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Nansemond River High

General school information

Category: High (09-12) School
Phone: 757-923-4101
Address: 3301 Nansemond Pkwy Suffolk, VA 23435
Principal: Mr. Daniel O'Leary
Superintendent: Dr. John Gordon III
School Number: 240
Region: 2
Division: Suffolk City Public Schools
Division Number: 127
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 82 88 12 4 86 90 10 6 82 88 12
Female 9 80 89 11 4 88 92 8 7 86 93 7
Male 4 84 88 12 4 83 88 12 5 79 84 16
Asian < < < < 7 87 93 7 < < 100 0
Black 3 78 82 18 2 83 86 14 4 81 85 15
Hispanic 8 80 88 12 7 87 93 7 7 82 89 11
White 9 87 96 4 7 88 95 5 10 81 91 9
Multiple Races 6 88 94 6 - 96 96 4 - 100 100 0
Students with Disabilities 7 53 60 40 7 39 46 54 14 46 59 41
Students without Disabilities 6 86 92 8 4 91 95 5 5 86 91 9
Economically Disadvantaged 2 74 76 24 1 85 86 14 2 82 84 16
Not Economically Disadvantaged 8 84 92 8 6 86 92 8 8 82 90 10
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 4 84 88 12 9 83 91 9
Foster Care < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 82 88 12 4 85 89 11 6 82 88 12
Female 9 80 89 11 4 88 92 8 7 86 93 7
Male 4 84 88 12 5 82 87 13 5 79 84 16
Asian < < < < 7 87 93 7 < < 100 0
Black 3 78 82 18 3 82 85 15 4 81 85 15
Hispanic 8 80 88 12 7 85 93 7 7 82 89 11
White 9 87 96 4 8 87 95 5 10 81 91 9
Multiple Races 6 88 94 6 - 95 95 5 - 100 100 0
Students with Disabilities 7 53 60 40 8 34 42 58 14 46 59 41
Students without Disabilities 6 86 92 8 4 90 94 6 5 86 91 9
Economically Disadvantaged 2 74 76 24 1 83 84 16 2 82 84 16
Not Economically Disadvantaged 8 84 92 8 6 85 91 9 8 82 90 10
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 4 84 88 12 9 83 91 9
Foster Care < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 100 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male - 100 100 0 < < 100 0
Black - 100 100 0 < < 100 0
Students without Disabilities - 100 100 0 < < 100 0
Economically Disadvantaged - 100 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 22 67 88 12 22 62 85 15
Female 29 62 90 10 23 66 89 11 26 62 88 12
Male 19 64 83 17 20 67 87 13 19 63 82 18
Asian < < < < 60 33 93 7 < < 100 0
Black 15 66 81 19 14 71 85 15 13 67 79 21
Hispanic 20 64 84 16 19 74 93 7 24 59 83 17
White 35 58 93 7 31 61 93 7 36 55 91 9
Multiple Races 24 76 100 0 17 67 83 17 24 71 94 6
Students with Disabilities 7 40 48 52 7 41 49 51 8 41 49 51
Students without Disabilities 26 65 91 9 23 70 93 7 24 65 89 11
Economically Disadvantaged 9 68 77 23 10 69 80 20 13 66 79 21
Not Economically Disadvantaged 28 61 90 10 27 65 92 8 26 61 87 13
Military Connected 13 75 88 13 32 62 94 6
Foster Care < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 22 67 88 12 22 62 85 15
Female 29 62 90 10 23 67 90 10 26 62 88 12
Male 19 64 83 17 20 67 87 13 19 63 82 18
Asian < < < < 60 33 93 7 < < 100 0
Black 15 66 81 19 14 71 85 15 13 67 79 21
Hispanic 20 64 84 16 19 74 93 7 24 59 83 17
White 35 58 93 7 31 61 93 7 36 55 91 9
Multiple Races 24 76 100 0 17 67 83 17 24 71 94 6
Students with Disabilities 7 40 48 52 7 41 49 51 8 41 49 51
Students without Disabilities 26 65 91 9 23 70 93 7 24 65 89 11
Economically Disadvantaged 9 68 77 23 10 70 80 20 13 66 79 21
