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Fort Chiswell High

General school information

Category: High (09-12) School
Phone: 276-637-3437
Address: #1 Pioneer Trail Max Meadows, VA 24360
Principal: Mr. Dyer Jackson III
Superintendent: Dr. Scott L. Jefferies
School Number: 760
Region: 7
Division: Wythe County Public Schools
Division Number: 97
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

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

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 7 76 83 17 7 85 93 7 13 78 91 9
Female 5 81 86 14 9 88 96 4 20 78 98 2
Male 9 69 78 22 6 84 90 10 8 78 86 14
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 7 76 83 17 7 86 93 7 14 78 92 8
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 10 40 50 50 19 75 94 6 17 44 61 39
Students without Disabilities 7 79 86 14 6 87 93 7 13 84 97 3
Economically Disadvantaged 4 75 78 22 8 82 90 10 13 70 83 17
Not Economically Disadvantaged 9 77 86 14 7 88 95 5 14 85 98 2
Foster Care < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 76 83 17 7 85 93 7 13 78 91 9
Female 5 81 86 14 9 88 96 4 20 78 98 2
Male 9 69 78 22 6 84 90 10 8 78 86 14
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 7 76 83 17 7 86 93 7 14 78 92 8
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 10 40 50 50 19 75 94 6 17 44 61 39
Students without Disabilities 7 79 86 14 6 87 93 7 13 84 97 3
Economically Disadvantaged 4 75 78 22 8 82 90 10 13 70 83 17
Not Economically Disadvantaged 9 77 86 14 7 88 95 5 14 85 98 2
Foster Care < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 32 66 98 2 < < 100 0
Female 18 72 90 10 45 55 100 0 < < 100 0
Male 15 58 73 27 21 75 96 4 < < 100 0
White 17 66 83 17 33 65 98 2 < < 100 0
Students with Disabilities 18 36 55 45 < < < < < < 100 0
Economically Disadvantaged 13 64 78 22 39 55 95 5 < < 100 0
Foster Care < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 32 66 98 2 < < 100 0
Female 18 72 90 10 45 55 100 0 < < 100 0
Male 15 58 73 27 21 75 96 4 < < 100 0
White 17 66 83 17 33 65 98 2 < < 100 0
Students with Disabilities 18 36 55 45 < < < < < < 100 0
Economically Disadvantaged 13 64 78 22 39 55 95 5 < < 100 0
Foster Care < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 78 91 9 13 81 94 6 8 88 96 4
Female 13 79 93 7 15 81 96 4 6 92 98 2
Male 14 76 90 10 11 81 92 8 10 84 94 6
Asian < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 14 77 91 9 14 81 95 5 9 87 96 4
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 5 74 79 21 29 41 71 29 12 76 88 12
Students without Disabilities 14 78 93 7 12 84 96 4 8 89 97 3
Economically Disadvantaged 11 78 90 10 11 79 90 10 9 89 99 1
Not Economically Disadvantaged 15 78 93 7 14 81 96 4 8 87 94 6
Foster Care < < 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 2 85 87 13 2 82 84 16 2 93 96 4
Female - 94 94 6 - 89 89 11 3 98 100 0
Male 3 80 83 17 2 80 82 18 2 90 92 8
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 2 83 85 15 2 84 86 14 2 93 95 5
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 79 79 21 - 50 50 50 - 86 86 14
Students without Disabilities 3 87 89 11 2 88 90 10 3 96 99 1
Economically Disadvantaged 4 79 83 17 3 79 82 18 2 96 98 2
Not Economically Disadvantaged - 89 89 11 - 86 86 14 3 90 93 8
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 74 91 9 6 93 99 1 9 86 95 5
Female 18 73 91 9 6 92 97 3 - 97 97 3
Male 15 74 90 10 6 94 100 0 18 75 93 7
Asian < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 73 90 10 6 92 98 2 9 86 95 5
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 17 73 90 10 6 92 98 2 9 86 95 5
Economically Disadvantaged 12 76 88 12 - 100 100 0 14 86 100 0
Not Economically Disadvantaged 19 73 92 8 8 90 98 2 7 86 93 7
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 16 80 96 4 25 72 97 3 13 84 98 2
Female 13 83 96 4 27 71 98 2 12 84 96 4
Male 21 76 97 3 23 73 97 3 15 85 100 0
Black < < 100 0
Hispanic < < 100 0
White 16 80 96 4 26 71 97 3 14 84 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 16 80 96 4 23 74 97 3 13 84 98 2
Economically Disadvantaged 14 83 97 3 24 71 94 6 10 90 100 0
Not Economically Disadvantaged 18 79 96 4 26 73 98 2 14 83 97 3
