Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Lloyd C. Bird High

General school information

Category: High (09-12) School
Phone: 804-768-6110
Address: 10301 Courthouse Rd. Chesterfield, VA 23832-6616
Principal: Adrienne Blanton
Superintendent: Dr. Mervin B Daugherty
School Number: 10
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 73 79 21 4 77 81 19 4 74 79 21
Female 6 72 78 22 4 74 78 22 4 75 79 21
Male 6 73 80 20 4 79 83 17 5 74 78 22
Asian 21 71 93 7 < < < < - 90 90 10
Black 4 64 68 32 2 72 74 26 2 68 70 30
Hispanic 3 82 85 15 3 73 76 24 1 73 75 25
White 10 78 88 12 7 85 91 9 10 78 88 12
Multiple Races - 86 86 14 6 88 94 6 - 88 88 12
Students with Disabilities 13 43 55 45 7 50 57 43 2 43 44 56
Students without Disabilities 6 76 82 18 4 80 84 16 5 80 85 15
Economically Disadvantaged 5 64 68 32 2 73 75 25 2 69 70 30
Not Economically Disadvantaged 7 77 84 16 6 80 86 14 6 78 85 15
English Learners - 53 53 47 - 20 20 80 - 18 18 82
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 73 79 21 4 77 81 19 4 74 79 21
Female 6 72 78 22 4 74 78 22 4 75 79 21
Male 6 73 80 20 4 79 83 17 5 74 78 22
Asian 21 71 93 7 < < < < - 90 90 10
Black 4 64 68 32 2 72 74 26 2 68 70 30
Hispanic 3 82 85 15 3 73 76 24 1 73 75 25
White 10 78 88 12 7 85 91 9 10 78 88 12
Multiple Races - 86 86 14 6 88 94 6 - 88 88 12
Students with Disabilities 13 43 55 45 7 50 57 43 2 43 44 56
Students without Disabilities 6 76 82 18 4 80 84 16 5 80 85 15
Economically Disadvantaged 5 64 68 32 2 73 75 25 2 69 70 30
Not Economically Disadvantaged 7 77 84 16 6 80 86 14 6 78 85 15
English Learners - 53 53 47 - 20 20 80 - 18 18 82
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 58 74 26 13 56 69 31 12 55 67 33
Female 16 61 77 23 10 63 74 26 10 60 70 30
Male 16 56 72 28 15 51 66 34 13 52 65 35
Asian < < < < 25 50 75 25 30 70 100 0
Black 9 62 71 29 6 51 58 42 6 57 63 37
Hispanic 8 55 62 38 10 54 63 37 6 53 59 41
Native Hawaiian < < 100 0
White 27 56 83 17 21 62 83 17 19 54 73 27
Multiple Races 22 61 83 17 12 71 82 18 29 46 75 25
Students with Disabilities 12 43 55 45 7 24 31 69 4 33 37 63
Students without Disabilities 16 60 76 24 14 63 77 23 13 58 71 29
Economically Disadvantaged 7 54 61 39 8 51 58 42 5 53 57 43
Not Economically Disadvantaged 22 60 82 18 17 61 79 21 19 58 76 24
English Learners 2 39 41 59 - 26 26 74 - 9 9 91
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 58 74 26 13 56 69 31 12 55 67 33
Female 16 61 77 23 10 63 74 26 10 60 70 30
Male 16 56 72 28 15 51 66 34 13 52 65 35
Asian < < < < 25 50 75 25 30 70 100 0
Black 9 62 71 29 6 51 58 42 6 57 63 37
Hispanic 8 55 62 38 10 54 63 37 6 53 59 41
Native Hawaiian < < 100 0
White 27 56 83 17 21 62 83 17 19 54 73 27
Multiple Races 22 61 83 17 12 71 82 18 29 46 75 25
Students with Disabilities 12 43 55 45 7 24 31 69 4 33 37 63
Students without Disabilities 16 60 76 24 14 63 77 23 13 58 71 29
Economically Disadvantaged 7 54 61 39 8 51 58 42 5 53 57 43
Not Economically Disadvantaged 22 60 82 18 17 61 79 21 19 58 76 24
English Learners 2 39 41 59 - 26 26 74 - 9 9 91
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 65 73 27 8 65 73 27 6 64 70 30
Female 5 70 75 25 5 70 75 25 4 67 71 29
Male 11 61 72 28 10 61 72 28 8 61 69 31
Asian 24 62 86 14 29 57 86 14 18 77 95 5
Black 4 64 68 32 3 64 67 33 2 61 63 37
Hispanic 5 67 72 28 6 67 73 27 1 64 66 34
White 15 64 79 21 16 66 82 18 15 66 81 19
Multiple Races 3 74 77 23 7 66 73 27 2 70 72 28
Students with Disabilities 8 42 50 50 4 45 49 51 2 57 59 41
Students without Disabilities 8 68 76 24 9 68 77 23 7 65 71 29
