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Hermitage High

General school information

Category: High (09-12) School
Phone: 804-756-3000
Address: 8301 Hungary Spring Rd Richmond, VA 23228
Principal: Dr. Michael A. Jackson
Superintendent: Dr. Amy E. Cashwell
School Number: 670
Region: 1
Division: Henrico County Public Schools
Division Number: 43
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

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

ESSA

ACCREDITATION

2022 Accreditation Status: Accredited
Accreditation Status Last Year: Accreditation Waived
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level Two
Dropout Rate Level Three
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 Three
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

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 52 74 26 18 62 80 20
Female 26 54 81 19 24 60 84 16
Male 17 51 67 33 13 64 76 24
American Indian < < 100 0
Asian 25 31 56 44 40 33 73 27
Black 12 54 66 34 9 63 73 28
Hispanic 18 59 77 23 8 64 73 27
White 35 49 84 16 31 62 93 7
Multiple Races 27 64 91 9 33 61 94 6
Students with Disabilities 2 45 47 53 5 48 53 47
Students without Disabilities 26 54 80 20 21 64 85 15
Economically Disadvantaged 13 53 66 34 12 62 74 26
Not Economically Disadvantaged 33 52 85 15 27 62 89 11
English Learners - 17 17 83 - 30 30 70
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 52 74 26 18 62 80 20
Female 26 54 81 19 24 60 84 16
Male 17 51 67 33 13 64 76 24
American Indian < < 100 0
Asian 25 31 56 44 40 33 73 27
Black 12 54 66 34 9 63 73 28
Hispanic 18 59 77 23 8 64 73 27
White 35 49 84 16 31 62 93 7
Multiple Races 27 64 91 9 33 61 94 6
Students with Disabilities 2 45 47 53 5 48 53 47
Students without Disabilities 26 54 80 20 21 64 85 15
Economically Disadvantaged 13 53 66 34 12 62 74 26
Not Economically Disadvantaged 33 52 85 15 27 62 89 11
English Learners - 17 17 83 - 30 30 70
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup 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

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 46 53 47
Female 9 50 59 41
Male 4 42 47 53
Asian 9 59 68 32
Black 2 42 44 56
Hispanic 3 42 45 55
White 14 53 67 33
Multiple Races 24 52 76 24
Students with Disabilities - 20 20 80
Students without Disabilities 8 50 57 43
Economically Disadvantaged 3 43 46 54
Not Economically Disadvantaged 14 51 66 34
English Learners - 3 3 98
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 46 53 47
Female 9 50 59 41
Male 4 42 47 53
Asian 9 59 68 32
Black 2 42 44 56
Hispanic 3 42 45 55
White 14 53 67 33
Multiple Races 24 52 76 24
Students with Disabilities - 20 20 80
Students without Disabilities 8 50 57 43
Economically Disadvantaged 3 43 46 54
Not Economically Disadvantaged 14 51 66 34
English Learners - 3 3 98
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup 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

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 37 38 62 1 63 64 36
Female 1 44 45 55 1 65 66 34
Male - 31 32 68 1 62 63 37
American Indian < < < < < < 100 0
Asian - 48 48 52 3 84 87 13
Black 1 34 35 65 1 54 55 45
Hispanic - 30 30 70 1 70 71 29
White - 45 45 55 1 66 67 33
Multiple Races 6 56 61 39 - 58 58 42
Students with Disabilities 1 19 20 80 3 45 48 52
Students without Disabilities 1 42 42 58 - 66 67 33
Economically Disadvantaged - 36 36 64 1 62 62 38
Not Economically Disadvantaged 2 40 42 58 2 70 72 28
English Learners - 24 24 76 - 62 62 38
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 37 37 63 1 70 70 30
Female 1 45 45 55 1 73 74 26
Male 1 30 31 69 1 67 67 33
American Indian < < < < < < 100 0
Asian - 50 50 50 - 95 95 5
Black 1 35 36 64 1 60 61 39
Hispanic - 29 29 71 1 77 78 22
White - 44 44 56 - 72 72 28
Multiple Races 8 50 58 42 - 63 63 38
Students with Disabilities - 21 21 79 - 48 48 52
Students without Disabilities 1 41 42 58 1 74 75 25
Economically Disadvantaged - 36 37 63 - 69 70 30
Not Economically Disadvantaged 1 39 40 60 2 71 73 27
English Learners - 22 22 78 - 72 72 28
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 38 38 62 - 44 44 56
Female - 41 41 59 - 47 47 53
Male - 35 35 65 - 42 42 58
Asian < < < < < < < <
Black - 20 20 80 - 34 34 66
Hispanic - 45 45 55 - 39 39 61
White - 58 58 42 - 56 56 44
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 39 39 61 - 45 45 55
Economically Disadvantaged - 36 36 64 - 39 39 61
Not Economically Disadvantaged - 41 41 59 - 64 64 36
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 48 48 52 - 66 66 34
Female - 47 47 53 - 56 56 44
Male - 50 50 50 - 77 77 23
Asian < < 100 0 < < < <
Black - 60 60 40 - 75 75 25
Hispanic < < < < < < < <
White - 33 33 67 - 65 65 35
Multiple Races < < 100 0 < < < <
Students without Disabilities - 48 48 52 - 66 66 34
Economically Disadvantaged - 50 50 50 - 60 60 40
Not Economically Disadvantaged - 47 47 53 - 74 74 26
Homeless < < 100 0
Military Connected < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup 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

