement Course Enrollment652 / 28.25%577 / 24.98%671 / 28.84%
Dual Enrollment270 / 11.7%196 / 8.48%260 / 11.17%
Governor's School Enrollment4 / .17%2 / .09%7 / .3%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsSchool50036926
Division6,4494,50930
State87,31757,08135
FemaleSchool23718223
Division3,1922,41724
State43,70531,57728
MaleSchool26318729
Division3,2572,09236
State43,61225,50442
American IndianSchool<<100
Division251924
State23213044
AsianSchool464111
Division62655212
State6,7415,86213
BlackSchool1259425
Division1,29093528
State18,62410,60143
HispanicSchool1126740
Division2,0161,11645
State12,1106,62245
Native HawaiianSchool<<100
Division171418
State1329330
WhiteSchool17713623
Division2,0851,59923
State45,09830,84432
Multiple RacesSchool352626
Division39027430
State4,3802,92933
Students with DisabilitiesSchool381950
Division55226652
State8,1853,54857
Economically DisadvantagedSchool1438342
Division2,3531,40840
State30,33514,98751
English LearnersSchool563046
Division1,06453250
State6,5793,31950
< = 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
2021-20222022-20232023-2024
Industry CertificationSchool146274621
 Division3,3634,1916,228
 State95,688100,255101,956
Workplace ReadinessSchool18015825
 Division2,1112,615674
 State44,34841,81935,066
Total Credentials EarnedSchool326432648
 Division5,4926,8416,951
 State143,862147,481142,668
Students Earning One or More CredentialsSchool256342563
 Division4,7515,7086,148
 State115,682117,932115,611
CTE CompletersSchool260259270
 Division3,6703,6084,077
 State45,09446,02848,628
State LicensuresSchool--2
 Division183448
 State1,2361,5632,069
Armed Services Vocational Aptitude Battery ExaminationSchool--1
 Division15-17
 State7619621,022
NOCTI AssessmentsSchool---
 Division-11
 State2,5903,8443,577

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

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,7745381,8214471,911400
Female690250715210771187
Male1,0832871,1032371,136213
American Indian<<<<<<
Asian198411784320031
Black55212656510160172
Hispanic395218424188444183
Native Hawaiian<<<<<<
White5201195289152490
Multiple Races106311212313723
Students with Disabilities200711906120560
Economically Disadvantaged522306575255652225
English Learners146641616717183
Homeless410<<913
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 537
Relationship Behaviors without Physical Harm 90
Behaviors of a Safety Concern 274
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 48
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian10.239.749.83.9
Black29.44629.33929.344.2
Hispanic26.42627.13827.337.7
Native Hawaiian0.210.20.1
White27.71627.61426.59.1
Multiple Races5.986.156.95.2
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian10.29.79.8
Black29.429.329.335.7
Hispanic26.427.127.342.9
Native Hawaiian0.20.20.1
White27.727.626.57.1
Multiple Races5.96.16.914.3
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian10.29.79.8
Black29.429.329.3
Hispanic26.427.127.3
Native Hawaiian0.20.20.1
White27.727.626.5
Multiple Races5.96.16.9
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 32.235.141.6
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 31.314.718.7
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 68.353.152.1
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202229%65%3%3%
2022-202328%68%3%1%
2023-202427%69%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

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-NoYes - CP
AsianNoNo-NoYes - CP
BlackYes - CPYes-YesYes - CP
HispanicYes - CPYes-NoYes - CP
WhiteYes - No CPYes-NoYes - No CP
Multiple RacesYes - CPYes-NoYes - CP
Economically DisadvantagedYes - CPYes-NoYes - CP
English LearnersTSTSYesNoYes - CP
Students with DisabilitiesYes - CPNo-NoNo

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%83%79%88%
Asian90%86%91%88%
Black89%81%68%88%
Hispanic94%80%68%88%
White95%88%85%88%
Multiple Races94%81%83%88%
Economically Disadvantaged87%78%68%88%
English Learners69%57%60%88%
Students with Disabilities63%52%57%88%

< = 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 Students72%77%74%85%
Asian83%85%90%85%
Black76%77%61%85%
Hispanic68%67%63%85%
White69%82%81%85%
Multiple Races63%79%77%85%
Economically Disadvantaged71%69%62%85%
English Learners41%44%58%85%
Students with Disabilities24%40%54%85%

< = 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 Students62%
Asian69%
Black55%
Hispanic52%
White76%
Multiple Races58%
Economically Disadvantaged52%
English Learners14%
Students with Disabilities17%

< = 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 Students94%84%84%
Asian97%90%84%
Black94%83%84%
Hispanic92%83%84%
White93%86%84%
Multiple Races94%89%84%
Economically Disadvantaged88%82%84%
English Learners82%77%84%
Students with Disabilities69%74%84%
Homeless<--
Foster Care---

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 Students17%19%12%10%
Asian13%16%10%10%
Black11%13%12%10%
Hispanic29%30%12%10%
White15%15%12%10%
Multiple Races14%15%12%10%
Economically Disadvantaged26%28%13%10%
English Learners33%31%12%10%
Students with Disabilities23%23%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress63%54%58%
English Learner Proficiency15%--

< = 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 Progress9915863%
English Learner Proficiency2818515%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98%2%86%14%82%18%
Asian100%-80%20%84%16%
Black98%2%92%8%88%12%
Hispanic98%2%85%15%74%26%
White97%3%82%18%80%20%
Multiple Races97%3%82%18%81%19%
Economically Disadvantaged96%4%89%11%80%20%
Not Economically Disadvantaged99%1%84%16%--
English Learners100%-97%3%87%13%
Students with Disabilities92%8%96%4%88%12%
Students without Disabilities99%1%84%16%--
Female100%-89%11%--
Male97%3%83%17%--
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).
Forest Park High to top