Economically Disadvantaged 4 61 65 35 4 63 68 32 2 62 64 36
Not Economically Disadvantaged 11 68 79 21 11 67 78 22 11 66 76 24
English Learners 3 58 61 39 - 68 68 32 - 62 62 38
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 - 64 64 36 - 77 77 23 1 67 68 32
Female 1 70 71 29 - 80 80 20 2 64 66 34
Male - 59 59 41 - 75 75 25 1 69 70 30
Asian < < < < < < < < < < 100 0
Black 1 64 65 35 - 79 79 21 2 68 69 31
Hispanic - 64 64 36 - 79 79 21 - 62 62 38
White - 69 69 31 - 68 68 32 3 74 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 44 44 56 - 64 64 36 - 65 65 35
Students without Disabilities 1 69 70 30 - 79 79 21 2 67 69 31
Economically Disadvantaged - 57 57 43 - 77 77 23 1 71 72 28
Not Economically Disadvantaged 1 72 73 27 - 76 76 24 2 60 62 38
English Learners - 49 49 51 - 69 69 31 - 83 83 17
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 58 63 37 4 55 59 41 5 55 60 40
Female 2 60 63 37 2 59 61 39 5 59 63 37
Male 7 56 62 38 6 51 57 43 6 52 58 42
Asian 20 80 100 0 18 73 91 9 9 82 91 9
Black 1 54 55 45 1 48 49 51 3 50 53 47
Hispanic 4 60 64 36 3 55 58 42 1 58 60 40
White 10 59 69 31 9 63 72 28 13 57 69 31
Multiple Races - 69 69 31 - 60 60 40 - 70 70 30
Students with Disabilities - 36 36 64 - 36 36 64 2 44 47 53
Students without Disabilities 5 60 66 34 5 58 62 38 5 56 62 38
Economically Disadvantaged 2 52 54 46 2 50 52 48 1 52 54 46
Not Economically Disadvantaged 7 62 69 31 6 59 65 35 10 58 68 32
English Learners 2 53 55 45 - 44 44 56 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 77 93 7 18 77 95 5 11 77 88 12
Female 9 85 94 6 11 83 94 6 5 82 88 13
Male 21 71 92 8 23 72 95 5 14 74 88 12
Asian < < < < < < < < 30 70 100 0
Black 8 84 92 8 8 85 93 7 2 80 82 18
Hispanic 11 80 91 9 15 80 95 5 2 78 80 20
White 26 68 94 6 25 71 96 4 21 75 96 4
Multiple Races 6 94 100 0 25 75 100 0 6 81 88 13
Students with Disabilities 26 58 84 16 8 69 77 23 - 71 71 29
Students without Disabilities 15 78 93 7 18 78 96 4 11 78 89 11
Economically Disadvantaged 9 82 91 9 10 85 95 5 4 77 81 19
Not Economically Disadvantaged 19 74 94 6 22 73 95 5 15 77 92 8
English Learners 9 86 95 5 - 100 100 0 < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 76 24 6 70 76 24 5 71 76 24
Female 4 70 74 26 2 74 76 24 3 72 75 25
Male 10 68 78 22 9 66 76 24 6 70 76 24
Asian 34 55 90 10 10 85 95 5 9 83 91 9
Black 4 65 69 31 2 64 66 34 2 68 70 30
Hispanic 5 67 71 29 3 70 73 27 2 72 75 25
White 11 74 86 14 13 76 88 12 12 72 84 16
Multiple Races 7 80 88 12 9 71 80 20 2 78 80 20
Students with Disabilities 7 48 56 44 6 42 48 52 3 49 52 48
Students without Disabilities 7 71 79 21 6 73 80 20 5 74 79 21
Economically Disadvantaged 3 64 67 33 1 67 69 31 2 68 70 30
Not Economically Disadvantaged 10 72 82 18 10 72 82 18 8 74 82 18
English Learners 3 51 54 46 - 40 40 60 - 33 33 67
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 76 24 5 68 73 27 5 74 79 21
Female 4 71 75 25 1 75 75 25 5 75 80 20
Male 9 68 76 24 8 63 71 29 6 73 79 21
Asian < < < < < < 100 0 11 83 94 6
Black 3 63 66 34 1 64 65 35 2 73 75 25
Hispanic 4 70 74 26 1 63 64 36 2 74 75 25
White 11 75 86 14 11 78 88 12 12 73 85 15
Multiple Races 16 79 95 5 13 60 73 27 - 82 82 18
Students with Disabilities 11 42 53 47 2 35 37 63 2 53 55 45
Students without Disabilities 6 71 78 22 5 73 78 22 6 76 82 18
Economically Disadvantaged 3 68 70 30 1 63 64 36 2 72 74 26
Not Economically Disadvantaged 9 70 80 20 8 73 81 19 10 76 85 15
English Learners - 59 59 41 - 30 30 70 - 23 23 77
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 84 16 13 68 81 19 14 74 88 12