Not Economically Disadvantaged 28 61 90 10 27 65 92 8 26 61 87 13
Military Connected 13 75 88 13 32 62 94 6
Foster Care < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 80 20 9 65 73 27 9 79 88 12
Female 9 73 82 18 9 64 73 27 8 80 89 11
Male 11 67 78 22 9 66 74 26 9 78 87 13
American Indian < < 100 0 < < 100 0
Asian 25 71 96 4 25 38 63 38 9 87 96 4
Black 5 73 77 23 5 64 69 31 5 80 85 15
Hispanic - 74 74 26 9 61 71 29 6 82 88 12
Native Hawaiian < < < < < < < < < < 100 0
White 18 67 85 15 14 68 82 18 14 76 90 10
Multiple Races 13 64 77 23 5 68 73 27 6 85 91 9
Students with Disabilities 4 66 71 29 2 46 48 52 6 65 71 29
Students without Disabilities 10 71 81 19 9 67 76 24 9 80 89 11
Economically Disadvantaged 3 73 75 25 4 60 64 36 1 80 81 19
Not Economically Disadvantaged 13 69 82 18 11 67 78 22 12 79 90 10
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected 9 53 62 38 8 80 89 11
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 84 84 16 1 61 63 37 2 84 86 14
Female - 90 90 10 3 55 59 41 1 84 85 15
Male 1 78 79 21 - 66 66 34 3 84 87 13
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black - 87 87 13 1 58 58 42 1 83 84 16
Hispanic - 71 71 29 5 48 52 48 - 94 94 6
Native Hawaiian < < 100 0
White 2 83 84 16 2 70 72 28 3 82 86 14
Multiple Races < < < < - 68 68 32 6 94 100 0
Students with Disabilities - 69 69 31 - 44 44 56 - 73 73 27
Students without Disabilities 1 87 88 12 2 65 66 34 2 86 88 12
Economically Disadvantaged - 87 87 13 2 56 58 42 1 82 83 17
Not Economically Disadvantaged 1 82 83 17 1 66 67 33 3 85 88 12
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected 4 54 58 42 3 95 98 3
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 80 20 13 67 80 20 13 74 87 13
Female 10 71 81 19 12 69 81 19 14 76 90 10
Male 13 66 79 21 14 65 79 21 13 72 85 15
American Indian < < 100 0 < < 100 0
Asian < < 100 0 40 20 60 40 15 85 100 0
Black 4 70 74 26 8 66 74 26 6 76 82 18
Hispanic - 68 68 32 16 66 81 19 6 71 76 24
Native Hawaiian < < < < < < 100 0 < < 100 0
White 23 67 90 10 17 72 89 11 23 70 93 7
Multiple Races 5 75 80 20 17 72 89 11 5 82 86 14
Students with Disabilities 6 64 70 30 5 47 53 47 - 56 56 44
Students without Disabilities 12 69 81 19 13 68 81 19 14 75 89 11
Economically Disadvantaged 2 70 71 29 7 63 70 30 - 77 77 23
Not Economically Disadvantaged 15 69 83 17 15 68 84 16 18 73 91 9
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < <
Military Connected 18 45 64 36 11 70 81 19
Foster Care < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 78 22 10 65 74 26 8 83 91 9
Female 14 65 79 21 9 64 73 27 7 83 90 10
Male 15 61 76 24 11 65 76 24 9 84 93 8
American Indian < < 100 0
Asian 21 71 93 7 < < < < < < 100 0
Black 9 64 73 27 4 67 71 29 4 87 92 8
Hispanic - 89 89 11 5 68 73 27 6 88 94 6
Native Hawaiian < < < < < < 100 0
White 21 58 79 21 19 63 81 19 11 79 90 10
Multiple Races 40 40 80 20 - 63 63 38 < < < <
Students with Disabilities 8 67 75 25 - 44 44 56 < < < <
Students without Disabilities 15 63 78 22 10 66 76 24 8 83 91 9
Economically Disadvantaged 5 60 65 35 2 63 65 35 5 82 87 13
Not Economically Disadvantaged 16 64 80 20 12 65 77 23 8 84 92 8
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected 5 60 65 35 4 85 89 11