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 12 79 92 8 15 71 86 14 13 78 90 10
Female 14 80 94 6 18 68 86 14 9 82 90 10
Male 11 79 89 11 12 73 85 15 16 74 90 10
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 13 79 92 8 16 71 87 13 13 77 90 10
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 3 70 73 27 9 59 69 31 12 65 76 24
Students without Disabilities 13 80 93 7 15 72 88 12 13 80 93 7
Economically Disadvantaged 7 83 90 10 9 69 78 22 9 75 84 16
Not Economically Disadvantaged 15 77 92 8 18 72 91 9 16 80 95 5
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 7 80 87 13 21 66 87 13 11 76 86 14
Female 8 83 90 10 30 66 96 4 4 84 89 11
Male 6 77 83 17 14 66 80 20 15 70 85 15
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < <
White 7 80 88 12 22 65 88 12 11 75 87 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 77 77 23 - 46 46 54 - 57 57 43
Students without Disabilities 8 80 88 12 23 68 92 8 12 78 91 9
Economically Disadvantaged 6 78 84 16 11 62 73 27 9 67 77 23
Not Economically Disadvantaged 8 81 88 12 27 68 95 5 12 81 93 7
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 88 100 0 3 66 69 31
Female 5 95 100 0 5 54 59 41
Male 26 74 100 0 - 82 82 18
Asian < < 100 0
Black < < < <
Hispanic < < 100 0 < < 100 0
White 12 88 100 0 3 66 69 31
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 12 88 100 0 3 66 69 31
Economically Disadvantaged 6 94 100 0 4 52 56 44
Not Economically Disadvantaged 14 86 100 0 3 75 78 23
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 17 75 92 8 13 81 93 7 12 82 94 6
Female 25 68 93 7 14 82 96 4 9 82 91 9
Male 11 81 92 8 12 80 91 9 16 81 97 3
Asian < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 18 75 93 7 13 81 95 5 13 81 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 67 67 33 - 85 85 15 6 82 88 12
Students without Disabilities 19 76 96 4 14 80 94 6 13 82 95 5
Economically Disadvantaged 9 84 93 7 4 88 92 8 4 85 89 11
Not Economically Disadvantaged 23 69 92 8 19 76 94 6 20 79 98 2
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 29 63 92 8 23 64 87 13 36 55 91 9
Female 25 66 91 9 19 69 88 12 27 62 89 11
Male 32 60 92 8 26 61 86 14 45 48 93 7
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 30 62 92 8 24 63 88 12 37 55 92 8
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 18 68 86 14 13 55 68 32 19 69 88 12
Students without Disabilities 30 63 92 8 24 65 90 10 39 53 91 9
Economically Disadvantaged 20 68 88 12 19 59 78 22 25 61 86 14
Not Economically Disadvantaged 35 59 94 6 25 67 93 7 44 51 95 5
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 22 70 92 8 18 69 87 13 38 50 88 13
Female 17 76 93 7 13 77 89 11 < < 100 0
Male 29 62 91 9 22 63 84 16 < < < <
Asian < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 23 69 92 8 19 68 87 13 38 50 88 13
Multiple Races < < < <
Students with Disabilities - 90 90 10 8 50 58 42 < < < <
Students without Disabilities 24 68 92 8 19 71 90 10 45 55 100 0
Economically Disadvantaged 15 76 91 9 18 59 77 23 < < < <
Not Economically Disadvantaged 28 65 93 7 17 75 92 8 < < < <
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 34 57 91 9 26 61 87 13 30 61 90 10
Female 35 55 89 11 25 60 85 15 18 68 86 14
Male 33 59 93 7 27 61 87 13 42 53 95 5
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 36 57 92 8 28 60 88 13 31 60 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 20 60 80 20 - 69 69 31 17 78 94 6
Students without Disabilities 35 57 92 8 30 59 89 11 32 57 90 10
Economically Disadvantaged 25 61 86 14 15 63 77 23 20 63 83 17
Not Economically Disadvantaged 42 54 96 4 34 59 93 7 38 58 97 3
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 51 42 93 7
Female 40 52 92 8
Male 67 28 94 6
White 51 42 93 7
Students without Disabilities 51 42 93 7
Economically Disadvantaged 60 30 90 10
Not Economically Disadvantaged 48 45 94 6
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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---
Division---
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 2018-20192019-20202020-2021
Grade 9125127127
Grade 10124126115
Grade 11112118118
Grade 12130112110
Total Students491483470

