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Mills E. Godwin High

General school information

Category: High (09-12) School
Phone: 804-750-2600
Address: 2101 Pump Rd Richmond, VA 23238
Principal: Leigh R. Dunavant
Superintendent: Dr. Amy E. Cashwell
School Number: 140
Region: 1
Division: Henrico County Public Schools
Division Number: 43
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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

ACCREDITATION

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

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 79 95 5 47 43 91 9
Female 18 81 98 2 47 43 90 10
Male 15 77 92 8 47 44 91 9
American Indian < < 100 0
Asian 32 64 96 4 69 25 94 6
Black 10 76 86 14 26 57 83 17
Hispanic 20 70 90 10 24 59 83 17
White 14 83 96 4 46 45 91 9
Multiple Races 12 88 100 0 54 46 100 0
Students with Disabilities 6 61 68 32 14 44 58 42
Students without Disabilities 17 80 97 3 50 43 94 6
Economically Disadvantaged 6 78 84 16 25 51 75 25
Not Economically Disadvantaged 18 79 97 3 53 42 94 6
English Learners < < < < 11 21 32 68
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 79 95 5 47 43 91 9
Female 18 81 98 2 47 43 90 10
Male 15 77 92 8 47 44 91 9
American Indian < < 100 0
Asian 32 64 96 4 69 25 94 6
Black 10 76 86 14 26 57 83 17
Hispanic 20 70 90 10 24 59 83 17
White 14 83 96 4 46 45 91 9
Multiple Races 12 88 100 0 54 46 100 0
Students with Disabilities 6 61 68 32 14 44 58 42
Students without Disabilities 17 80 97 3 50 43 94 6
Economically Disadvantaged 6 78 84 16 25 51 75 25
Not Economically Disadvantaged 18 79 97 3 53 42 94 6
English Learners < < < < 11 21 32 68
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
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

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

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 49 91 9
Female 47 46 93 7
Male 38 51 89 11
Asian 70 27 97 3
Black 15 58 73 27
White 42 52 94 6
Multiple Races 29 52 81 19
Students with Disabilities 10 41 51 49
Students without Disabilities 45 49 95 5
Economically Disadvantaged 17 64 80 20
Not Economically Disadvantaged 47 46 93 7
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 49 91 9
Female 47 46 93 7
Male 38 51 89 11
Asian 70 27 97 3
Black 15 58 73 27
White 42 52 94 6
Multiple Races 29 52 81 19
Students with Disabilities 10 41 51 49
Students without Disabilities 45 49 95 5
Economically Disadvantaged 17 64 80 20
Not Economically Disadvantaged 47 46 93 7
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 77 92 8 7 60 67 33
Female 15 78 93 7 9 62 70 30
Male 16 76 92 8 5 58 64 36
Asian 41 59 100 0 27 60 87 13
Black 8 74 82 18 6 47 53 47
Hispanic 15 62 77 23 - 61 61 39
White 13 82 95 5 4 62 67 33
Multiple Races 8 72 80 20 - 47 47 53
Students with Disabilities 3 73 76 24 6 37 43 57
Students without Disabilities 17 77 94 6 7 63 70 30
Economically Disadvantaged 11 73 85 15 2 51 53 47
Not Economically Disadvantaged 17 78 94 6 8 62 71 29
English Learners - 60 60 40 - 48 48 52
Military Connected < < 100 0 < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 78 82 18 1 48 49 51
Female 6 81 87 13 1 47 49 51
Male 1 76 77 23 - 49 49 51
Asian 17 83 100 0 < < < <
Black 4 73 77 23 - 44 44 56
Hispanic - 65 65 35 - 59 59 41
White 3 83 86 14 1 45 46 54
Multiple Races < < < < < < < <
Students with Disabilities - 70 70 30 - 37 37 63
Students without Disabilities 5 80 85 15 1 52 53 47
Economically Disadvantaged 3 70 73 27 - 48 48 52
Not Economically Disadvantaged 4 83 87 13 1 48 49 51
English Learners - 58 58 42 - 39 39 61
Military Connected < < 100 0 < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 84 93 7 5 68 74 26
Female 11 83 94 6 5 76 82 18
Male 7 86 93 7 5 60 65 35
Asian 29 71 100 0 < < < <
Black 7 70 78 22 < < < <
Hispanic 14 67 81 19 < < < <
White 7 89 97 3 4 73 76 24
Multiple Races - 85 85 15 < < < <
Students with Disabilities - 85 85 15 < < < <
Students without Disabilities 9 84 94 6 5 69 74 26
Economically Disadvantaged 11 82 93 7 7 60 67 33
Not Economically Disadvantaged 9 85 94 6 5 69 75 25
English Learners < < < < < < 100 0
Military Connected < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 68 99 1 15 70 84 16
Female 29 69 98 2 16 67 84 16
Male 34 66 100 0 13 72 85 15
Asian 52 48 100 0 31 64 95 5
Black - 100 100 0 < < < <
Hispanic < < 100 0 < < < <
White 25 73 99 1 9 77 86 14
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 32 67 99 1 15 69 84 16
Economically Disadvantaged 38 63 100 0 - 58 58 42
Not Economically Disadvantaged 31 68 99 1 16 71 87 13
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
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