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 77 86 14 9 76 85 15 12 78 89 11
Female 7 80 87 13 8 78 86 14 10 80 90 10
Male 10 74 84 16 10 75 85 15 13 76 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 14 77 91 9 14 86 100 0 35 60 95 5
Black 3 77 81 19 5 74 79 21 5 80 85 15
Hispanic 4 79 83 17 6 78 83 17 12 76 88 12
Native Hawaiian < < < < < < 100 0 < < 100 0
White 16 74 91 9 14 78 92 8 19 76 94 6
Multiple Races 7 89 96 4 9 80 89 11 10 81 92 8
Students with Disabilities 3 56 59 41 4 50 54 46 5 51 56 44
Students without Disabilities 9 79 89 11 9 79 88 12 12 81 93 7
Economically Disadvantaged 3 71 74 26 3 73 76 24 3 79 82 18
Not Economically Disadvantaged 11 79 89 11 12 78 90 10 15 77 92 8
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 14 73 86 14 13 84 97 3
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 83 17 12 71 83 17 10 79 89 11
Female 5 79 84 16 14 72 86 14 10 82 92 8
Male 11 70 82 18 11 71 81 19 10 76 86 14
American Indian < < 100 0
Asian 9 82 91 9 < < 100 0 < < 100 0
Black 4 73 78 22 8 71 79 21 4 81 85 15
Hispanic - 81 81 19 3 77 80 20 12 72 84 16
Native Hawaiian < < < < < < 100 0 < < 100 0
White 17 71 88 12 21 69 90 10 18 76 94 6
Multiple Races 6 94 100 0 11 68 79 21 4 88 92 8
Students with Disabilities 2 42 44 56 - 46 46 54 - 50 50 50
Students without Disabilities 9 79 88 12 13 74 87 13 11 82 94 6
Economically Disadvantaged 3 68 71 29 4 72 75 25 2 78 81 19
Not Economically Disadvantaged 10 77 87 13 17 71 88 12 13 79 92 8
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected 22 59 81 19 9 87 96 4
Foster Care < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 77 88 12 9 81 90 10 17 72 89 11
Female 8 82 90 10 4 86 90 10 13 74 87 13
Male 13 71 85 15 15 76 90 10 22 70 91 9
American Indian < < 100 0
Asian < < < < - 100 100 0 < < 100 0
Black 5 78 83 17 5 83 88 12 13 70 83 17
Hispanic < < < < 7 79 86 14 < < 100 0
Native Hawaiian < < 100 0
White 15 77 92 8 15 77 92 8 14 79 93 7
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 10 78 89 11 9 82 90 10 17 72 89 11
Economically Disadvantaged 7 67 74 26 8 76 84 16 9 82 91 9
Not Economically Disadvantaged 11 79 90 10 9 82 91 9 20 69 89 11
English Learners < < < <
Homeless < < < <
Military Connected 8 85 92 8 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 79 87 13 5 79 85 15 12 78 90 10
Female 8 79 87 13 4 80 85 15 10 79 89 11
Male 8 78 86 14 6 79 85 15 13 78 91 9
American Indian < < 100 0
Asian < < 100 0 < < 100 0 33 58 92 8
Black 2 81 83 17 2 73 75 25 4 82 86 14
Hispanic 3 79 82 18 9 78 87 13 - 92 92 8
Native Hawaiian < < 100 0 < < 100 0
White 16 75 91 9 8 86 94 6 19 75 95 5
Multiple Races 10 85 95 5 7 89 96 4 16 74 89 11
Students with Disabilities 2 64 65 35 - 59 59 41 - 59 59 41
Students without Disabilities 9 81 90 10 6 82 88 12 13 80 93 7
Economically Disadvantaged 2 74 77 23 - 74 74 26 2 79 81 19
Not Economically Disadvantaged 11 81 91 9 8 82 90 10 15 78 93 7
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected 8 81 88 12 12 86 98 2
Foster Care < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 65 90 10 26 62 88 12 22 63 85 15
Female 23 65 89 11 24 63 87 13 20 64 84 16
Male 27 64 92 8 29 60 89 11 24 62 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 56 44 100 0 44 53 97 3 29 63 92 8
