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Honaker High

General school information

Category: High (08-12) School
Phone: 276-873-6363
Address: 1795 Thompson Creek Rd. Honaker, VA 24266
Principal: Mr. Anthony L Bush
Superintendent: Dr. Greg A Brown
School Number: 540
Region: 7
Division: Russell County Public Schools
Division Number: 83
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian No Students Too Small
Black No Students No Students
Economically Disadvantaged Level One Level One
English Learners No Students No Students
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 10 78 88 12 8 73 81 19
Female 10 75 85 15 11 77 89 11 10 74 84 16
Male 6 73 79 21 8 78 86 14 8 72 79 21
American Indian < < 100 0
Hispanic < < 100 0
White 7 74 82 18 10 78 88 12 9 72 81 19
Two or more races < < 100 0 < < 100 0
Students with Disabilities 17 28 44 56 11 44 56 44 8 50 58 42
Students without Disabilities 7 79 86 14 10 82 92 8 8 76 85 15
Economically Disadvantaged 5 66 72 28 5 75 81 19 8 69 78 22
Not Economically Disadvantaged 11 82 93 7 16 81 97 3 8 78 86 14
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
All Students 8 67 75 25 16 66 82 18 8 67 76 24
Female 8 71 80 20 19 67 86 14 10 71 80 20
Male 7 60 67 33 12 66 78 22 7 64 71 29
American Indian < < 100 0
Hispanic < < 100 0
White 7 67 74 26 16 66 82 18 9 66 75 25
Two or more races < < 100 0 < < 100 0
Students with Disabilities 8 31 38 62 17 25 42 58 - 55 55 45
Students without Disabilities 8 72 80 20 15 73 89 11 10 69 79 21
Economically Disadvantaged 2 58 59 41 7 67 75 25 10 63 73 27
Not Economically Disadvantaged 16 79 95 5 32 64 96 4 6 75 81 19
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 8 84 92 8 4 90 94 6 8 77 85 15
Female 12 82 94 6 4 87 91 9 9 78 88 13
Male 5 85 90 10 3 94 97 3 8 77 84 16
White 8 84 92 8 4 90 94 6 8 77 85 15
Students with Disabilities < < < < < < < < 13 47 60 40
Students without Disabilities 6 88 94 6 4 90 94 6 7 83 90 10
Economically Disadvantaged 12 82 94 6 3 87 89 11 7 75 82 18
Not Economically Disadvantaged 5 85 90 10 5 93 98 3 10 80 90 10
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
< = 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 20 61 81 19 28 55 83 17
Female 22 65 87 13 27 61 88 12 36 51 87 13
Male 11 65 76 24 11 62 73 27 21 58 80 20
American Indian < < 100 0
Hispanic < < 100 0 < < 100 0
White 18 64 82 18 20 61 81 19 28 55 82 18
Two or more races < < 100 0 < < 100 0
Students with Disabilities 19 31 50 50 13 33 47 53 19 44 63 38
Students without Disabilities 17 68 85 15 21 64 85 15 29 56 85 15
Economically Disadvantaged 11 61 72 28 13 59 72 28 16 60 76 24
Not Economically Disadvantaged 24 69 93 7 29 65 94 6 41 50 91 9
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 75 25 21 50 71 29 17 52 69 31
Female 27 60 87 13 33 51 84 16 23 55 78 23
Male 7 52 59 41 9 49 58 42 12 49 60 40
American Indian < < 100 0
Hispanic < < 100 0 < < 100 0
White 19 56 75 25 21 49 71 29 16 51 67 33
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 38 38 62 - 33 33 67 - 45 45 55
Students without Disabilities 21 59 80 20 24 53 77 23 19 53 72 28
Economically Disadvantaged 7 54 61 39 14 47 61 39 8 52 60 40
Not Economically Disadvantaged 32 60 91 9 37 56 93 7 29 51 80 20
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 16 76 92 8 19 75 94 6 40 59 99 1
Female 15 72 87 13 22 71 93 7 55 45 100 0
Male 17 80 97 3 14 82 96 4 30 67 98 2
White 16 76 92 8 19 75 94 6 40 59 99 1
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 13 79 92 8 17 77 94 6 39 60 99 1
Economically Disadvantaged 17 71 89 11 13 81 94 6 26 71 97 3
Not Economically Disadvantaged 15 79 95 5 24 71 95 5 51 49 100 0
< = 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 76 80 20 4 74 79 21 4 84 88 12
Female 3 84 87 13 4 79 83 17 4 93 96 4
Male 7 67 73 27 5 69 74 26 5 73 78 22
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0
White 5 75 80 20 4 74 79 21 4 84 88 12
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 12 28 40 60 15 27 42 58 11 57 68 32
Students without Disabilities 4 80 84 16 3 80 83 17 3 88 91 9
Economically Disadvantaged 3 69 72 28 5 67 72 28 5 79 84 16
Not Economically Disadvantaged 7 82 88 12 3 85 88 12 3 89 93 7
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 75 78 22 1 80 81 19 3 83 86 14
Female 2 89 90 10 - 83 83 17 4 92 96 4
Male 4 60 64 36 2 78 80 20 2 75 76 24
American Indian < < 100 0
Asian < < 100 0
Hispanic < < 100 0
White 3 75 78 22 1 80 81 19 3 82 85 15
Two or more races < < 100 0 < < 100 0
Students with Disabilities 7 36 43 57 - 38 38 63 - 67 67 33
Students without Disabilities 2 81 83 17 1 89 90 10 4 87 90 10
Economically Disadvantaged 1 69 70 30 2 72 73 27 3 82 85 15
Not Economically Disadvantaged 4 85 90 10 - 97 97 3 3 83 86 14
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 75 76 24 4 64 68 32 - 83 83 17
Female - 79 79 21 6 69 74 26 - 96 96 4
Male 2 72 74 26 2 58 60 40 - 63 63 38
Asian < < 100 0
Hispanic < < 100 0
White 1 75 76 24 4 63 67 33 - 83 83 18
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 1 79 80 20 4 67 71 29 - 87 87 13
