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General school information

Category: High (09-12) School
Phone: 804-780-4661
Address: 600 S Pine St Richmond, VA 23220-6501
Principal: Vacant
Superintendent: Jason Kamras
School Number: 90
Region: 1
Division: Richmond City Public Schools
Division Number: 123
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 86 100 0 < < < < 18 82 100 0
Female 14 86 100 0 25 75 100 0
Male < < 100 0 < < < < 12 88 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 8 92 100 0
Hispanic < < 100 0 < < 100 0
White 10 90 100 0 < < < < 22 78 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 14 86 100 0 < < < < 18 82 100 0
Economically Disadvantaged < < 100 0 < < < < 9 91 100 0
Not Economically Disadvantaged 13 88 100 0 < < 100 0 21 79 100 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 14 86 100 0 < < < < 18 82 100 0
Female 14 86 100 0 25 75 100 0
Male < < 100 0 < < < < 12 88 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 8 92 100 0
Hispanic < < 100 0 < < 100 0
White 10 90 100 0 < < < < 22 78 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 14 86 100 0 < < < < 18 82 100 0
Economically Disadvantaged < < 100 0 < < < < 9 91 100 0
Not Economically Disadvantaged 13 88 100 0 < < 100 0 21 79 100 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
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 45 100 0 37 63 100 0 41 57 98 2
Female 46 54 100 0 35 65 100 0 65 35 100 0
Male < < 100 0 40 60 100 0 21 75 96 4
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 33 67 100 0 33 58 92 8
Hispanic < < 100 0 < < 100 0
White 73 27 100 0 43 57 100 0 42 58 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 55 45 100 0 38 62 100 0 41 57 98 2
Not Economically Disadvantaged 62 38 100 0 43 57 100 0 41 57 98 2
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 55 45 100 0 37 63 100 0 41 57 98 2
Female 46 54 100 0 35 65 100 0 65 35 100 0
Male < < 100 0 40 60 100 0 21 75 96 4
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 33 67 100 0 33 58 92 8
Hispanic < < 100 0 < < 100 0
White 73 27 100 0 43 57 100 0 42 58 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 55 45 100 0 38 62 100 0 41 57 98 2
Not Economically Disadvantaged 62 38 100 0 43 57 100 0 41 57 98 2
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 19 79 98 2 18 79 97 3 13 83 96 4
Female 18 82 100 0 13 87 100 0 13 83 96 4
Male 20 76 96 4 24 68 93 7 14 82 96 4
Black 11 89 100 0 6 91 97 3 4 93 96 4
Hispanic < < < < 18 73 91 9 < < 100 0
White 24 74 98 2 30 70 100 0 22 72 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 19 79 98 2 19 78 97 3 13 85 97 3
Economically Disadvantaged 20 80 100 0 7 86 93 7 8 88 96 4
Not Economically Disadvantaged 19 79 97 3 23 75 98 2 16 80 96 4
Homeless < < 100 0 < < 100 0
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 < < < < < < 100 0 8 83 92 8
Female < < 100 0 < < 100 0 < < < <
Male < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < < < < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < 100 0 9 91 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 64 98 2 22 78 100 0 19 75 94 6
Female 36 64 100 0 15 85 100 0 20 76 96 4
Male 30 65 95 5 32 68 100 0 18 73 91 9
Black 25 75 100 0 6 94 100 0 7 87 93 7
Hispanic < < < < < < 100 0 < < 100 0
White 38 63 100 0 39 61 100 0 32 63 95 5
Multiple Races < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 34 63 98 2 23 77 100 0 19 75 94 6
Economically Disadvantaged 36 64 100 0 15 85 100 0 8 85 92 8
Not Economically Disadvantaged 32 65 97 3 25 75 100 0 26 70 96 4
Homeless < < 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 11 89 100 0 16 77 93 7 7 93 100 0
Female 7 93 100 0 13 87 100 0 - 100 100 0
Male 15 85 100 0 20 65 85 15 14 86 100 0
Black 6 94 100 0 8 85 92 8 - 100 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 15 85 100 0 25 75 100 0 < < 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 11 89 100 0 17 76 93 7 4 96 100 0
Economically Disadvantaged 13 87 100 0 - 82 82 18 < < 100 0
Not Economically Disadvantaged 10 90 100 0 22 75 97 3 11 89 100 0
Homeless < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 76 100 0 20 78 98 2 19 81 100 0
Female 30 70 100 0 16 82 98 2 15 85 100 0
Male 20 80 100 0 27 71 98 2 26 74 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 16 84 100 0 13 85 97 3 4 96 100 0
Hispanic < < 100 0 36 64 100 0 < < 100 0