Black 15 73 87 13 17 66 83 17 12 66 78 22
Hispanic 17 75 92 8 23 68 91 9 27 59 86 14
Native Hawaiian < < 100 0 < < 100 0
White 38 54 92 8 38 56 93 7 32 60 92 8
Multiple Races 29 67 96 4 27 58 85 15 28 62 90 10
Students with Disabilities 9 58 67 33 6 46 52 48 11 41 53 47
Students without Disabilities 27 66 93 7 28 63 91 9 23 65 88 12
Economically Disadvantaged 9 74 83 17 6 72 78 22 10 64 74 26
Not Economically Disadvantaged 31 62 93 7 35 57 92 8 27 62 89 11
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 32 57 88 12 25 67 93 7
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 68 91 9 19 69 88 12 - 70 70 30
Female 24 67 91 9 15 73 88 12 - 69 69 31
Male 21 70 91 9 23 65 88 12 - 71 71 29
American Indian < < 100 0
Asian < < 100 0 36 64 100 0
Black 12 73 85 15 13 70 83 17 - 67 67 33
Hispanic 8 88 96 4 18 71 89 11 < < < <
White 35 61 97 3 28 67 95 5 - 70 70 30
Multiple Races 36 64 100 0 10 75 85 15 < < 100 0
Students with Disabilities 7 54 61 39 6 36 42 58 - - - 100
Students without Disabilities 24 70 95 5 20 73 93 7 - 79 79 21
Economically Disadvantaged 8 76 85 15 5 75 79 21 - 71 71 29
Not Economically Disadvantaged 27 66 93 7 25 67 92 8 - 69 69 31
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected 20 68 88 12 - 83 83 17
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 65 90 10 34 53 87 13 25 62 88 12
Female 20 70 90 10 33 53 87 13 24 65 89 11
Male 29 61 90 10 34 53 87 13 27 59 86 14
American Indian < < 100 0
Asian < < 100 0 70 30 100 0 27 67 93 7
Black 14 76 90 10 23 59 82 18 15 66 82 18
Hispanic 18 71 89 11 38 46 85 15 19 63 81 19
Native Hawaiian < < 100 0 < < 100 0
White 40 49 89 11 44 48 92 8 38 56 94 6
Multiple Races 24 71 95 5 31 53 84 16 27 69 96 4
Students with Disabilities 9 54 63 37 6 49 55 45 4 51 56 44
Students without Disabilities 27 67 94 6 37 54 91 9 28 63 91 9
Economically Disadvantaged 9 74 83 17 9 67 76 24 9 66 75 25
Not Economically Disadvantaged 32 61 93 7 45 46 92 8 33 60 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 40 54 94 6 30 67 97 3
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 58 89 11 25 65 90 10 23 63 86 14
Female 29 55 84 16 21 64 85 15 20 62 82 18
Male 35 61 96 4 30 66 95 5 25 64 89 11
American Indian < < 100 0
Asian 50 50 100 0 < < < < < < < <
Black 22 65 87 13 12 72 84 16 11 65 76 24
Hispanic 26 63 89 11 10 90 100 0 57 36 93 7
Native Hawaiian < < 100 0
White 42 48 90 10 41 54 95 5 30 65 95 5
Multiple Races 29 64 93 7 50 40 90 10 30 52 83 17
Students with Disabilities < < 100 0 < < < < 10 60 70 30
Students without Disabilities 32 57 89 11 26 64 90 10 23 63 86 14
Economically Disadvantaged 10 68 78 22 6 76 82 18 15 55 71 29
Not Economically Disadvantaged 37 55 92 8 33 60 93 7 25 65 90 10
English Learners < < < <
Military Connected 33 47 80 20 23 66 89 11
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 100 100 0 < < < < < < < <
Female < < 100 0 < < < < < < < <
Male < < 100 0 < < < < < < < <
Asian < < 100 0
Black < < 100 0 < < < < < < < <
White < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 < < < < < < < <
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division132
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 9458445435
Grade 10398445437
Grade 11355351418
Grade 12342328312
Total Students1,5531,5691,602