Female 7 74 81 19 5 71 76 24 - 86 86 14
Male 19 68 87 13 19 65 85 15 23 66 89 11
Asian 64 36 100 0 < < < < < < 100 0
Black 7 74 82 18 5 63 68 32 3 79 82 18
Hispanic 8 71 78 22 4 79 83 17 18 73 91 9
White 19 69 88 12 24 65 89 11 22 68 90 10
Multiple Races - 83 83 17 15 77 92 8 < < 100 0
Students with Disabilities - 70 70 30 < < < < < < 100 0
Students without Disabilities 14 70 85 15 13 68 81 19 14 74 87 13
Economically Disadvantaged 5 65 70 30 1 75 76 24 10 72 83 17
Not Economically Disadvantaged 17 72 89 11 20 64 84 16 16 74 90 10
English Learners 8 42 50 50 < < < <
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 3 68 71 29 2 74 76 24 - 64 65 35
Female 2 67 68 32 2 76 78 22 - 62 62 38
Male 4 69 72 28 2 72 74 26 1 66 66 34
Asian 10 70 80 20 < < 100 0 < < < <
Black 1 64 64 36 1 66 67 33 1 58 58 42
Hispanic 3 60 63 37 3 73 76 24 - 70 70 30
White 5 78 84 16 3 86 89 11 - 77 77 23
Multiple Races - 80 80 20 - 76 76 24 - 73 73 27
Students with Disabilities 1 52 54 46 2 52 54 46 - 46 46 54
Students without Disabilities 3 71 74 26 2 77 80 20 - 69 69 31
Economically Disadvantaged 2 61 62 38 1 69 70 30 - 58 58 42
Not Economically Disadvantaged 4 75 79 21 4 79 83 17 1 72 73 27
English Learners 3 47 50 50 - 56 56 44 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 84 16 14 68 81 19 11 61 72 28
Female 9 72 82 18 7 71 78 22 8 60 68 32
Male 22 63 85 15 18 65 83 17 14 61 75 25
Asian 42 52 94 6 23 73 97 3 8 73 81 19
Black 10 66 76 24 8 67 74 26 6 57 62 38
Hispanic 16 69 85 15 11 70 81 19 9 66 76 24
White 23 67 90 10 21 67 88 12 20 61 82 18
Multiple Races 17 69 85 15 19 63 82 18 14 65 80 20
Students with Disabilities 11 55 66 34 7 49 56 44 4 44 48 52
Students without Disabilities 17 68 86 14 14 70 84 16 12 63 75 25
Economically Disadvantaged 10 67 77 23 9 67 76 24 8 58 66 34
Not Economically Disadvantaged 21 66 88 12 17 68 85 15 14 63 78 22
English Learners 7 67 74 26 - 62 62 38 - 59 59 41
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 13 69 82 18 11 67 78 22 3 49 51 49
Female 10 71 81 19 5 69 74 26 2 48 51 49
Male 16 67 83 17 16 65 81 19 4 49 52 48
Asian 55 45 100 0 40 50 90 10 < < < <
Black 10 65 74 26 6 65 71 29 1 37 38 62
Hispanic 10 75 85 15 7 67 74 26 - 64 64 36
White 17 71 88 12 17 70 88 12 11 60 70 30
Multiple Races 13 75 88 13 15 65 80 20 < < < <
Students with Disabilities 7 59 66 34 5 45 50 50 - 32 32 68
Students without Disabilities 14 70 84 16 12 69 81 19 4 53 56 44
Economically Disadvantaged 6 71 77 23 4 67 71 29 2 46 48 52
Not Economically Disadvantaged 17 68 85 15 17 66 83 17 4 52 56 44
English Learners 4 62 65 35 - 36 36 64 - 31 31 69
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 13 66 79 21 9 69 78 22 11 60 71 29
Female 6 70 76 24 7 69 76 24 10 58 67 33
Male 18 63 81 19 11 69 80 20 12 62 74 26
Asian < < < < < < 100 0 < < < <
Black 7 65 72 28 5 69 74 26 7 58 65 35
Hispanic 14 70 84 16 11 68 79 21 14 60 73 27
White 20 64 84 16 11 71 82 18 16 62 78 22
Multiple Races 8 69 77 23 32 47 79 21 5 73 77 23
Students with Disabilities 4 56 60 40 2 51 53 47 4 50 54 46
Students without Disabilities 15 68 82 18 10 71 82 18 12 62 73 27
Economically Disadvantaged 10 63 74 26 9 66 74 26 11 57 68 32
Not Economically Disadvantaged 16 68 84 16 10 72 82 18 11 64 75 25
English Learners 5 67 72 28 - 67 67 33 - 76 76 24
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 23 67 90 10 22 64 85 15 15 69 84 16
Female 12 77 88 12 11 74 85 15 9 71 80 20
Male 34 58 92 8 30 56 86 14 19 68 87 13
Asian < < 100 0 < < 100 0 - 100 100 0
Black 12 71 83 17 13 65 78 22 7 69 76 24
