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Richmond High School for the Arts

General school information

Category: High (09-12) School
Phone: 804-780-5037
Address: 4314 Crutchfield St Richmond, VA 23225-4767
Principal: Kevin Olds
Superintendent: Jason Kamras
School Number: 741
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

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

ESSA

ACCREDITATION

2023 Accreditation Status: Accredited with Conditions
Number of School Quality Indicators at Level Three (Below Standard): 8 of 9
Accreditation Status Last Year: Accredited with Conditions

School Quality Indicators

Academic Achievement

English Level Two
Mathematics Level Three
Science Level Three

Achievement Gaps

EnglishLevel Three
MathematicsLevel Three

Student Engagement & Outcomes

Chronic Absenteeism Level Three
College, Career, and Civic Readiness Index (CCCRI) Level Three
Dropout Rate Level Three
Graduation and Completion Level Three
  • 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 Too Small
Black Level Two Level Three
Economically Disadvantaged Level Two Level Three
English Learners Level Three Level Two
Hispanic Level Two Level Two
Multiple Races Level One Too Small
Students with Disabilities Level Three Level Three
White Level One Level Two

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

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 33 36 64 3 35 38 62 5 33 38 62
Female 3 34 38 62 2 36 38 62 4 32 36 64
Male 3 31 34 66 4 34 38 62 6 34 40 60
Asian < < 100 0 < < 100 0
Black 3 33 37 63 2 46 48 52 5 41 46 54
Hispanic - 33 33 67 3 22 25 75 2 25 27 73
White < < < < < < < < < < 100 0
Students with Disabilities 5 15 20 80 - 26 26 74 - 19 19 81
Students without Disabilities 3 36 39 61 4 36 40 60 6 35 42 58
Economically Disadvantaged 2 26 28 72 1 46 47 53 3 38 41 59
Not Economically Disadvantaged 4 37 41 59 5 26 31 69 8 28 35 65
English Learners - 8 8 92 - 5 5 95 - 12 12 88
Migrant < < < <
Homeless 10 40 50 50 < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 33 36 64 3 35 38 62 5 33 38 62
Female 3 34 38 62 2 36 38 62 4 32 36 64
Male 3 31 34 66 4 34 38 62 6 34 40 60
Asian < < 100 0 < < 100 0
Black 3 33 37 63 2 46 48 52 5 41 46 54
Hispanic - 33 33 67 3 22 25 75 2 25 27 73
White < < < < < < < < < < 100 0
Students with Disabilities 5 15 20 80 - 26 26 74 - 19 19 81
Students without Disabilities 3 36 39 61 4 36 40 60 6 35 42 58
Economically Disadvantaged 2 26 28 72 1 46 47 53 3 38 41 59
Not Economically Disadvantaged 4 37 41 59 5 26 31 69 8 28 35 65
English Learners - 8 8 92 - 5 5 95 - 12 12 88
Migrant < < < <
Homeless 10 40 50 50 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 21 22 78 2 27 30 70
Female - 26 26 74 3 28 31 69
Male 3 17 19 81 1 27 29 71
Asian < < 100 0
Black 1 27 27 73 3 34 37 63
Hispanic 1 14 14 86 1 21 22 78
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities - 14 14 86 - 4 4 96
Students without Disabilities 2 22 24 76 3 30 33 67
Economically Disadvantaged - 25 25 75 1 30 30 70
Not Economically Disadvantaged 3 17 20 80 4 25 29 71
English Learners - 3 3 97 - 7 7 93
Migrant < < < <
Homeless < < < < < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 21 22 78 2 27 30 70
Female - 26 26 74 3 28 31 69
Male 3 17 19 81 1 27 29 71
Asian < < 100 0
Black 1 27 27 73 3 34 37 63
Hispanic 1 14 14 86 1 21 22 78
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities - 14 14 86 - 4 4 96
Students without Disabilities 2 22 24 76 3 30 33 67
Economically Disadvantaged - 25 25 75 1 30 30 70
Not Economically Disadvantaged 3 17 20 80 4 25 29 71
