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Marshall High

General school information

Category: High (09-12) School
Phone: 703-714-5400
Address: 7731 Leesburg Pike Falls Church, VA 22043
Principal: Jeffrey Litz
Superintendent: Dr. Michelle C. Reid
School Number: 1290
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level One
College, Career, and Civic Readiness Index (CCCRI) 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 Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

English Academic Achievement: All Students

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

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

97989975202220232024

Student Engagement and Outcomes: Chronic Absenteeism

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

14.77% of the students in this school were chronically absent in the 2023 - 2024 school year.

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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Writing Performance: All Students

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Math Performance: All Students

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Science Performance: All Students

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History Performance: All Students

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

2021-20222022-20232023-2024
School---
Division1,2351,2231,602
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
End of Course Reading25610.4%

Enrollment

Fall Membership by Grade

Grade 2023-20242024-2025
Grade 9565513
Grade 10562575
Grade 11561573
Grade 12519557
Total Students2,2072,218

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

Fall Membership by Subgroups

2024 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion: Class of 2024: All Students

School

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken9 / .43%30 / 1.41%32 / 1.45%
Advanced Placement Course Enrollment10 / .48%28 / 1.32%36 / 1.63%
Dual Enrollment - - -
Governor's School Enrollment - - -
IB Course Enrollment1,113 / 53.72%1,124 / 52.99%997 / 45.19%
Senior Enrolled in IB Program76 / 3.67%82 / 3.87%74 / 3.35%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Career and Technical Education
2021-20222022-20232023-2024
State LicensuresSchool129
 Division3145215
 State1,2361,5732,069
Industry CertificationSchool557595571
 Division11,5419,58511,542
 State95,688100,965101,956
Workplace ReadinessSchool164181250
 Division7,2736,4815,454
 State44,34841,81935,066
Total Credentials EarnedSchool722778830
 Division18,84516,11117,211
 State143,862148,201142,668
Students Earning One or More CredentialsSchool544605657
 Division16,44314,19315,132
 State115,682118,469115,609
CTE CompletersSchool221228261
 Division5,1804,9605,122
 State45,09446,02848,643
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division857874
 State7619621,022
NOCTI AssessmentsSchool---
 Division---
 State2,5903,8443,577

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

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 78
Relationship Behaviors without Physical Harm 53
Behaviors of a Safety Concern 66
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 23
Behaviors used to determine Persistently Dangerous Schools 2

< = 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:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools: 2023-2024

Teacher Quality All Schools: 2023-2024
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number
This SchoolLow Poverty11.6%195.5%93%5
Division
All Schools7.4%11594.6%7192%311
High Poverty1.8%105.6%310.2%1
Low Poverty6.9%5994%3491.7%149
State
All Schools7.7%83525.9%64001.8%1978
High Poverty12.1%23396.9%13382.8%545
Low Poverty5%16714.6%15411.1%368

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

School Leaders

Inexperienced (First-Year) School Leaders All Schools: 2023-2024

Inexperienced (First-Year) School Leaders All Schools: 2023-2024
Poverty Level Principals Assistant Principals
Percent Number Percent Number
This School
All Schools0%020%1
Low Poverty0%020%1
Division
All Schools11.2%2214.2%63
High Poverty0%027.8%5
Low Poverty9.9%1112.6%31
State
All Schools4%8510.3%323
High Poverty7.1%3513.1%93
Low Poverty2.6%138.4%72

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers All Schools: 2023-2024

Provisionally Licensed Teachers All Schools: 2023-2024
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number
This SchoolLow Poverty9.1%151.8%3
Division
All Schools8.3%13113.5%552
High Poverty9.4%523.6%20
Low Poverty6.9%6023.2%279
State
All Schools9.2%101672.7%2975
High Poverty12.4%25862.7%572
Low Poverty7%23562.5%831

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

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

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%70%79%88%
Asian99%72%91%88%
Black100%71%68%88%
Hispanic79%70%68%88%
White95%69%85%88%
Multiple Races97%75%83%88%
Economically Disadvantaged85%73%68%88%
English Learners63%57%60%88%
Students with Disabilities70%58%57%88%

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%80%74%85%
Asian84%86%90%85%
Black55%68%61%85%
Hispanic69%73%63%85%
White81%81%81%85%
Multiple Races93%90%77%85%
Economically Disadvantaged69%71%62%85%
English Learners75%68%58%85%
Students with Disabilities55%52%54%85%

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students86%
Asian94%
Black72%
Hispanic64%
White93%
Multiple Races100%
Economically Disadvantaged67%
English Learners49%
Students with Disabilities52%

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian95%90%84%
Black92%83%84%
Hispanic78%83%84%
White93%86%84%
Multiple Races97%89%84%
Economically Disadvantaged83%82%84%
English Learners69%77%84%
Students with Disabilities75%74%84%
Homeless<--
Foster Care---

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students16%16%12%10%
Asian9%9%10%10%
Black19%19%12%10%
Hispanic25%27%12%10%
White13%14%12%10%
Multiple Races13%13%12%10%
Economically Disadvantaged29%30%13%10%
English Learners29%30%12%10%
Students with Disabilities24%25%14%10%

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress60%54%58%
English Learner Proficiency8%--

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%52%48%92%8%
Asian99%1%38%62%92%8%
Black100%-83%17%94%6%
Hispanic98%2%71%29%93%7%
White99%1%44%56%92%8%
Multiple Races97%3%44%56%97%3%
Economically Disadvantaged99%1%78%22%92%8%
Not Economically Disadvantaged99%1%42%58%--
English Learners95%5%90%10%90%10%
Students with Disabilities96%4%85%15%95%5%
Students without Disabilities99%1%47%53%--
Female99%1%50%50%--
Male99%1%53%47%--
Migrant------

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