Hispanic 24 64 88 12 16 75 91 9 10 80 90 10
White 31 66 97 3 36 54 90 10 25 63 88 12
Multiple Races 24 65 88 12 14 71 86 14 32 58 89 11
Students with Disabilities 33 50 83 17 7 57 64 36 19 63 81 19
Students without Disabilities 23 68 90 10 22 64 86 14 15 70 84 16
Economically Disadvantaged 10 72 82 18 16 69 85 15 8 71 80 20
Not Economically Disadvantaged 29 64 94 6 26 60 86 14 19 68 87 13
English Learners 10 76 86 14 < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 62 97 3 9 88 97 3 30 70 100 0
Female 15 77 92 8 5 84 89 11 19 81 100 0
Male 46 54 100 0 11 89 100 0 35 65 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 92 92 8 - 83 83 17 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 53 47 100 0 11 89 100 0 36 64 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 35 62 97 3 10 87 97 3 30 70 100 0
Economically Disadvantaged < < 100 0 - 88 88 12 < < 100 0
Not Economically Disadvantaged 41 56 97 3 12 88 100 0 32 68 100 0
English Learners < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division14779163
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Grade 9505492450
Grade 10470503468
Grade 11421403431
Grade 12463427443
Total Students1,8591,8251,792

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students185918251792
Female779791801
Male10801034991
Asian474747
Black751765733
Hispanic370370396
Native Hawaiian1-1
White606569530
Multiple Races847384
Students with Disabilities268264247
Students without Disabilities159115611545
Economically Disadvantaged7561049960
Not Economically Disadvantaged1103776832
English Learners125207215
Not English Learners173416181577
Homeless131410
Foster Care882
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2020: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2019-2020 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 185 219 5 1 35 7
Division 2648 1836 99 33 312 61
State 50981 37565 2393 953 5062 1527
Female School 86 88 2 0 11 4
Division 1465 761 39 14 96 31
State 28032 16195 772 327 1870 537
Male School 99 131 3 1 24 3
Division 1183 1075 60 19 216 30
State 22949 21370 1621 626 3192 990
Asian School 6 5 0 0 1 0
Division 138 46 4 0 3 0
State 5504 1382 99 13 87 34
Black School 65 101 1 1 5 3
Division 554 649 48 5 61 25
State 7857 10933 899 202 1084 601
Hispanic School 36 43 1 0 16 1
Division 262 359 8 4 153 15
State 5873 7010 283 119 2545 241
White School 70 62 3 0 12 3
Division 1568 714 35 21 86 18
State 28901 16318 1003 543 1194 573
Multiple Races School 8 8 0 0 1 0
Division 120 63 4 3 9 3
State 2639 1760 97 71 138 70
Students with Disabilities School 0 53 5 0 8 0
Division 43 375 99 5 59 5
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 67 146 1 1 21 3
Division 613 995 53 18 177 33
State 11627 19512 1409 505 2495 997
English Learners School 6 15 1 0 12 0
Division 33 180 3 0 120 8
State 1295 4669 241 28 2167 60
Homeless School < < < < 0 <
Division 14 33 3 1 12 1
State 183 628 54 22 301 49
Military Connected School < < < < 0 <
Division 11 5 0 0 0 0
State 2014 1262 47 21 39 14
Foster Care School < < < < < <
Division 0 8 2 1 8 0
State 23 186 32 21 88 20
< = 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 Students4524099141091358
Female1911769217692116
Male2612338923490249
Asian121192119218
Black176167951689653
Hispanic97808380831617
White1501359013590128
Multiple Races171694169416
Students with Disabilities6658885888812
Economically Disadvantaged2392149021590219
English Learners34226522651235
Homeless<<100<10000
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 2017-20182018-20192019-2020