English Learners - 3 3 97 - 7 7 93
Migrant < < < <
Homeless < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 11 11 89 - 27 27 73 1 40 41 59
Female - 13 13 88 - 26 26 74 - 41 41 59
Male - 9 9 91 - 27 27 73 2 40 41 59
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 11 11 89 - 26 26 74 - 33 33 67
Hispanic - 6 6 94 - 26 26 74 1 44 45 55
White < < < < - 70 70 30 14 50 64 36
Multiple Races < < 100 0 < < < <
Students with Disabilities - 9 9 91 - 20 20 80 - 27 27 73
Students without Disabilities - 11 11 89 - 28 28 72 1 42 43 57
Economically Disadvantaged - 15 15 85 - 28 28 72 - 40 41 59
Not Economically Disadvantaged - 8 8 92 - 26 26 74 2 40 42 58
English Learners - 8 8 92 - 23 23 77 1 40 40 60
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 9 9 91 - 29 29 71 1 45 46 54
Female - 12 12 88 - 28 28 72 1 44 44 56
Male - 6 6 94 - 30 30 70 1 46 47 53
American Indian < < 100 0
Black - 10 10 90 - 30 30 70 - 41 41 59
Hispanic - 7 7 93 - 27 27 73 1 47 48 52
White < < < < < < < < < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities - 10 10 90 - 26 26 74 - 34 34 66
Students without Disabilities - 8 8 92 - 29 29 71 1 46 47 53
Economically Disadvantaged - 14 14 86 - 32 32 68 - 46 46 54
Not Economically Disadvantaged - 5 5 95 - 27 27 73 1 44 45 55
English Learners - 9 9 91 - 26 26 74 1 45 46 54
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 28 28 72 - 12 12 88 6 28 33 67
Female - 21 21 79 - 18 18 82 - 36 36 64
Male - 36 36 64 - 6 6 94 14 14 29 71
Asian < < 100 0 < < < <
Black - 27 27 73 - - - 100 - 13 13 88
Hispanic - - - 100 - 6 6 94 - 40 40 60
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 28 28 72 - 11 11 89 6 30 36 64
Economically Disadvantaged < < < < - - - 100 - 23 23 77
Not Economically Disadvantaged - 24 24 76 - 18 18 82 14 36 50 50
English Learners < < < < - 7 7 93 < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 6 6 94 - 22 22 78 1 24 25 75
Female < < < < - 23 23 77 - 31 31 69
Male - 10 10 90 - 21 21 79 2 17 20 80
Asian < < 100 0
Black - - - 100 - 15 15 85 - 17 17 83
Hispanic < < < < - 26 26 74 - 26 26 74
White < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 6 6 94 - 25 25 75 1 25 26 74
Economically Disadvantaged < < < < - 21 21 79 - 28 28 72
Not Economically Disadvantaged - 10 10 90 - 23 23 77 3 16 19 81
English Learners < < < < - 7 7 93 - - - 100
Migrant < < < <
Military Connected < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 15 15 85 - 15 15 85 1 13 14 86
Female - 12 12 88 - 16 17 83 1 11 12 88
Male - 17 17 83 - 13 13 87 1 14 15 85
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 17 17 83 - 13 13 87 - 14 14 86
Hispanic - 5 5 95 - 15 15 85 - 11 11 89
White < < < < < < < < 15 46 62 38
Multiple Races < < < < < < < <
Students with Disabilities - 5 5 95 - 7 7 93 - 11 11 89
Students without Disabilities - 16 16 84 - 16 17 83 1 13 14 86
Economically Disadvantaged - 14 14 86 - 18 18 82 - 15 15 85
Not Economically Disadvantaged - 15 15 85 1 12 13 87 2 10 12 88
English Learners - - - 100 - 8 8 92 - 6 6 94
Migrant < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 16 16 84 - 16 16 84 1 14 15 85
Female - 14 14 86 - 18 18 82 1 13 14 86
Male - 18 18 82 - 14 15 85 1 15 16 84
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 17 17 83 - 14 14 86 1 17 17 83
Hispanic - 5 5 95 - 16 16 84 - 12 12 88
White < < < < < < < < 15 46 62 38
Multiple Races < < < < < < < <
Students with Disabilities - 5 5 95 - 6 6 94 - 13 13 88
Students without Disabilities - 17 17 83 1 18 18 82 1 14 15 85
Economically Disadvantaged - 15 15 85 - 20 20 80 - 18 18 82
Not Economically Disadvantaged - 16 16 84 1 13 13 87 2 11 12 88
