Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Robinson Secondary

General school information

Category: Combined (07-12) School
Phone: 703-426-2100
Address: 5035 Sideburn Rd Fairfax, VA 22032
Principal: Tracey Phillips
Superintendent: Dr. Scott S. Brabrand
School Number: 1960
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 72 92 8 19 73 92 8 18 74 91 9
Female 25 69 93 7 22 73 95 5 20 74 94 6
Male 16 75 91 9 17 72 89 11 16 73 89 11
American Indian < < 100 0 < < < < < < 100 0
Asian 18 74 92 8 20 70 90 10 16 76 92 8
Black 13 73 86 14 7 70 77 23 8 74 82 18
Hispanic 11 74 85 15 11 73 84 16 8 75 84 16
White 23 71 95 5 22 73 95 5 21 73 94 6
Multiple Races 24 70 94 6 22 74 97 3 23 72 95 5
Students with Disabilities 9 61 70 30 10 62 71 29 11 60 72 28
Students without Disabilities 22 74 96 4 21 75 95 5 19 76 95 5
Economically Disadvantaged 7 72 79 21 7 67 74 26 5 72 77 23
Not Economically Disadvantaged 22 72 94 6 21 74 94 6 20 74 93 7
English Learners 5 69 74 26 4 21 25 75 10 30 40 60
Homeless 10 30 40 60 - 67 67 33 < < < <
Military Connected 26 71 97 3 23 72 95 5
Foster Care < < 100 0 < < 100 0
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
All Students 29 64 93 7 28 63 91 9 24 69 93 7
Female 38 56 95 5 31 65 95 5 31 65 95 5
Male 20 70 91 9 26 62 88 12 18 73 91 9
American Indian < < 100 0 < < 100 0
Asian 23 70 92 8 28 67 95 5 20 73 93 7
Black 11 81 92 8 16 59 76 24 11 75 86 14
Hispanic 21 67 88 12 15 61 76 24 16 76 91 9
White 34 59 93 7 32 64 96 4 29 65 94 6
Multiple Races 31 67 98 2 35 60 95 5 28 67 95 5
Students with Disabilities 14 57 71 29 15 57 72 28 12 58 69 31
Students without Disabilities 32 65 97 3 31 64 95 5 27 71 98 2
Economically Disadvantaged 8 75 83 17 13 56 68 32 8 73 82 18
Not Economically Disadvantaged 31 62 94 6 30 64 94 6 27 68 95 5
English Learners 10 74 84 16 6 18 24 76 6 63 69 31
Homeless < < < < < < < < < < < <
Military Connected 29 69 98 3 32 65 97 3
Foster Care < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 68 88 12 20 71 91 9 19 70 88 12
Female 23 66 89 11 24 69 93 7 18 75 92 8
Male 18 70 87 13 16 73 89 11 20 65 84 16
Asian 21 68 89 11 23 64 88 13 16 73 89 11
Black 13 60 73 27 3 68 71 29 8 66 74 26
Hispanic 8 68 76 24 12 77 89 11 7 73 80 20
White 23 70 92 8 22 71 93 7 23 68 90 10
Multiple Races 29 62 91 9 29 69 98 2 24 73 98 2
Students with Disabilities 7 55 63 38 8 58 66 34 14 55 69 31
Students without Disabilities 23 70 93 7 22 73 95 5 20 72 92 8
Economically Disadvantaged 7 64 71 29 5 66 71 29 6 67 72 28
Not Economically Disadvantaged 22 68 90 10 22 72 93 7 20 70 90 10
English Learners 2 56 58 42 - 38 38 63 22 13 35 65
Homeless < < < < < < < < < < < <
Military Connected 26 70 96 4 16 75 91 9
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 13 83 95 5 10 83 94 6 12 81 93 7
Female 15 81 96 4 11 85 96 4 13 81 94 6
