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Mountain View High

General school information

Category: High (08-12) School
Phone: 540-477-2732
Address: 150 Stonewall Ln Quicksburg, VA 22847-1429
Principal: Mr. Michael J. Dorman
Superintendent: Ms. Melody A. Sheppard
School Number: 790
Region: 4
Division: Shenandoah County Public Schools
Division Number: 85
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 6 65 72 28 8 55 63 37
Female 9 65 74 26 10 61 71 29
Male 3 66 69 31 7 49 56 44
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 2 45 48 52 2 52 55 45
White 7 72 79 21 10 56 66 34
Multiple Races < < < < < < < <
Students with Disabilities 11 42 53 47 11 26 37 63
Students without Disabilities 6 69 75 25 8 59 67 33
Economically Disadvantaged 4 56 60 40 6 50 55 45
Not Economically Disadvantaged 9 74 82 18 11 61 71 29
English Learners - 6 6 94 - 20 20 80
Homeless < < < < < < < <
Military Connected < < 100 0
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
All Students 4 62 66 34 3 48 51 49
Female 7 60 67 33 4 49 53 47
Male 2 63 65 35 3 47 50 50
Asian < < 100 0
Black < < < < < < < <
Hispanic 7 40 47 53 - 36 36 64
White 4 66 70 30 5 51 55 45
Multiple Races < < < <
Students with Disabilities 5 30 35 65 - 20 20 80
Students without Disabilities 4 68 73 27 4 50 54 46
Economically Disadvantaged 4 50 54 46 2 41 42 58
Not Economically Disadvantaged 5 71 76 24 6 57 63 37
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 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 8 68 76 24 13 62 75 25
Female 11 68 79 21 15 72 87 13
Male 5 68 73 27 11 52 63 37
American Indian < < < < < < < <
Black < < < < < < 100 0
Hispanic - 48 48 52 5 68 73 27
White 10 78 89 11 14 61 75 25
Students with Disabilities 17 56 72 28 18 29 47 53
Students without Disabilities 7 70 77 23 12 67 79 21
Economically Disadvantaged 4 60 65 35 11 60 72 28
Not Economically Disadvantaged 12 76 88 12 14 63 77 23
English Learners - 9 9 91 < < < <
Military Connected < < 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
< = 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 19 44 63 37
Female 28 45 72 28
Male 11 42 53 47
Hispanic 22 17 39 61
White 19 51 70 30
Students with Disabilities 11 25 36 64
Economically Disadvantaged 16 39 54 46
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 40 49 51
Female 13 50 63 37
White 8 45 54 46
Students with Disabilities 6 6 11 89
Economically Disadvantaged 10 28 38 62
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 28 46 74 26
Male 16 52 68 32
Hispanic 27 20 47 53
White 29 57 86 14
Students with Disabilities 17 44 61 39
Economically Disadvantaged 20 47 67 33
< = 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 7 70 77 23 4 50 53 47
Female 10 71 81 19 3 50 53 47
Male 5 69 74 26 5 49 54 46
Asian < < 100 0
Black 20 50 70 30 < < < <
Hispanic 3 63 66 34 2 34 37 63
White 8 72 80 20 4 53 58 42
Multiple Races < < 100 0 < < < <
Students with Disabilities 4 49 53 47 9 27 36 64
Students without Disabilities 8 73 81 19 3 52 55 45
Economically Disadvantaged 5 64 69 31 3 38 41 59
Not Economically Disadvantaged 9 74 83 17 5 63 68 32
English Learners 3 48 52 48 - 13 13 87
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 73 27 - 32 32 68
Female 8 65 73 28 - 30 30 70
Male 2 72 74 26 - 33 33 67
Black < < < < < < < <
Hispanic - 50 50 50 - 30 30 70
White 5 73 78 22 - 33 33 67
Multiple Races < < < <
Students with Disabilities 5 32 37 63 < < < <
Students without Disabilities 4 79 84 16 - 35 35 65
Economically Disadvantaged 3 60 63 38 - 25 25 75
Not Economically Disadvantaged 7 76 83 17 - 43 43 57
English Learners < < < < < < < <
Homeless < < < <
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 7 77 84 16 5 64 69 31
Female 14 76 90 10 4 65 70 30
Male 3 77 80 20 5 64 69 31
Asian < < 100 0
Black < < 100 0
Hispanic 8 69 77 23 - 46 46 54