Advanced Placement Test Taken233 / 12.32%199 / 10.71%222 / 12.17%
Advanced Placement Course Enrollment357 / 18.88%312 / 16.79%397 / 21.77%
Dual Enrollment67 / 3.54%83 / 4.47%87 / 4.77%
Governor's School Enrollment15 / .79%16 / .86%17 / .93%
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 StudentsSchool40521547
Division4,3282,93732
State85,89757,72633
FemaleSchool18410742
Division2,1781,61926
State43,22331,59927
MaleSchool22110851
Division2,1501,31839
State42,67426,12739
AsianSchool12<100
Division18416013
State6,0845,29213
BlackSchool1648846
Division1,24179936
State18,86711,29840
HispanicSchool703353
Division46723749
State10,1015,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool1447945
Division2,2541,62628
State46,44832,34130
Multiple RacesSchool14<100
Division16610537
State3,9902,71532
Students with DisabilitiesSchool351071
Division31113258
State7,2153,25755
Economically DisadvantagedSchool1486655
Division1,06855848
State27,32814,19048
English LearnersSchool23<100
Division1696760
State5,1812,82046
American IndianSchool--100
Division13<100
State26516737
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool142216
 Division181225227
 State3,6233,5254,095
State LicensuresSchool446
 Division485160
 State2,2791,8812,231
Industry CertificationSchool513612798
 Division6,0586,4537,471
 State109,275104,601107,234
Workplace ReadinessSchool233278195
 Division1,2441,6451,352
 State42,31350,24144,892
Total Credentials EarnedSchool7649161,015
 Division7,5318,3749,110
 State157,490160,248158,452
Students Earning One or More CredentialsSchool651706634
 Division6,3466,7636,222
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationSchool2--
 Division571926
 State1,4311,5371,317
CTE CompletersSchool174210212
 Division1,4511,6501,648
 State40,51641,43840,209

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

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,4963161,5402881,500297
Female628141650110651101
Male868175890178849196
American Indian<<<<--
Asian433423387
Black573130605106626112
Hispanic287653119026986
Native Hawaiian<<<<--
White5351065217349581
Multiple Races541260157211
Students with Disabilities186471895119358
Economically Disadvantaged596177656181795232
English Learners11428105488448
Homeless1391961115
< = 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 49
Disorderly or Disruptive Behavior Offenses 141
Other Offenses Against Persons 117
All Other Offenses <
Property Offenses 16
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 15
Technology 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 Indian0.10.30.1--
Asian2.51.32.62.12.51.9
Black38.756.838.956.540.460.3
Hispanic19.210.421.517.319.99.4
Native Hawaiian0.10.30.10.1
White35.928.132.922.432.623.6
Multiple Races3.72.941.74.54.9
< = 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 Indian0.10.1
Asian2.52.62.5
Black38.710038.940.4
Hispanic19.221.519.9
Native Hawaiian0.10.10.1
White35.932.932.6
Multiple Races3.744.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.1--
Asian2.52.62.5
Black38.738.940.4
Hispanic19.221.519.9
Native Hawaiian0.10.10.1
White35.932.932.6
Multiple Races3.744.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 44.344.146
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 21.825.224.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 6065.259.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201839%58%3%0%
2018-201939%59%1%1%
2019-202039%58%3%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

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

Lloyd C. Bird High to top