Male 11 84 95 5 10 81 91 9 10 82 92 8
American Indian < < 100 0
Asian 14 80 94 6 12 77 88 12 14 80 94 6
Black 13 80 93 7 3 83 86 14 5 79 85 15
Hispanic 4 85 89 11 8 79 87 13 3 78 81 19
White 15 83 98 2 13 85 97 3 14 83 97 3
Multiple Races 11 84 95 5 - 97 97 3 15 77 92 8
Students with Disabilities 6 72 78 22 6 71 77 23 8 69 77 23
Students without Disabilities 14 84 98 2 11 85 96 4 12 83 95 5
Economically Disadvantaged 6 76 82 18 4 77 81 19 2 75 77 23
Not Economically Disadvantaged 14 83 97 3 11 84 96 4 13 82 95 5
English Learners - 71 71 29 7 7 13 87 - 24 24 76
Military Connected 17 83 100 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
< = 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 42 50 92 8 39 53 92 8 44 48 91 9
Female 46 48 94 6 48 47 95 5 50 44 94 6
Male 38 52 91 9 31 59 90 10 37 52 88 12
American Indian < < 100 0 < < < <
Asian 47 49 96 4 48 44 92 8 48 47 95 5
Black 33 56 89 11 25 60 85 15 26 52 78 22
Hispanic 25 60 85 15 24 64 88 12 22 59 82 18
White 46 48 94 6 42 52 94 6 49 45 94 6
Multiple Races 43 50 93 8 42 53 95 5 43 49 93 7
Students with Disabilities 12 56 69 31 13 53 66 34 19 54 72 28
Students without Disabilities 47 49 96 4 43 53 96 4 47 47 94 6
Economically Disadvantaged 22 63 85 15 18 63 81 19 19 57 76 24
Not Economically Disadvantaged 44 49 93 7 42 52 94 6 47 46 93 7
English Learners 9 68 77 23 7 13 20 80 20 24 44 56
Homeless < < < < < < < < < < < <
Military Connected 41 54 95 5 52 40 92 8
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 53 89 11 36 54 90 10 38 50 88 12
Female 42 49 91 9 48 45 93 7 46 49 94 6
Male 30 56 86 14 25 62 87 13 30 52 83 17
Asian 32 61 93 7 47 49 96 4 48 48 96 4
Black 31 49 80 20 19 59 78 22 27 45 73 27
Hispanic 23 57 80 20 23 63 86 14 20 60 80 20
White 39 51 90 10 39 52 91 9 41 48 89 11
Multiple Races 40 51 91 9 38 55 93 7 32 59 91 9
Students with Disabilities 14 47 62 38 10 46 55 45 17 48 65 35
Students without Disabilities 40 54 93 7 40 55 96 4 41 51 92 8
Economically Disadvantaged 15 60 75 25 19 62 81 19 20 56 75 25
Not Economically Disadvantaged 38 52 90 10 38 53 91 9 40 50 90 10
English Learners 8 64 72 28 < < < <
Homeless < < < < < < < < < < < <
Military Connected 41 54 95 5 43 46 89 11
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 47 49 96 4 42 52 94 6 49 45 94 6
Female 49 48 96 4 48 48 96 4 55 40 95 5
Male 46 49 95 5 36 57 92 8 43 51 94 6
American Indian < < < <
Asian 55 42 97 3 48 41 89 11 47 46 94 6
Black 35 63 98 2 31 60 91 9 25 58 83 18
Hispanic 27 62 89 11 25 64 89 11 24 59 83 17
White 51 45 97 3 44 52 96 4 57 41 98 2
Multiple Races 46 49 95 5 47 50 97 3 57 38 95 5
Students with Disabilities 11 65 76 24 17 59 76 24 21 60 81 19
Students without Disabilities 53 46 99 1 46 51 97 3 53 43 96 4
Economically Disadvantaged 27 64 91 9 17 63 80 20 18 58 76 24
Not Economically Disadvantaged 49 47 96 4 45 51 96 4 54 43 97 3