White 7 79 86 14 6 68 74 26
Multiple Races < < < <
Students with Disabilities - 72 72 28 - 55 55 45
Students without Disabilities 9 78 86 14 5 66 71 29
Economically Disadvantaged 6 69 76 24 2 55 56 44
Not Economically Disadvantaged 8 83 92 8 8 76 84 16
English Learners 8 58 67 33 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 7 63 70 30 7 79 86 14
Female 10 65 75 25 9 82 91 9
Male 4 61 65 35 < < < <
Asian < < 100 0
Black < < < < < < 100 0
Hispanic - 61 61 39 < < < <
White 10 65 75 25 10 80 90 10
Multiple Races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 8 66 74 26 7 79 86 14
Economically Disadvantaged - 66 66 34 < < < <
Not Economically Disadvantaged 14 61 75 25 - 91 91 9
English Learners - 42 42 58 < < < <
Homeless < < < <
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 11 67 78 22 9 45 55 45
Female 5 84 89 11 < < < <
Male 15 54 69 31 < < 100 0
Hispanic < < < < < < < <
White 13 67 79 21 < < < <
Multiple Races < < 100 0
Students without Disabilities 11 67 78 22 9 45 55 45
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 8 72 81 19 < < < <
English Learners < < < <
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
< = 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 10 74 84 16 3 44 48 52
Female 9 76 84 16 1 41 42 58
Male 11 73 84 16 5 47 53 47
Asian < < < <
Black < < < < < < < <
Hispanic 2 69 70 30 3 24 27 73
White 11 77 88 12 4 50 53 47
Multiple Races < < < < < < < <
Students with Disabilities 9 52 61 39 9 26 35 65
Students without Disabilities 10 78 89 11 3 47 49 51
Economically Disadvantaged 5 70 74 26 2 34 36 64
Not Economically Disadvantaged 14 78 92 8 5 55 60 40
English Learners - 48 48 52 - - - 100
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 78 22 3 39 42 58
Female 6 65 70 30 2 35 36 64
Male 13 72 85 15 3 43 47 53
Asian < < < <
Black < < < <
Hispanic 7 53 60 40 - 21 21 79
White 10 71 81 19 4 46 49 51
Multiple Races < < < <
Students with Disabilities 17 33 50 50 - 20 20 80
Students without Disabilities 8 76 83 17 3 41 44 56
Economically Disadvantaged 4 63 67 33 - 31 31 69
Not Economically Disadvantaged 14 73 86 14 6 49 55 45
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 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 14 66 80 20 2 53 55 45
Female 15 66 81 19 - 51 51 49
Male 13 66 79 21 4 54 58 42
Hispanic - 61 61 39 - 33 33 67
White 18 68 86 14 3 55 58 42
Multiple Races < < 100 0
Students with Disabilities - 39 39 61 - 36 36 64
Students without Disabilities 16 71 88 12 3 55 58 42
Economically Disadvantaged 4 64 68 32 - 40 40 60
Not Economically Disadvantaged 23 68 90 10 4 62 65 35
English Learners - 46 46 54 < < < <
Foster Care < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 83 92 8 < < < <
Female < < 100 0 < < < <
Male < < < <
Hispanic < < 100 0
White 9 82 91 9 < < < <
Students without Disabilities 8 83 92 8 < < < <
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 10 80 90 10 < < < <
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 7 86 93 7
Female 6 91 97 3
Male 7 81 88 12
Hispanic - 86 86 14
White 8 88 96 4
Multiple Races < < < <
Students with Disabilities 6 82 88 12
Students without Disabilities 7 86 93 7
Economically Disadvantaged 4 82 86 14
Not Economically Disadvantaged 8 88 96 4
English Learners < < < <
Grade 5 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 20 65 86 14
Female 22 61 84 16
Male 18 69 87 13
Black < < < <
Hispanic 9 59 67 33
White 23 68 91 9
Multiple Races < < < <
Students with Disabilities 12 60 71 29
Students without Disabilities 21 66 87 13
Economically Disadvantaged 12 64 76 24
Not Economically Disadvantaged 27 66 93 7
English Learners 4 36 40 60
Homeless < < < <
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 18 66 84 16
Female 18 58 76 24
Male 17 74 91 9
Black < < 100 0
Hispanic 13 52 65 35
White 21 74 96 4