White 27 73 100 0 21 77 98 2 32 68 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 25 75 100 0 20 78 98 2 19 81 100 0
Economically Disadvantaged 30 70 100 0 13 84 97 3 12 88 100 0
Not Economically Disadvantaged 22 78 100 0 24 75 99 1 22 78 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 60 100 0 28 72 100 0 29 71 100 0
Female 55 45 100 0 23 77 100 0 23 77 100 0
Male 27 73 100 0 35 65 100 0 39 61 100 0
Asian < < 100 0 < < 100 0
Black 20 80 100 0 18 82 100 0 7 93 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 44 56 100 0 31 69 100 0 42 58 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 40 60 100 0 27 73 100 0 28 72 100 0
Economically Disadvantaged 50 50 100 0 13 87 100 0 23 77 100 0
Not Economically Disadvantaged 35 65 100 0 34 66 100 0 31 69 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 93 100 0 14 82 96 4 6 94 100 0
Female - 100 100 0 7 89 96 4 5 95 100 0
Male 12 88 100 0 21 75 96 4 8 92 100 0
Asian < < 100 0 < < 100 0
Black 10 90 100 0 6 88 94 6 - 100 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 92 100 0 15 81 96 4 13 88 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 7 93 100 0 14 82 96 4 6 94 100 0
Economically Disadvantaged < < 100 0 13 81 94 6 - 100 100 0
Not Economically Disadvantaged 9 91 100 0 14 83 97 3 9 91 100 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
Earth 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 24 76 100 0 31 69 99 1 16 79 95 5
Female 18 82 100 0 24 75 99 1 11 83 94 6
Male 30 70 100 0 39 61 100 0 24 73 97 3
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 94 100 0 11 89 100 0 8 82 89 11
Hispanic 18 82 100 0 43 57 100 0 < < 100 0
White 39 61 100 0 40 58 99 1 22 76 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 24 76 100 0 30 69 99 1 14 81 95 5
Economically Disadvantaged 16 84 100 0 18 83 100 0 14 81 94 6
Not Economically Disadvantaged 27 73 100 0 35 64 99 1 17 79 95 5
Homeless < < 100 0 < < 100 0
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 8 92 100 0 21 79 100 0 - 100 100 0
Female 14 86 100 0 11 89 100 0 < < 100 0
Male - 100 100 0 33 67 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 5 95 100 0 6 94 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 15 85 100 0 30 70 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 8 92 100 0 20 80 100 0 - 100 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 7 93 100 0 20 80 100 0 < < 100 0
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 34 66 100 0 < < 100 0 21 79 100 0
Female 29 71 100 0 11 89 100 0
Male 38 62 100 0 < < 100 0 40 60 100 0
Asian < < 100 0
Black 13 88 100 0 7 93 100 0
Hispanic < < 100 0 < < 100 0
White 43 57 100 0 < < 100 0 32 68 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 35 65 100 0 < < 100 0 20 80 100 0
Economically Disadvantaged 33 67 100 0 25 75 100 0
Not Economically Disadvantaged 34 66 100 0 < < 100 0 20 80 100 0
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 26 74 100 0 38 60 98 2 14 76 90 10
Female 12 88 100 0 29 67 96 4 11 77 89 11
Male 41 59 100 0 46 54 100 0 20 73 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black - 100 100 0 7 93 100 0 10 71 81 19
Hispanic < < 100 0 < < 100 0 < < 100 0
White 50 50 100 0 46 50 96 4 16 79 95 5
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 27 73 100 0 39 59 98 2 13 77 90 10
Economically Disadvantaged 6 94 100 0 19 81 100 0 11 79 89 11
Not Economically Disadvantaged 36 64 100 0 47 50 97 3 16 74 90 10
Homeless < < 100 0
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 0 34 66 100 0
Female < < 100 0 32 68 100 0
Male 38 63 100 0
Asian < < 100 0
Black 18 82 100 0
Hispanic < < 100 0
White < < 100 0 50 50 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 33 67 100 0
Economically Disadvantaged 13 88 100 0
Not Economically Disadvantaged < < 100 0 45 55 100 0
Homeless < < 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---
Division10367115
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 9464947
Grade 10465146
Grade 11534852
Grade 12365248
Total Students181200193

< = 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 Students181200193
Female102113117
Male798776
American Indian111
Asian855
Black746965
Hispanic151919
White789998
Multiple Races575
Students with Disabilities687
Students without Disabilities175192186
Economically Disadvantaged586053
Not Economically Disadvantaged123140140
Not English Learners181200192