English Learners - - - 100 - 8 8 92 - 6 6 94
Migrant < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 2 2 98 - 3 3 97
Female < < < < - 5 5 95 - 3 3 97
Male < < < < - - - 100 - 3 3 97
Black - - - 100 - 2 2 98
Hispanic < < < < - 6 6 94 - 4 4 96
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 2 2 98 - 3 3 97
Economically Disadvantaged < < < < - - - 100 - 2 2 98
Not Economically Disadvantaged - 5 5 95 - 5 5 95
English Learners < < < < - - - 100 - 6 6 94
Homeless < < < <
Foster Care < < < <
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 14 14 86 < < < <
Female < < < < - 14 14 86 < < < <
Male < < < < - 14 14 86 < < 100 0
Black < < < < - 14 14 86 < < 100 0
Hispanic < < < < - 14 14 86 < < < <
White < < < <
Students with Disabilities - 13 13 88
Students without Disabilities < < < < - 15 15 85 < < < <
Economically Disadvantaged < < < < - 15 15 85 < < 100 0
Not Economically Disadvantaged < < < < - 13 13 88 < < < <
English Learners < < < < - 11 11 89 < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 15 15 85 - 16 16 84
Female - 13 13 87 - 11 11 89
Male - 16 16 84 - 20 20 80
American Indian < < < <
Asian < < < <
Black - 16 16 84 - 14 14 86
Hispanic - 12 12 88 - 15 15 85
White < < < < - 70 70 30
Multiple Races < < < < < < < <
Students with Disabilities - 6 6 94 - 19 19 81
Students without Disabilities - 16 16 84 - 15 15 85
Economically Disadvantaged - 19 19 81 - 16 16 84
Not Economically Disadvantaged - 12 12 88 - 16 16 84
English Learners - 7 7 93 - 10 10 90
Migrant < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 5 5 95 - 9 9 91
Female - 8 8 92 - 3 3 97
Male - 3 3 97 - 15 15 85
Black - 4 4 96 - 13 13 87
Hispanic - 4 4 96 - 6 6 94
White < < 100 0 < < 100 0
Multiple Races < < < <
Students with Disabilities - - - 100 - 22 22 78
Students without Disabilities - 6 6 94 - 7 7 93
Economically Disadvantaged - 5 5 95 - 8 8 92
Not Economically Disadvantaged - 5 5 95 - 11 11 89
English Learners - 3 3 97 - 4 4 96
Migrant < < < <
Homeless < < < <
Military Connected < < 100 0
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 14 14 86 - 17 17 83
Female - 13 13 87 - 11 11 89
Male - 14 14 86 - 22 22 78
American Indian < < < <
Asian < < < <
Black - 16 16 84 - 14 14 86
Hispanic - 11 11 89 - 18 18 82
White < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities - 2 2 98 - 15 15 85
Students without Disabilities - 15 15 85 - 18 18 82
Economically Disadvantaged - 20 20 80 - 17 17 83
Not Economically Disadvantaged - 9 9 91 - 18 18 82
English Learners - 6 6 94 - 13 13 87
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 24 24 76 - 16 16 84
Female - 14 14 86 - 17 17 83
Male - 34 34 66 - 16 16 84
Asian < < 100 0
Black - 19 19 81 - 14 14 86
Hispanic - 27 27 73 - 16 16 84
White < < 100 0 < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 24 24 76 - 15 15 85
Economically Disadvantaged - 20 20 80 - 16 16 84
Not Economically Disadvantaged - 28 28 72 - 16 16 84
English Learners - 19 19 81 - 10 10 90
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 39 39 61
Female < < < < < < < <
Male < < < < < < < <
Black < < < < - 20 20 80
Hispanic < < < < < < < <
White < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 41 41 59
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < <
English Learners < < < < < < < <
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
School---
Division-1320
State1,3244,0064,460
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 2021-20222022-2023
Grade 9399353
Grade 10318362
Grade 11332262
Grade 12249332
Post Graduate5-
Total Students1,3031,309