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 20 65 85 15
Economically Disadvantaged 8 66 74 26
Not Economically Disadvantaged 29 66 94 6
English Learners < < < <
Homeless < < 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 21 69 91 9
Female 28 67 95 5
Male 15 72 87 13
Black < < < <
Hispanic 5 68 73 27
White 25 72 97 3
Multiple Races < < 100 0
Students with Disabilities 8 77 85 15
Students without Disabilities 23 69 92 8
Economically Disadvantaged 13 69 83 17
Not Economically Disadvantaged 28 70 97 3
English Learners 9 36 45 55
Homeless < < < <
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 22 67 88 12
Female 15 70 85 15
Male 26 64 90 10
Black < < < <
Hispanic 10 70 80 20
White 24 67 91 9
Students with Disabilities < < < <
Students without Disabilities 22 67 90 10
Economically Disadvantaged 12 69 81 19
Not Economically Disadvantaged 28 65 93 7
English Learners < < < <
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22
Female 23 52 75 25
Male 15 67 81 19
Hispanic 7 47 53 47
White 21 62 82 18
Students with Disabilities 13 40 53 47
Students without Disabilities 20 63 82 18
Economically Disadvantaged 11 54 65 35
Not Economically Disadvantaged 25 63 88 12
English Learners < < < <
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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--
Division72
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 8114121126
Grade 9130114125
Grade 10135128118
Grade 11134134133
Grade 12108134129
Post Graduate1-1
Total Students622631632

< = 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 Students622631632
Female291301296
Male331330336
American Indian321
Asian122
Black1398
Hispanic107112105
White486494504
Multiple Races121212
Students with Disabilities10010492
Students without Disabilities522527540
Economically Disadvantaged267271306
Not Economically Disadvantaged355360326
English Learners534745
Not English Learners569584587
Migrant1--
Homeless262
Military Connected323
Foster Care644
< = 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 58 76 9 0 1 0
Division 227 258 25 2 7 3
State 50981 37565 2393 953 5062 1527
Female School 40 34 3 0 1 0
Division 134 123 8 0 2 1
State 28032 16195 772 327 1870 537
Male School 18 42 6 0 0 0
Division 93 135 17 2 5 2
State 22949 21370 1621 626 3192 990
American Indian School < < < < 0 <
Division < < < < 0 <
State 127 109 5 4 12 5
Asian School < < < < 0 <
Division < < < < 0 <
State 5504 1382 99 13 87 34
Black School < < < < 0 <
Division 4 9 5 0 1 0
State 7857 10933 899 202 1084 601
Hispanic School 11 18 0 0 0 0
Division 30 41 0 0 1 1
State 5873 7010 283 119 2545 241
White School 47 48 7 0 1 0
Division 184 192 20 1 5 2
State 28901 16318 1003 543 1194 573
Multiple Races School < < < < 0 <
Division 6 13 0 1 0 0
State 2639 1760 97 71 138 70
Students with Disabilities School 1 16 9 0 1 0
Division 2 47 25 0 3 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 21 42 4 0 0 0
Division 60 121 17 2 2 1
State 11627 19512 1409 505 2495 997
English Learners School 0 14 0 0 0 0
Division 1 22 0 0 2 0
State 1295 4669 241 28 2167 60
Homeless School < < < < 0 <
Division < < < < 0 <
State 183 628 54 22 301 49
< = 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 Students144143991439911
Female787799779911
Male66661006610000
American Indian<<100<10000
Asian<<100<10000
Black<<100<10000
Hispanic29291002910000
White103102991029911
Multiple Races<<100<10000
Students with Disabilities272696269614
Economically Disadvantaged67671006710000
English Learners14141001410000
Homeless<<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 Taken2 / .39%3 / .59% -
Advanced Placement Course Enrollment86 / 16.96%84 / 16.5%82 / 16.24%
Dual Enrollment127 / 25.05%130 / 25.54%141 / 27.92%
Governor's School Enrollment7 / 1.38%7 / 1.38%6 / 1.19%