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 47 48 52 4 50 53 47
Female 2 50 52 48 4 48 52 48
Male - 44 44 56 4 51 55 45
American Indian < < < <
Asian - 59 59 41 5 63 68 32
Black - 39 39 61 2 40 42 58
Hispanic - 43 43 57 2 45 46 54
White 3 59 62 38 9 61 70 30
Multiple Races 6 61 67 33 3 66 69 31
Students with Disabilities - 18 18 82 6 22 28 72
Students without Disabilities 1 53 54 46 3 53 57 43
Economically Disadvantaged - 42 42 58 1 49 50 50
Not Economically Disadvantaged 2 58 60 40 12 53 65 35
English Learners - 15 15 85 - 17 17 83
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 47 48 52 4 53 58 42
Female 2 50 52 48 4 55 60 40
Male - 44 44 56 4 52 56 44
American Indian < < 100 0
Asian - 61 61 39 4 67 71 29
Black - 40 40 60 2 45 47 53
Hispanic - 39 39 61 2 44 46 54
White 3 59 62 38 9 65 75 25
Multiple Races 6 63 69 31 4 71 75 25
Students with Disabilities - 17 17 83 2 23 25 75
Students without Disabilities 1 53 55 45 5 58 63 37
Economically Disadvantaged - 42 42 58 1 53 55 45
Not Economically Disadvantaged 2 57 60 40 12 53 66 34
English Learners - 11 11 89 - 15 15 85
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < <
Male < < < <
Black < < < < < < < <
White < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
Homeless < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 54 54 46 1 42 43 57
Female - 50 50 50 1 34 35 65
Male - 56 56 44 - 50 50 50
American Indian < < < <
Asian < < < < - 62 62 38
Black - 33 33 67 - 32 32 68
Hispanic < < < < - 46 46 54
White < < < < 4 50 54 46
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities - 52 52 48 1 42 43 57
Economically Disadvantaged - 52 52 48 1 39 40 60
Not Economically Disadvantaged < < < < - 63 63 37
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup 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

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 40 41 59
Female 1 30 30 70
Male 1 47 49 51
American Indian < < < <
Asian - 77 77 23
Black - 29 29 71
Hispanic - 37 37 63
White 4 50 54 46
Multiple Races - 48 48 52
Students with Disabilities - 25 25 75
Students without Disabilities 1 43 44 56
Economically Disadvantaged 1 38 39 61
Not Economically Disadvantaged 1 49 51 49
English Learners - 25 25 75
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 36 36 64
Female < < < <
Male - 47 47 53
Black - 33 33 67
Hispanic < < < <
White < < < <
Students with Disabilities < < < <
Students without Disabilities - 37 37 63
Economically Disadvantaged - 32 32 68
Not Economically Disadvantaged < < < <
English Learners < < < <
Homeless < < < <
Foster Care < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 41 42 58
Female - 32 32 68
Male 1 48 49 51
American Indian < < < <
Asian - 80 80 20
Black - 29 29 71
Hispanic - 44 44 56
White 2 49 51 49
Multiple Races - 42 42 58
Students with Disabilities - 24 24 76
Students without Disabilities - 45 46 54
Economically Disadvantaged - 40 40 60
Not Economically Disadvantaged - 53 53 47
English Learners - 32 32 68
Homeless < < < <
Military Connected < < < <
Foster Care < < 100 0
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 46 51 49
Female 3 35 38 62
Male 8 63 71 29
Asian < < 100 0
Black - 25 25 75
Hispanic < < < <
White 13 63 75 25
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 5 47 52 48
Economically Disadvantaged 5 40 45 55
Not Economically Disadvantaged 5 57 62 38
English Learners < < < <
Military Connected < < 100 0
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 28 28 72
Female - 13 13 87
Male - 34 34 66
Asian < < < <
Black < < < <
Hispanic - 31 31 69
White - 27 27 73
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 30 30 70
Economically Disadvantaged - 27 27 73
Not Economically Disadvantaged - 31 31 69
English Learners - 26 26 74
Foster Care < < < <
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
School--
Division56160
State1,3244,006
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 2020-20212021-20222022-2023
Grade 9495454498
Grade 10409447430
Grade 11354381417
Grade 12414340372
Total Students1,6721,6221,717