Economically Disadvantaged 2 71 73 27 5 55 61 39 - 71 71 29
Not Economically Disadvantaged - 81 81 19 2 74 77 23 - 95 95 5
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 12 81 93 7 4 90 94 6 5 90 95 5
Female 10 84 94 6 3 97 100 0 5 93 98 3
Male 14 79 93 7 5 82 86 14 5 86 90 10
Asian < < < <
Hispanic < < 100 0
White 12 81 93 7 4 90 94 6 5 91 97 3
Two or more races < < 100 0
Students without Disabilities 12 81 93 7 4 90 94 6 5 90 95 5
Economically Disadvantaged - 85 85 15 - 92 92 8 5 86 91 9
Not Economically Disadvantaged 15 80 96 4 7 89 96 4 5 92 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
< = 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 84 92 8 5 84 89 11 9 79 88 12
Female 7 87 94 6 5 86 91 9 9 83 92 8
Male 11 81 91 9 5 82 87 13 10 75 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White 9 84 92 8 5 85 89 11 9 79 88 12
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 14 54 68 32 3 56 59 41 - 61 61 39
Students without Disabilities 8 87 95 5 5 88 93 7 11 82 93 7
Economically Disadvantaged 5 83 88 12 2 83 84 16 6 76 82 18
Not Economically Disadvantaged 12 84 96 4 9 86 96 4 13 83 96 4
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 80 84 16 1 85 87 13 15 73 88 12
Female 2 86 88 12 2 83 86 14 12 78 90 10
Male 7 72 79 21 - 88 88 13 17 68 85 15
American Indian < < 100 0
Hispanic < < 100 0
White 3 81 84 16 1 85 87 13 14 73 87 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 8 46 54 46 - 58 58 42 - 60 60 40
Students without Disabilities 3 85 89 11 1 90 91 9 17 75 92 8
Economically Disadvantaged 2 75 76 24 - 81 81 19 12 73 84 16
Not Economically Disadvantaged 7 88 95 5 4 93 96 4 19 74 94 6
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 88 96 4 7 81 87 13 8 75 83 17
Female 11 86 97 3 4 88 92 8 9 82 91 9
Male 6 89 94 6 9 75 84 16 6 66 72 28
Asian < < 100 0
Hispanic < < 100 0
White 8 88 96 4 7 81 87 13 8 74 82 18
Two or more races < < 100 0
Students with Disabilities < < < < 8 50 58 42 - 40 40 60
Students without Disabilities 9 89 97 3 7 85 91 9 9 80 89 11
Economically Disadvantaged 5 90 95 5 3 81 84 16 5 62 68 32
Not Economically Disadvantaged 10 86 96 4 13 79 92 8 10 87 97 3
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 81 98 2 14 86 100 0
Female 16 80 96 4 17 83 100 0
Male 18 82 100 0 11 89 100 0
White 17 81 98 2 14 86 100 0
Students without Disabilities 17 81 98 2 14 86 100 0
Economically Disadvantaged 13 80 93 7 9 91 100 0
Not Economically Disadvantaged 19 81 100 0 16 84 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 87 96 4 2 86 88 12 6 87 93 7
Female 6 92 97 3 2 89 91 9 5 90 95 5
Male 11 84 95 5 2 83 85 15 6 85 91 9
Asian < < 100 0
Hispanic < < 100 0
White 9 87 96 4 1 87 88 12 6 87 93 7
Two or more races < < 100 0 < < 100 0
Students with Disabilities 10 70 80 20 - 54 54 46 - 69 69 31
Students without Disabilities 9 89 98 2 2 91 94 6 7 91 97 3
Economically Disadvantaged 5 91 96 4 - 84 84 16 2 88 90 10
Not Economically Disadvantaged 14 81 95 5 5 90 95 5 11 86 97 3
Grade 5 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 83 17 11 76 87 13 13 69 82 18
Female 8 75 82 18 7 80 87 13 9 72 81 19
Male 14 69 83 17 15 72 88 13 16 67 82 18
American Indian < < 100 0
Hispanic < < < <
White 10 72 83 17 11 77 87 13 12 70 82 18
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 4 57 61 39 - 50 50 50 - 65 65 35
Students without Disabilities 11 74 85 15 12 80 92 8 16 70 86 14
Economically Disadvantaged 4 71 75 25 6 74 80 20 12 70 82 18
Not Economically Disadvantaged 18 73 91 9 17 80 96 4 15 68 82 18
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 7 80 86 14 13 78 91 9 < < < <
Female 8 74 82 18 7 82 89 11 < < < <
Male 6 86 92 8 21 73 94 6 < < < <
White 7 80 86 14 13 78 91 9 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 80 87 13 14 79 93 7 < < < <
Economically Disadvantaged 3 77 81 19 8 76 84 16 < < < <
Not Economically Disadvantaged 9 81 91 9 17 80 98 2 < < < <
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 < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16 9 74 84 16 < < < <
Female 16 72 88 13 7 78 84 16 < < < <
Male 32 50 82 18 14 69 83 17 < < < <
Hispanic < < 100 0
White 24 60 84 16 8 75 83 17 < < < <
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 24 62 86 14 10 79 90 10 < < < <
Economically Disadvantaged 11 69 80 20 6 67 72 28 < < < <
Not Economically Disadvantaged 37 51 89 11 13 82 95 5 < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 74 78 22 11 76 87 13 15 73 88 13
Female 3 76 79 21 9 79 88 12 10 75 85 15
Male 7 70 77 23 13 72 85 15 20 70 90 10
American Indian < < 100 0
Hispanic < < < <
White 4 74 78 22 11 76 87 13 14 74 88 12
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 45 45 55 - 45 45 55 < < < <
Students without Disabilities 5 77 82 18 13 80 93 7 17 72 89 11
Economically Disadvantaged - 68 68 32 6 75 81 19 14 72 86 14
Not Economically Disadvantaged 12 81 93 7 21 76 97 3 17 73 90 10
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 2017-20182018-20192019-2020
Grade 8918692
Grade 9968995
Grade 101029790
Grade 11749587
Grade 127676102
Total Students439443466