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students155315691602
Female753759761
Male800810841
American Indian432
Asian384337
Black754777773
Hispanic101101102
Native Hawaiian344
White573560601
Multiple Races808183
Students with Disabilities171181203
Students without Disabilities138213881399
Economically Disadvantaged476500481
Not Economically Disadvantaged107710691121
English Learners8119
Not English Learners154515581593
Homeless114
Military Connected60198193
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 190 165 5 6 3 8
Division 393 518 22 18 44 38
State 50720 36637 2725 1082 5474 1783
Female School 102 89 2 1 0 2
Division 226 255 5 5 15 13
State 27685 16172 922 354 1991 669
Male School 88 76 3 5 3 6
Division 167 263 17 13 29 25
State 23035 20465 1803 728 3483 1114
American Indian School < < < < 0 <
Division < < < < 0 <
State 114 112 2 3 17 9
Asian School 9 4 0 0 0 0
Division 12 5 0 0 0 0
State 5184 1290 94 10 112 49
Black School 80 103 4 3 2 5
Division 183 338 18 9 36 28
State 7796 10875 1042 248 1355 657
Hispanic School 15 11 0 0 1 0
Division 27 17 0 1 2 1
State 5185 6274 356 120 2430 394
Native Hawaiian School < < < < 0 <
Division < < < < 0 <
State 83 41 6 2 3 3
White School 74 41 1 2 0 3
Division 151 139 4 6 6 8
State 29846 16411 1115 641 1424 594
Multiple Races School 10 5 0 1 0 0
Division 18 16 0 2 0 1
State 2512 1634 110 58 133 77
Students with Disabilities School 3 27 5 2 0 0
Division 5 82 22 8 15 4
State 1137 6719 2725 157 1073 103
Economically Disadvantaged School 30 71 2 6 0 4
Division 89 259 14 15 23 20
State 10704 18183 1640 532 2851 1084
English Learners School < < < < 0 <
Division < < < < 0 <
State 1263 4111 307 32 2056 178
Homeless School < < < < 0 <
Division 0 7 2 1 0 1
State 206 692 68 31 302 66
Military Connected School 23 14 0 0 0 0
Division 27 25 0 0 1 0
State 1928 1198 49 15 35 23
< = 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 Students377360963669731
Female196193991949900
Male181167921729532
American Indian<<100<10000
Asian13131001310000
Black197187951909621
Hispanic272696269614
Native Hawaiian<<100<10000
White121116961189800
Multiple Races1615941610000
Students with Disabilities3735953710000
Economically Disadvantaged113103911099700
English Learners<<100<10000
Homeless<<100<10000
Military Connected37371003710000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken105 / 7.03%129 / 8.31%109 / 6.95%
Advanced Placement Course Enrollment151 / 10.11%206 / 13.26%176 / 11.22%
Dual Enrollment90 / 6.03%57 / 3.67%47 / 3%
Governor's School Enrollment24 / 1.61%26 / 1.67%22 / 1.4%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool35123932
Division89453440
State85,89757,72633
FemaleSchool17513026
Division45229834
State43,22331,59927
MaleSchool17610938
Division44223647
State42,67426,12739
American IndianSchool<<100
Division<<100
State26516737
AsianSchool<<100
Division131023
State6,0845,29213
BlackSchool16411232
Division51329642
State18,86711,29840
HispanicSchool21<100
Division441957
State10,1015,82642
WhiteSchool14310129
Division28018634
State46,44832,34130
Multiple RacesSchool14<100
Division432347
State3,9902,71532
Students with DisabilitiesSchool261350
Division662365
State7,2153,25755
Economically DisadvantagedSchool713551
Division30314452
State27,32814,19048
English LearnersSchool<<100
Division<<100
State5,1812,82046
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool294689
 Division54100170
 State3,6233,5254,095
State LicensuresSchool733
 Division241212
 State2,2791,8812,231
Industry CertificationSchool678621646
 Division1,4481,4101,323
 State109,275104,601107,234
Workplace ReadinessSchool204214220
 Division504491546
 State42,31350,24144,892
Total Credentials EarnedSchool918884958
 Division2,0302,0132,051
 State157,490160,248158,452
Students Earning One or More CredentialsSchool705685743
 Division1,5981,6291,642
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationSchool912-
 Division4960-
 State1,4311,5371,317
CTE CompletersSchool138157206
 Division406390514
 State40,51641,43840,209