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

Fall Membership by Subgroups

2022 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 2020-20212021-20222022-2023
All Students167216221717
Female795754815
Male877868902
American Indian367
Asian828897
Black722673701
Hispanic283316382
Native Hawaiian112
White479446431
Multiple Races1029297
Students with Disabilities329278272
Students without Disabilities134313441445
Economically Disadvantaged10531085873
Not Economically Disadvantaged619537844
English Learners192192263
Not English Learners148014301454
Homeless71222
Military Connected131414
Foster Care17814
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 117 190 13 4 55 12
Division 2245 1393 86 38 308 64
State 52170 36661 2122 745 5113 1898
Female School 68 80 5 1 17 3
Division 1213 602 24 15 121 24
State 28666 15796 664 262 1814 769
Male School 49 110 8 3 38 9
Division 1032 791 62 23 187 40
State 23482 20836 1455 483 3297 1128
American Indian School < < < < 0 <
Division < < < < < <
State 99 75 3 1 20 7
Asian School 7 6 1 0 1 0
Division 327 71 4 0 10 1
State 6086 1308 80 10 86 38
Black School 45 82 7 3 14 5
Division 554 712 55 14 110 36
State 8348 9965 761 162 1156 732
Hispanic School 17 30 1 0 24 3
Division 146 167 5 3 119 10
State 6301 7052 288 78 2283 404
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 88 51 5 0 5 1
White School 39 55 4 0 13 4
Division 1118 383 21 20 56 14
State 28378 16223 879 440 1367 628
Multiple Races School 8 16 0 1 3 0
Division 96 58 1 1 11 3
State 2870 1987 106 54 196 88
Students with Disabilities School 1 48 13 0 13 0
Division 67 308 86 10 78 3
State 1555 7404 2122 109 965 127
Economically Disadvantaged School 47 136 11 2 43 10
Division 571 918 62 21 226 49
State 12249 19238 1246 413 2873 1301
English Learners School 1 18 1 1 19 0
Division 22 139 3 2 117 4
State 1453 3818 259 23 1873 155
Homeless School < < < < < <
Division 7 25 3 0 11 3
State 183 580 38 11 180 55
Military Connected School < < < < 0 <
Division 28 11 1 0 1 1
State 2323 1295 41 16 47 26
Foster Care School < < < < < <
Division 1 6 3 1 8 0
State 22 161 31 10 65 15
< = 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 Students39132082324835514
Female17415388154891710
Male21716777170783818
American Indian<<100<10000
Asian151493149317
Black1561348613788149
Hispanic75486448642432
Native Hawaiian<<100<10000
White115988598851311
Multiple Races2824862589311
Students with Disabilities75628362831317
Economically Disadvantaged24919478196794317
English Learners40205021531948
Homeless<<<<<<<
Military Connected<<100<10000
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 2019-20202020-20212021-2022
Advanced Placement Test Taken4 / .24%65 / 3.89%138 / 8.51%
Advanced Placement Course Enrollment329 / 19.87%231 / 13.82%350 / 21.58%
Dual Enrollment - 9 / .54% -
Governor's School Enrollment7 / .42%7 / .42%6 / .37%
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