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 66 93 7 18 63 82 18
Female 25 69 94 6 20 62 82 18
Male 28 64 92 8 17 64 81 19
Asian 50 49 98 2 49 44 93 7
Black 7 67 75 25 3 59 62 38
Hispanic 18 61 79 21 6 69 74 26
White 25 70 96 4 15 67 82 18
Multiple Races 28 66 93 7 11 72 83 17
Students with Disabilities 9 65 75 25 2 53 55 45
Students without Disabilities 28 67 95 5 20 64 85 15
Economically Disadvantaged 13 70 82 18 3 57 60 40
Not Economically Disadvantaged 30 65 96 4 23 65 87 13
English Learners 4 39 43 57 - 16 16 84
Military Connected < < 100 0 < < 100 0
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 60 96 4 18 63 82 18
Female 35 62 97 3 20 62 82 18
Male 37 58 95 5 17 65 82 18
Asian 60 39 99 1 49 44 93 7
Black 9 70 79 21 - 61 61 39
Hispanic 36 56 92 8 6 69 74 26
White 33 64 97 3 15 67 82 18
Multiple Races 39 56 94 6 11 72 83 17
Students with Disabilities 11 71 82 18 - 54 54 46
Students without Disabilities 38 59 97 3 20 64 85 15
Economically Disadvantaged 21 71 92 8 2 58 60 40
Not Economically Disadvantaged 39 58 97 3 23 65 88 12
English Learners < < < < - 16 16 84
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 75 100 0
Female 24 76 100 0
Male 28 72 100 0
Asian 36 64 100 0
Black < < 100 0
Hispanic < < 100 0
White 27 73 100 0
Multiple Races < < 100 0
Students without Disabilities 25 75 100 0
Economically Disadvantaged 17 83 100 0
Not Economically Disadvantaged 27 73 100 0
English Learners < < 100 0
Military Connected < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 79 82 18
Female 4 80 84 16
Male 2 78 81 19
Asian - 91 91 9
Black - 62 62 38
Hispanic - 64 64 36
White 4 86 90 10
Multiple Races < < < <
Students with Disabilities 3 64 67 33
Students without Disabilities 3 82 86 14
Economically Disadvantaged 1 68 70 30
Not Economically Disadvantaged 4 86 90 10
English Learners - 28 28 72
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
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