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students439443466
Female219212224
Male220231242
Asian121
Hispanic133
White436433455
Two or more races134
Students with Disabilities505755
Students without Disabilities389386411
Economically Disadvantaged247266281
Not Economically Disadvantaged192177185
Not English Learners439443466
Foster Care412
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 35 40 3 1 2 0
Division 110 149 9 1 17 4
State 50715 36614 2715 1064 5504 1801
Female School 20 23 1 0 1 0
Division 62 67 3 0 7 2
State 27679 16161 917 351 2003 680
Male School 15 17 2 1 1 0
Division 48 82 6 1 10 2
State 23036 20453 1798 713 3501 1121
White School 35 40 3 1 2 0
Division 105 145 9 1 17 4
State 29845 16400 1112 631 1440 605
Students with Disabilities School < < < < < <
Division 0 29 9 0 8 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged School 4 24 2 0 2 0
Division 25 85 6 0 11 1
State 10701 18162 1634 523 2867 1096
Foster Care School < < < < < <
Division < < < < < <
State 23 134 26 19 67 18
< = 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 Students817896799823
Female454498449812
Male363494359713
White817896799823
Students with Disabilities<<<<<<<
Economically Disadvantaged323094309426
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 2016-20172017-20182018-2019
Advanced Placement Test Taken2 / .54% - -
Advanced Placement Course Enrollment2 / .54% - 3 / .84%
Dual Enrollment60 / 16.26%65 / 18.68%72 / 20.17%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool734933
Division25115140
State85,89957,72533
FemaleSchool393023
Division1299328
State43,22531,59927
MaleSchool341944
Division1225852
State42,67426,12639
WhiteSchool734933
Division24714940
State46,44832,34030
Students with DisabilitiesSchool<<100
Division37<100
State7,2163,25655
Economically DisadvantagedSchool331845
Division1296252
State27,32914,19048
BlackSchool--100
Division<<100
State18,86811,29840
HispanicSchool--100
Division<<100
State10,1025,82642
Two or more racesSchool--100
Division<<100
State3,9902,71532
American IndianSchool--100
Division--100
State26516737
AsianSchool--100
Division--100
State6,0845,29213
Native HawaiianSchool--100
Division--100
State1428739
English LearnersSchool--100
Division--100
State5,1822,82046
< = 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 AssessmentsSchool1117-
 Division11175
 State3,6233,5254,095
State LicensuresSchool255
 Division132114
 State2,2791,8812,231
Industry CertificationSchool145195130
 Division442642488
 State109,275104,601107,234
Workplace ReadinessSchool777184
 Division308248264
 State42,31350,24144,892
Total Credentials EarnedSchool235288219
 Division774928771
 State157,490160,248158,452
Students Earning One or More CredentialsSchool142168161
 Division564573573
 State126,113128,672126,041
CTE CompletersSchool945061
 Division269192180
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 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