2018-2019 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.
2018-2019 FGI cohort year (students entering high school in 2015)
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 StudentsSchool31719838
Division3,4962,54727
State86,21159,46331
FemaleSchool15511128
Division1,7371,36322
State43,37932,57925
MaleSchool1628746
Division1,7591,18433
State42,83226,88437
American IndianSchool<<100
Division<<100
State22013539
AsianSchool14137
Division3202909
State6,3805,55313
BlackSchool15610036
Division1,23376138
State18,49311,40838
HispanicSchool452349
Division24514840
State10,7996,31841
WhiteSchool885340
Division1,5531,24320
State46,06133,07628
Multiple RacesSchool13<100
Division13810127
State4,1342,89130
Students with DisabilitiesSchool432151
Division31715252
State7,5273,57553
Economically DisadvantagedSchool1679146
Division1,12663544
State28,16915,21546
English LearnersSchool261446
Division17510838
State5,2962,82847
Native HawaiianSchool--100
Division<<100
State1248234
< = 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
2019-20202020-20212021-2022
Industry CertificationSchool114157273
 Division2,2842,3693,467
 State43,66051,68595,688
Workplace ReadinessSchool15467101
 Division1,159793995
 State26,62716,88544,348
Total Credentials EarnedSchool268224395
 Division3,4733,2014,679
 State71,13171,189143,862
Students Earning One or More CredentialsSchool257214358
 Division3,1652,8364,038
 State62,89960,992115,682
CTE CompletersSchool178173124
 Division1,6871,6241,612
 State44,53942,30344,149
NOCTI AssessmentsSchool--20
 Division30-204
 State5111,5422,590
State LicensuresSchool--1
 Division-3913
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division--3
 State917302761

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

Finance

Per-Pupil Spending

2020-2021 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 2021-2022 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
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,4312331,134481
Female70089523235
Male731144611246
American Indian<<<<
Asian7566520
Black619101462198
Hispanic23847217106
Native Hawaiian<<<<
White42155330119
Multiple Races74245734
Students with Disabilities25578167112
Economically Disadvantaged890194727400
English Learners1523914958
Homeless1291120
< = 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

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <

< = 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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian4.74.9
Black43.16043.2
Hispanic16.48.216.9100
Native Hawaiian0.20.1
White30.121.828.6
Multiple Races5.4106.1
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian4.74.9
Black43.110043.2
Hispanic16.416.9
Native Hawaiian0.20.1
White30.128.6
Multiple Races5.46.1
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian4.74.9
Black43.110043.2
Hispanic16.416.9
Native Hawaiian0.20.1
White30.128.6
Multiple Races5.46.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 545454
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 22.222.222.2
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 76.776.776.7
< = 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.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202042%54%1%3%
2020-202143%54%1%2%
2021-202246%51%2%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

2022 ESSA Status: Pending
2022 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All Studentspendingpending-NoNo
Asianpendingpending-NoTS
Blackpendingpending-NoYes - No CP
Hispanicpendingpending-NoNo
Whitependingpending-NoNo
Multiple Racespendingpending-NoTS
Economically Disadvantagedpendingpending-NoNo
English LearnerspendingpendingNoNoNo
Students with Disabilitiespendingpending-NoYes - CP

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 Students70%77%--
Asian64%72%--
Black64%73%--
Hispanic64%72%--
White77%84%--
Multiple Races95%93%--
Economically Disadvantaged62%71%--
English Learners10%32%--
Students with Disabilities48%46%--

< = 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 Students74%78%--
Asian50%79%--
Black67%74%--
Hispanic74%77%--
White81%81%--
Multiple Races100%92%--
Economically Disadvantaged69%73%--
English Learners29%52%--
Students with Disabilities43%41%--

< = 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 Students77%
Asian<
Black66%
Hispanic71%
White92%
Multiple Races90%
Economically Disadvantaged69%
English Learners30%
Students with Disabilities24%

< = 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 Students79%84%84%
Asian80%90%84%
Black83%82%84%
Hispanic62%82%84%
White84%86%84%
Multiple Races86%89%84%
Economically Disadvantaged74%80%84%
English Learners44%71%84%
Students with Disabilities74%65%84%
Homeless73%--
Foster Care64%--

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 Students30%24%13%10%
Asian24%14%10%10%
Black30%22%14%10%
Hispanic33%28%14%10%
White27%24%14%10%
Multiple Races37%37%15%10%
Economically Disadvantaged35%29%17%10%
English Learners28%23%13%10%
Students with Disabilities40%31%18%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress32%50%58%
English Learner Proficiency1%--

< = 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 Progress3210132%
English Learner Proficiency21561%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students90%10%99%1%96%4%
Asian86%14%<<<<
Black90%10%99%1%90%10%
Hispanic90%10%100%-100%-
White90%10%99%1%100%-
Multiple Races92%8%100%-100%-
Economically Disadvantaged90%10%99%1%95%5%
Not Economically Disadvantaged90%10%99%1%--
English Learners81%19%92%8%91%9%
Students with Disabilities89%11%97%3%82%18%
Students without Disabilities90%10%100%---
Female89%11%100%---
Male90%10%99%1%--
Migrant------

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

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