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

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,3261491,4341091,51568
Female649696975873738
Male677807375177830
American Indian<<<<<<
Asian341343403
Black668597044675234
Hispanic82129211963
Native Hawaiian<<<<<<
White477705244353926
Multiple Races606745812
Students with Disabilities140201601918010
Economically Disadvantaged344564054344130
English Learners<<<<101
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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 21
Disorderly or Disruptive Behavior Offenses 37
Other Offenses Against Persons 23
All Other Offenses 12
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 19
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.2
Asian2.50.72.42.7
Black49.367.948.674.349.566.7
Hispanic6.35.16.51.96.43.8
Native Hawaiian0.10.20.3
White36.817.536.914.335.723.8
Multiple Races4.68.85.29.55.25.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.2
Asian2.52.42.7
Black49.348.666.749.544.4
Hispanic6.36.56.411.1
Native Hawaiian0.10.20.3
White36.836.933.335.744.4
Multiple Races4.65.25.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.2
Asian2.52.42.7
Black49.348.649.5
Hispanic6.36.56.4
Native Hawaiian0.10.20.3
White36.836.935.7
Multiple Races4.65.25.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 25.226.628
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 29.729.835.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 71.469.767.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201743%50%4%3%
2017-201842%52%4%2%
2018-201944%51%3%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

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-YesYes - CP
AsianYesYes-YesTS
BlackYes - No CPYes-YesYes - No CP
HispanicYesYes-YesTS
WhiteYes - CPYes-YesYes - CP
Economically DisadvantagedYes - No CPYes-YesYes - No CP
English LearnersTSTSTSTSTS
Students with DisabilitiesYesYes-YesYes - No CP

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students90%91%73%75%
Asian93%93%87%75%
Black84%86%60%75%
Hispanic100%97%63%75%
White97%95%81%75%
Economically Disadvantaged81%83%62%75%
English Learners<<53%75%
Students with Disabilities44%51%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%90%74%70%
Asian86%93%89%70%
Black90%88%60%70%
Hispanic92%90%64%70%
White99%93%81%70%
Economically Disadvantaged87%85%63%70%
English Learners<<57%70%
Students with Disabilities64%63%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students87%
Asian86%
Black80%
Hispanic96%
White97%
Economically Disadvantaged78%
English Learners<
Students with Disabilities43%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian93%90%84%
Black89%82%84%
Hispanic96%81%84%
White94%86%84%
Economically Disadvantaged83%78%84%
English Learners<65%84%
Students with Disabilities61%56%84%
Homeless<--
Foster Care---

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%7%9%10%
Asian7%6%5%10%
Black4%6%9%10%
Hispanic3%9%9%10%
White5%8%9%10%
Economically Disadvantaged6%10%13%10%
English Learners9%15%8%10%
Students with Disabilities5%9%14%10%

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

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

English Learner Progress and Proficiency

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

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students98%99%99%
Asian100%100%100%
Black97%99%98%
Hispanic100%100%100%
White98%100%100%
Economically Disadvantaged94%99%98%
Not Economically Disadvantaged100%100%-
English Learners<<<
Students with Disabilities91%95%95%
Students without Disabilities99%100%-
Female98%99%-
Male97%99%-
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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