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 Students382933894337463
Female201411941917830
Male181521952419633
American Indian----<<
Asian<<<<<<
Hispanic--<<<<
White380933864336563
Two or more races<<<<<<
Students with Disabilities412142144318
Economically Disadvantaged190722073818551
< = 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 20
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Property 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----0.5
Asian0.20.20.5
Black------
Hispanic--0.20.7
Native Hawaiian------
White99.610099.310097.7100
Two or more races0.20.20.7
< = 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 Indian0.5
Asian0.20.20.5
Black
Hispanic0.20.7
Native Hawaiian
White99.699.397.7100
Two or more races0.20.20.7
< = 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 Indian----0.5
Asian0.20.20.5
Black------
Hispanic--0.20.7
Native Hawaiian------
White99.699.397.7
Two or more races0.20.20.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 42.348.154.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 25.326.635.4
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 60.564.959.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201769%31%0%0%
2017-201871%29%0%0%
2018-201965%35%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
Asian---TS-
Black-----
HispanicTSTS-TS-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English Learners-----
Students with DisabilitiesYesYes-NoTS

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 Students85%82%73%75%
Asian--87%75%
Black--60%75%
Hispanic<<63%75%
White84%82%81%75%
Economically Disadvantaged80%76%62%75%
English Learners--53%75%
Students with Disabilities65%51%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%86%74%70%
Asian--89%70%
Black--60%70%
Hispanic<<64%70%
White88%86%81%70%
Economically Disadvantaged86%80%63%70%
English Learners--57%70%
Students with Disabilities63%59%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students91%
Asian-
Black-
Hispanic<
White91%
Economically Disadvantaged86%
English Learners-
Students with Disabilities60%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian-90%84%
Black-82%84%
Hispanic-81%84%
White94%86%84%
Economically Disadvantaged88%78%84%
English Learners-65%84%
Students with Disabilities<56%84%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%15%9%10%
Asian<<5%10%
Black--9%10%
Hispanic<<9%10%
White15%15%9%10%
Economically Disadvantaged22%22%13%10%
English Learners--8%10%
Students with Disabilities30%30%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-46%58%
English Learner Proficiency---

< = 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 Progress-
English Learner Proficiency---

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%98%97%
Asian---
Black---
Hispanic<<<
White99%98%97%
Economically Disadvantaged99%98%96%
Not Economically Disadvantaged99%99%100%
English Learners---
Students with Disabilities94%94%88%
Students without Disabilities99%99%100%
Female100%99%100%
Male97%97%100%
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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