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

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 83 17
Female 11 70 81 19
Male 17 67 84 16
Asian 25 73 98 2
Black 5 58 63 37
Hispanic 8 63 70 30
White 15 71 86 14
Multiple Races 15 70 85 15
Students with Disabilities 8 54 62 38
Students without Disabilities 15 70 85 15
Economically Disadvantaged 8 66 74 26
Not Economically Disadvantaged 17 69 86 14
English Learners - 31 31 69
Military Connected < < 100 0
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 75 85 15
Female 7 76 82 18
Male 14 74 88 12
Asian 20 73 93 7
Black - 73 73 27
Hispanic - 83 83 17
White 12 74 86 14
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 11 78 89 11
Economically Disadvantaged - 79 79 21
Not Economically Disadvantaged 13 74 87 13
English Learners < < < <
Military Connected < < 100 0
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 79 21
Female 13 68 80 20
Male 16 61 78 22
Asian 26 74 100 0
Black 10 45 55 45
Hispanic 10 50 60 40
White 14 70 84 16
Multiple Races < < < <
Students with Disabilities 9 47 56 44
Students without Disabilities 15 68 83 17
Economically Disadvantaged 11 56 67 33
Not Economically Disadvantaged 17 69 86 14
English Learners - 40 40 60
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 70 87 13
Female 12 70 82 18
Male 21 70 91 9
Asian 29 71 100 0
Black - 69 69 31
Hispanic < < < <
White 19 70 89 11
Multiple Races < < < <
Students with Disabilities < < 100 0
Students without Disabilities 17 69 86 14
Economically Disadvantaged 6 81 87 13
Not Economically Disadvantaged 20 67 87 13
English Learners < < < <
Military Connected < < 100 0
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
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

2018-20192020-2021
School--
Division22256
State3,7191,324
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 9483494449
Grade 10419480482
Grade 11459414473
Grade 12500472426
Total Students1,8611,8601,830

< = 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 Students186118601830
Female906915882
Male955945948
American Indian111
Asian264263262
Black153146145
Hispanic129133137
Native Hawaiian1--
White123112361203
Multiple Races828182
Students with Disabilities163180196
Students without Disabilities169816801634
Economically Disadvantaged318326354
Not Economically Disadvantaged154315341476
English Learners9610394
Not English Learners176517571736
Homeless812-
Military Connected131311
< = 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 2021: 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 2020-2021 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 311 92 6 1 12 4
Division 2159 1381 88 32 268 79
State 51257 36989 2115 702 4150 1952
Female School 161 42 3 0 4 1
Division 1182 605 26 15 80 34
State 28271 16178 697 250 1329 759
Male School 150 50 3 1 8 3
Division 977 776 62 17 188 45
State 22980 20805 1418 452 2820 1193
Asian School 51 6 0 0 0 0
Division 323 60 2 0 6 3
State 5775 1305 75 12 65 35
Black School 14 12 1 0 0 0
Division 520 717 44 13 107 39
State 7933 10580 774 148 1017 761
Hispanic School 14 8 0 0 9 1
Division 123 145 5 1 93 12
State 5891 6757 240 88 1844 312
White School 221 58 4 1 3 2
Division 1087 376 29 16 58 21
State 28757 16258 916 407 1095 755
Multiple Races School 11 8 1 0 0 1
Division 101 77 8 2 4 4
State 2685 1935 101 44 114 85
Students with Disabilities School 4 27 6 1 2 0
Division 47 273 88 12 71 0
State 1332 7339 2115 98 863 108
Economically Disadvantaged School 24 34 2 1 7 3
Division 505 825 61 19 167 60
State 11820 19248 1268 371 2167 1346
English Learners School 4 12 0 0 9 0
Division 36 127 5 1 95 3
State 1281 4093 206 19 1532 67
Homeless School < < < < 0 <
Division 11 25 1 0 8 2
State 166 486 49 19 183 53
Military Connected School < < < < 0 <
Division 20 16 2 0 0 0
State 2252 1403 62 15 48 37
< = 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 Students4264099641096123
Female211206982069842
Male215203942049584
Asian57571005710000
Black27271002710000
Hispanic3222692269928
White289283982849831
Multiple Races212095209500
Students with Disabilities403793389525
Economically Disadvantaged7160856186710
English Learners2516641664936
Homeless<<<<<00
Military Connected<<100<10000
< = 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 2018-20192019-20202020-2021
Advanced Placement Test Taken486 / 26.11%454 / 24.41%428 / 23.39%
Advanced Placement Course Enrollment608 / 32.67%642 / 34.52%673 / 36.78%
Dual Enrollment - - -
Governor's School Enrollment26 / 1.4%27 / 1.45%24 / 1.31%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2018-2019 FGI cohort year (students entering high school in 2015)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool47339317
Division3,4962,54727
State86,21159,46231
FemaleSchool21319110
Division1,7371,36322
State43,37932,57825
MaleSchool26020222
Division1,7591,18433
State42,83226,88437
AsianSchool63588
Division3202909
State6,3805,55313
BlackSchool473330
Division1,23376138
State18,49311,40838
HispanicSchool312326
Division24514840
State10,8006,31841
WhiteSchool31626616
Division1,5531,24320
State46,06033,07528
Multiple RacesSchool161319
Division13810127
State4,1342,89130
Students with DisabilitiesSchool241729
Division31715252
State7,5273,57553
Economically DisadvantagedSchool714635
Division1,12663544
State28,17015,21546
English LearnersSchool17<100
Division17510838
State5,2972,82847
American IndianSchool--100
Division<<100
State22013539
Native HawaiianSchool--100
Division<<100
State1248234
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2018-20192019-20202020-2021
NOCTI AssessmentsSchool63--
 Division44030-
 State4,0955111,508
Industry CertificationSchool450411349
 Division3,8682,2842,369
 State107,23443,66048,781
Workplace ReadinessSchool68--
 Division1,019--
 State44,897--
Total Credentials EarnedSchool581411349
 Division5,4182,3142,408
 State158,45744,50451,319
Students Earning One or More CredentialsSchool505366311
 Division4,7102,1332,189
 State126,04439,25445,542
CTE CompletersSchool124133111
 Division1,5721,6871,504
 State42,22244,53939,042
State LicensuresSchool---
 Division91-39
 State2,2313331,030
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,317917295