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

Fall Membership by Subgroups

2020 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 2018-20192019-20202020-2021
All Students491483470
Female219214209
Male272269261
American Indian1--
Asian111
Black1184
Hispanic356
White464464454
Multiple Races1155
Students with Disabilities877663
Students without Disabilities404407407
Economically Disadvantaged210195194
Not Economically Disadvantaged281288276
Not English Learners491483470
Military Connected322
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 2020: 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 2019-2020 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 55 50 5 0 3 0
Division 150 123 6 5 14 0
State 50981 37565 2393 953 5062 1527
Female School 35 10 2 0 1 0
Division 91 46 2 4 7 0
State 28032 16195 772 327 1870 537
Male School 20 40 3 0 2 0
Division 59 77 4 1 7 0
State 22949 21370 1621 626 3192 990
Black School < < < < 0 <
Division 6 10 2 0 0 0
State 7857 10933 899 202 1084 601
Hispanic School < < < < 0 <
Division < < < < < <
State 5873 7010 283 119 2545 241
White School 54 47 4 0 3 0
Division 140 107 4 5 13 0
State 28901 16318 1003 543 1194 573
Multiple Races School < < < < 0 <
Division < < < < 0 <
State 2639 1760 97 71 138 70
Students with Disabilities School 0 10 5 0 1 0
Division 1 20 6 0 4 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 12 30 2 0 1 0
Division 39 78 3 5 8 0
State 11627 19512 1409 505 2495 997
< = 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 Students113110971109733
Female484798479812
Male656397639723
Black<<100<10000
Hispanic<<100<10000
White108105971059733
Multiple Races<<100<10000
Students with Disabilities161594159416
Economically Disadvantaged454498449812
< = 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 2017-20182018-20192019-2020
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment92 / 18.47%93 / 18.94%69 / 14.29%
Governor's School Enrollment8 / 1.61%7 / 1.43%8 / 1.66%
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 StudentsSchool1218034
Division32321434
State85,89757,72633
FemaleSchool695126
Division17813226
State43,22331,59927
MaleSchool522944
Division1458243
State42,67426,12739
AsianSchool<<100
Division<<100
State6,0845,29213
BlackSchool<<100
Division13<100
State18,86711,29840
HispanicSchool<<100
Division<<100
State10,1015,82642
WhiteSchool1167634
Division30019934
State46,44832,34130
Multiple RacesSchool<<100
Division<<100
State3,9902,71532
Students with DisabilitiesSchool<<100
Division22<100
State7,2153,25755
Economically DisadvantagedSchool513041
Division1307145
State27,32814,19048
English LearnersSchool--100
Division<<100
State5,1812,82046
American IndianSchool--100
Division--100
State26516737
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool291625
 Division623949
 State3,6233,5254,095
State LicensuresSchool161839
 Division293057
 State2,2791,8812,231
Industry CertificationSchool300477286
 Division8941,063733
 State109,275104,601107,234
Workplace ReadinessSchool14128
 Division362518
 State42,31350,24144,892
Total Credentials EarnedSchool359523358
 Division1,0211,157857
 State157,490160,248158,452
Students Earning One or More CredentialsSchool255334245
 Division677678563
 State126,113128,672126,041
CTE CompletersSchool85111103
 Division237279251
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationSchool--1
 Division6119
 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 Students31417934812840070
Female151871566018226
Male163921926821844
American Indian<<<<<<
Asian<<<<<<
Black<<37<<
Hispanic<<<<<<
White29617233511738363
Multiple Races<<<<<<
Students with Disabilities353142265721
Economically Disadvantaged113901177615549
Homeless--<<--
< = 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 38
Disorderly or Disruptive Behavior Offenses 115
Other Offenses Against Persons 35
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.2
Asian0.20.20.2
Black1.63.125.32.21.9
Hispanic1.41.50.820.6
Native Hawaiian------
White94.990.89590.894.594.9
Multiple Races1.84.61.822.23.2
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian0.20.20.2
Black1.622.2
Hispanic1.40.80.6
Native Hawaiian
White94.99594.5
Multiple Races1.81.82.2
< = 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 Indian0.20.20.2
Asian0.20.20.2
Black1.622.2
Hispanic1.40.80.6
Native Hawaiian------
White94.99594.5
Multiple Races1.81.82.2
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 42.344.141
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 3745.747.4
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 50.157.758
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201864%31%0%5%
2018-201967%26%0%7%
2019-202067%26%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

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