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 StudentsSchool1066043
Division42719155
State86,21159,46231
FemaleSchool493137
Division19010943
State43,37932,57825
MaleSchool572949
Division2378265
State42,83226,88437
AsianSchool<<100
Division<<100
State6,3805,55313
BlackSchool<<100
Division15<100
State18,49311,40838
HispanicSchool15<100
Division441859
State10,8006,31841
WhiteSchool834842
Division35515855
State46,06033,07528
Multiple RacesSchool<<100
Division<<100
State4,1342,89130
Students with DisabilitiesSchool<<100
Division49<100
State7,5273,57553
Economically DisadvantagedSchool482058
Division1474967
State28,17015,21546
English LearnersSchool<<100
Division18<100
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
Industry CertificationSchool106101147
 Division552328485
 State107,23443,66048,781
Workplace ReadinessSchool88--
 Division307--
 State44,897--
Total Credentials EarnedSchool194101147
 Division910360505
 State158,45744,50451,319
Students Earning One or More CredentialsSchool17383129
 Division771310444
 State126,04439,25445,542
CTE CompletersSchool579098
 Division243278293
 State42,22244,53939,042
NOCTI AssessmentsSchool---
 Division453212
 State4,0955111,508
State LicensuresSchool---
 Division6-8
 State2,2313331,030
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division2--
 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

2019-2020 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 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 Students49711555955
Female2384427320
Male2597128635
American Indian<<<<
Asian<<<<
Black94<<
Hispanic84198713
White3938745338
Multiple Races84102
Students with Disabilities7323827
Economically Disadvantaged2087426740
English Learners3911347
Homeless<<<<
< = 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
Other Offenses Against Persons <
Weapons 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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.51.20.30.2
Asian0.20.30.3
Black2.12.41.41.3
Hispanic17.218.117.86016.6
Native Hawaiian------
White78.171.178.44079.7100
Multiple Races1.97.21.91.9
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.30.2
Asian0.20.30.3
Black2.11.41.3
Hispanic17.217.816.6
Native Hawaiian
White78.110078.479.7
Multiple Races1.91.91.9
< = 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 Indian0.50.30.2
Asian0.20.30.3
Black2.11.41.3
Hispanic17.217.816.6
Native Hawaiian------
White78.110078.479.7
Multiple Races1.91.91.9
< = 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 43.744.144.1
< = 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 24.920.920.9
< = 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 60.55353
< = 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
2018-201933%65%0%2%
2019-202034%63%2%1%
2020-202131%65%2%2%
< = 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 Students91%84%84%
Asian-90%84%
Black<83%84%
Hispanic86%82%84%
White92%86%84%
Economically Disadvantaged89%81%84%
English Learners71%74%84%
Students with Disabilities65%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 Students9%14%12%10%
Asian<<10%10%
Black<24%13%10%
Hispanic13%16%13%10%
White8%13%13%10%
Economically Disadvantaged13%19%15%10%
English Learners17%20%12%10%
Students with Disabilities8%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 Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency---

ESSA Participation Rates

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
All Students92%95%92%
Asian<<<
Black<<<
Hispanic94%98%96%
White92%94%91%
Economically Disadvantaged92%95%91%
Not Economically Disadvantaged93%95%94%
English Learners95%100%95%
Students with Disabilities74%77%81%
Students without Disabilities95%97%95%
Female90%93%93%
Male94%97%95%
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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