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

Finance

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 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
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,6891671,634190
Female8327380280
Male85794832110
American Indian<<<<
Asian25482607
Black1282611331
Hispanic1082510133
White1,129951,091107
Multiple Races69136911
Students with Disabilities1343017029
Economically Disadvantaged2367027294
English Learners86146627
Homeless76<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

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

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.11.30.10.1
Asian14.23.914.114.3
Black8.219.57.830.67.9
Hispanic6.918.27.213.97.5
Native Hawaiian0.1----
White66.149.466.544.465.7100
Multiple Races4.47.84.411.14.5
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian14.214.114.3
Black8.2507.87.9
Hispanic6.9507.27.5
Native Hawaiian0.1
White66.166.565.7
Multiple Races4.44.44.5
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian14.214.114.3
Black8.27.87.9
Hispanic6.97.27.5
Native Hawaiian0.1----
White66.166.565.7
Multiple Races4.44.44.5
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 17.71616
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 7.88.28.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 55.259.959.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201932%66%1%1%
2019-202030%69%1%0%
2020-202132%67%1%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

2021 ESSA Status: Not Identified for Support and Improvement
2021 Accreditation Status: Accreditation Waived

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students94%84%84%
Asian100%90%84%
Black93%83%84%
Hispanic66%82%84%
White96%86%84%
Economically Disadvantaged74%81%84%
English Learners62%74%84%
Students with Disabilities75%70%84%

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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%10%12%10%
Asian3%3%10%10%
Black22%19%13%10%
Hispanic25%22%13%10%
White9%8%13%10%
Economically Disadvantaged26%24%15%10%
English Learners29%21%12%10%
Students with Disabilities15%16%16%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

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency4%--

< = 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 Proficiency2484%

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students73%27%98%2%99%1%
Asian<<95%5%100%-
Black<<100%-100%-
Hispanic<<100%-100%-
White69%31%99%1%99%1%
Economically Disadvantaged82%18%98%2%98%2%
Not Economically Disadvantaged<<98%2%--
English Learners<<100%-100%-
Students with Disabilities<<97%3%94%6%
Students without Disabilities78%22%98%2%--
Female64%36%99%1%--
Male83%17%97%3%--
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports

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