< = 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 48 0 0 0 0 0
Division 424 610 44 11 349 68
State 50981 37565 2393 953 5062 1527
Female School 21 0 0 0 0 0
Division 259 313 22 4 129 33
State 28032 16195 772 327 1870 537
Male School 27 0 0 0 0 0
Division 165 297 22 7 220 35
State 22949 21370 1621 626 3192 990
Asian School < < < < 0 <
Division < < < < < <
State 5504 1382 99 13 87 34
Black School 13 0 0 0 0 0
Division 261 492 38 9 122 57
State 7857 10933 899 202 1084 601
Hispanic School < < < < 0 <
Division 29 74 1 2 203 5
State 5873 7010 283 119 2545 241
White School 28 0 0 0 0 0
Division 119 39 5 0 22 4
State 28901 16318 1003 543 1194 573
Multiple Races School < < < < 0 <
Division 8 4 0 0 0 1
State 2639 1760 97 71 138 70
Students with Disabilities School < < < < 0 <
Division 13 134 44 3 67 11
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 15 0 0 0 0 0
Division 205 409 31 7 101 58
State 11627 19512 1409 505 2495 997
English Learners School < < < < 0 <
Division 6 49 0 0 88 0
State 1295 4669 241 28 2167 60
< = 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 Students48481004810000
Female21211002110000
Male27271002710000
Asian<<100<10000
Black13131001310000
Hispanic<<100<10000
White28281002810000
Multiple Races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged15151001510000
English Learners<<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 2017-20182018-20192019-2020
Advanced Placement Test Taken1 / .55% - 98 / 50.78%
Advanced Placement Course Enrollment99 / 54.7%113 / 56.5%97 / 50.26%
Dual Enrollment - - 21 / 10.88%
Governor's School Enrollment1 / .55% - -
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 StudentsSchool353111
Division98051348
State85,89757,72633
FemaleSchool211910
Division53130543
State43,22331,59927
MaleSchool141214
Division44920854
State42,67426,12739
AsianSchool<<100
Division<<100
State6,0845,29213
BlackSchool181611
Division81840950
State18,86711,29840
WhiteSchool14137
Division987326
State46,44832,34130
Multiple RacesSchool<<100
Division<<100
State3,9902,71532
Students with DisabilitiesSchool<<100
Division1403476
State7,2153,25755
Economically DisadvantagedSchool121017
Division64329055
State27,32814,19048
HispanicSchool--100
Division552555
State10,1015,82642
English LearnersSchool--100
Division411856
State5,1812,82046
American IndianSchool--100
Division--100
State26516737
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
State LicensuresSchool2--
 Division14-3
 State2,2791,8812,231
Industry CertificationSchool1036955
 Division1,1431,3611,168
 State109,275104,601107,234
Total Credentials EarnedSchool1057056
 Division1,3111,5571,548
 State157,490160,248158,452
Students Earning One or More CredentialsSchool1046556
 Division1,1411,3321,337
 State126,113128,672126,041
CTE CompletersSchool936
 Division677742741
 State40,51641,43840,209
Workplace ReadinessSchool-11
 Division154196377
 State42,31350,24144,892
NOCTI AssessmentsSchool---
 Division---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division--25
 State1,4311,5371,317

< = 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 Students16916170101932
Female8889751101
Male818735831
American Indian<<<<<<
Asian<<<<<<
Black749665661
Hispanic110150171
White736755970
Multiple Races<<<<<<
Students with Disabilities<<<<<<
Economically Disadvantaged527477601
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 <
All Other Offenses <
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 Indian1.60.60.5
Asian2.24.42.5
Black45.740.934.520
Hispanic68.31009.5
Native Hawaiian------
White42.410043.149.580
Multiple Races2.22.83.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.60.60.5
Asian2.24.42.5
Black45.740.934.5
Hispanic68.39.5
Native Hawaiian
White42.443.149.5
Multiple Races2.22.83.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.60.60.5
Asian2.24.42.5
Black45.740.934.5
Hispanic68.39.5
Native Hawaiian------
White42.443.149.5
Multiple Races2.22.83.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 100100100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 13.99.410.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 30.825.928.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201821%79%0%0%
2018-201924%76%0%0%
2019-202039%61%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

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