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

Fall Membership by Subgroups

2022 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 2021-20222022-2023
All Students13031309
Female583593
Male720716
Asian34
Black600546
Hispanic657712
White3232
Multiple Races1114
Students with Disabilities222194
Students without Disabilities10811115
Economically Disadvantaged577787
Not Economically Disadvantaged726522
English Learners499542
Not English Learners804767
Homeless213
Military Connected55
Foster Care12
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 57 122 10 0 194 18
Division 543 498 37 13 353 44
State 50941 37883 2120 845 5319 1819
Female School 31 54 2 0 76 6
Division 320 224 9 7 146 22
State 27811 16344 671 288 1971 747
Male School 26 68 8 0 118 12
Division 222 274 28 6 207 22
State 23072 21492 1448 557 3346 1069
Black School 32 56 8 0 20 14
Division 321 372 30 8 112 37
State 8188 10171 708 177 1106 701
Hispanic School 20 60 2 0 171 4
Division 110 101 5 2 228 6
State 6685 7832 305 130 2570 425
White School 5 3 0 0 3 0
Division 98 16 2 3 11 1
State 26830 16390 881 458 1333 565
Multiple Races School < < < < 0 <
Division 7 7 0 0 0 0
State 3013 2017 112 65 212 87
Students with Disabilities School 3 27 10 0 13 0
Division 22 126 37 4 53 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged School 38 82 8 0 39 16
Division 318 379 28 6 128 39
State 12376 19803 1180 475 2916 1248
English Learners School 11 45 1 0 126 0
Division 38 76 2 0 175 0
State 1612 4284 306 28 2112 174
Migrant School < < < < 0 <
Division < < < < 0 <
State 0 9 0 0 3 0
Homeless School < < < < 0 <
Division 21 30 3 0 5 2
State 183 697 76 17 189 78
Military Connected School < < < < < <
Division < < < < < <
State 2401 1298 51 21 47 32
Foster Care School < < < < 0 <
Division < < < < < <
State 25 145 23 13 82 21
< = 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 Students401189471894719448
Female169875287527645
Male232102441024411851
Black130967496742015
Hispanic2578232823217167
White11873873327
Multiple Races<<100<10000
Students with Disabilities53407640761325
Economically Disadvantaged18312870128703921
English Learners1855731573112668
Migrant<<100<10000
Homeless<<100<10000
Military Connected<<<<<<<
Foster Care<<<<<00
< = 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 2020-20212021-20222022-2023
Advanced Placement Test Taken30 / 2.32%52 / 4.01%30 / 2.29%
Advanced Placement Course Enrollment55 / 4.25%58 / 4.48%135 / 10.31%
Dual Enrollment - - 1 / .08%
Governor's School Enrollment21 / 1.62%23 / 1.77%18 / 1.38%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsSchool1454867
Division1,00745855
State87,31757,08135
FemaleSchool803457
Division55928449
State43,70531,57728
MaleSchool651478
Division44817461
State43,61225,50442
American IndianSchool<<100
Division<<100
State23213044
AsianSchool<<100
Division<<100
State6,7415,86213
BlackSchool1012971
Division73831358
State18,62410,60143
HispanicSchool29<100
Division913067
State12,1106,62245
WhiteSchool10<100
Division15810434
State45,09830,84432
Multiple RacesSchool<<100
Division12<100
State4,3802,92933
Students with DisabilitiesSchool25<100
Division1363475
State8,1853,54857
Economically DisadvantagedSchool1053270
Division60024060
State30,33514,98751
English LearnersSchool15<100
Division491080
State6,5793,31950
Native HawaiianSchool--100
Division--100
State1329330
< = 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
2020-20212021-20222022-2023
Industry CertificationSchool5517144
 Division507712830
 State51,68595,688100,255
Workplace ReadinessSchool1390143
 Division138843979
 State16,88544,34841,819
Total Credentials EarnedSchool68107287
 Division6461,5551,812
 State71,189143,862147,481
Students Earning One or More CredentialsSchool6399236
 Division5751,1041,409
 State60,992115,682117,932
CTE CompletersSchool13690138
 Division734511732
 State42,30345,09445,627
NOCTI AssessmentsSchool---
 Division1--
 State1,5422,5903,844
State LicensuresSchool---
 Division--3
 State1,0771,2361,563
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State302761962

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

Finance

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students857325877457765493
Female385148397209346227
Male472177480248419266
American Indian----<<
Asian<<<<<<
Black414166352220275228
Hispanic407152497224459246
White304217229
Multiple Races<<<<48
Students with Disabilities148601436610878
Economically Disadvantaged493195437282445344
English Learners323117392170378187
Homeless991416514
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 24
Relationship Behaviors without Physical Harm 63
Behaviors of a Safety Concern 307
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 85
Behaviors used to determine Persistently Dangerous Schools 4

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----0.1
Asian0.30.20.30.30.3
Black46.746.171.841.757.3
Hispanic49.850.526.854.439.9
Native Hawaiian------
White2.82.50.32.41.1
Multiple Races0.50.80.71.11.4
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.1
Asian0.30.20.3
Black46.746.114.341.785.4
Hispanic49.850.585.754.414.6
Native Hawaiian
White2.82.52.4
Multiple Races0.50.81.1
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian----0.1
Asian0.30.20.3
Black46.746.141.725
Hispanic49.850.554.475
Native Hawaiian------
White2.82.52.4
Multiple Races0.50.81.1
< = 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
  2020-20212021-20222022-2023
  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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 29.229.218.6
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 62.262.260
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202148%47%6%-1%
2021-202244%52%3%1%
2022-202342%48%5%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2023 ESSA Status: Identified for Comprehensive Support and Improvement
2023 Accreditation Status: Accredited with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-NoNo
Asian---TS-
BlackNoTS-NoNo
HispanicNoTS-NoNo
WhiteTSTS-NoTS
Multiple RacesTSTS-TSTS
Economically DisadvantagedNoNo-NoNo
English LearnersNoTSNoNoNo
Students with DisabilitiesNoTS-NoNo

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 Students42%51%77%88%
Asian--91%88%
Black51%58%64%88%
Hispanic29%36%63%88%
White<86%84%88%
Multiple Races<<82%88%
Economically Disadvantaged48%53%63%88%
English Learners11%14%53%88%
Students with Disabilities21%32%50%88%

< = 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 Students31%47%72%85%
Asian--90%85%
Black20%52%56%85%
Hispanic42%37%58%85%
White<73%80%85%
Multiple Races<<75%85%
Economically Disadvantaged21%44%57%85%
English Learners40%28%52%85%
Students with Disabilities6%26%47%85%

< = 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 Students11%
Asian-
Black16%
Hispanic5%
White<
Multiple Races<
Economically Disadvantaged12%
English Learners3%
Students with Disabilities13%

< = 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 Students44%84%84%
Asian-90%84%
Black67%83%84%
Hispanic29%82%84%
White62%86%84%
Multiple Races<89%84%
Economically Disadvantaged64%81%84%
English Learners24%74%84%
Students with Disabilities55%70%84%
Homeless<--
Foster Care---

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 Students39%39%12%10%
Asian<<10%10%
Black45%45%13%10%
Hispanic35%35%13%10%
White29%29%13%10%
Multiple Races67%67%14%10%
Economically Disadvantaged44%44%15%10%
English Learners33%33%12%10%
Students with Disabilities42%42%16%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress21%52%58%
English Learner Proficiency1%--

< = 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 Progress6630821%
English Learner Proficiency34531%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students90%10%76%24%81%19%
Asian------
Black89%11%65%35%77%23%
Hispanic90%10%83%17%86%14%
White<<<<<<
Multiple Races<<<<<<
Economically Disadvantaged89%11%76%24%80%20%
Not Economically Disadvantaged92%8%78%22%--
English Learners91%9%100%-91%9%
Students with Disabilities73%27%56%44%70%30%
Students without Disabilities94%6%86%14%--
Female91%9%92%8%--
Male89%11%65%35%--
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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