English Learners 10 71 80 20 7 13 20 80 - 32 32 68
Military Connected 42 53 95 5 71 29 100 0
< = 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 21 71 91 9 22 67 89 11 20 72 92 8
Female 22 72 94 6 23 68 91 9 20 73 94 6
Male 19 70 89 11 22 65 87 13 21 70 91 9
American Indian < < < < < < < < < < 100 0
Asian 33 60 93 7 35 58 93 7 28 66 94 6
Black 11 72 83 17 10 66 75 25 8 72 80 20
Hispanic 13 73 87 13 13 68 81 19 13 72 85 15
Native Hawaiian < < 100 0 < < < < < < 100 0
White 21 72 93 7 24 68 92 8 22 72 95 5
Multiple Races 20 73 94 6 19 73 92 8 23 73 96 4
Students with Disabilities 8 63 70 30 7 66 73 27 9 69 78 22
Students without Disabilities 23 72 95 5 25 67 92 8 23 72 95 5
Economically Disadvantaged 9 72 82 18 12 66 78 22 9 76 85 15
Not Economically Disadvantaged 22 71 93 7 24 67 91 9 22 71 93 7
English Learners 11 66 77 23 9 48 57 43 12 57 69 31
Homeless 13 75 88 13 - 76 76 24 - 69 69 31
Military Connected 25 69 94 6 22 73 95 5
Foster Care < < < < < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 8 64 72 28 6 80 86 14
Female 14 69 83 17 9 70 79 21 8 79 88 13
Male 12 62 73 27 8 58 66 34 5 80 84 16
American Indian < < < < < < 100 0
Asian 38 42 81 19 9 66 74 26 6 77 84 16
Black 4 64 68 32 7 50 57 43 6 61 67 33
Hispanic 8 69 77 23 9 46 55 45 3 77 81 19
White 12 68 79 21 8 71 80 20 7 84 91 9
Multiple Races 17 67 83 17 10 71 81 19 11 84 95 5
Students with Disabilities 4 41 45 55 7 49 56 44 2 62 65 35
Students without Disabilities 16 75 91 9 9 68 77 23 8 86 94 6
Economically Disadvantaged 4 64 69 31 6 50 56 44 - 80 80 20
Not Economically Disadvantaged 14 66 80 20 9 66 75 25 8 80 87 13
English Learners 5 65 70 30 11 37 47 53 6 50 56 44
Homeless < < < < < < < < < < < <
Military Connected 11 66 76 24 8 78 86 14
Foster Care < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 15 71 86 14 18 70 88 12
Female 17 74 91 9 18 75 92 8 19 73 92 8
Male 12 73 85 15 13 68 81 19 17 68 84 16
Asian 20 71 90 10 27 64 91 9 24 65 88 12
Black 5 70 76 24 3 70 73 27 6 73 79 21
Hispanic 10 71 81 19 6 77 83 17 11 61 72 28
White 15 75 90 10 17 70 87 13 19 73 92 8
Multiple Races 16 76 92 8 18 79 97 3 19 76 95 5
Students with Disabilities 12 52 64 36 6 57 63 37 15 56 72 28
Students without Disabilities 15 79 94 6 18 75 92 8 18 73 91 9
Economically Disadvantaged 8 67 75 25 5 69 74 26 12 61 73 27
Not Economically Disadvantaged 15 75 90 10 17 72 88 12 18 71 90 10
English Learners 10 63 73 27 - 43 43 57 23 36 59 41
Homeless < < < < < < < < < < < <
Military Connected 21 74 95 5 15 74 89 11
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 20 75 95 5 22 71 92 8 21 74 96 4
Female 21 76 97 3 23 69 92 8 24 73 97 3
Male 18 75 93 7 20 73 93 7 19 75 95 5
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 23 73 96 4 39 57 96 4 32 67 98 2
Black 15 76 90 10 7 79 86 14 10 82 92 8
Hispanic 10 80 90 10 10 82 93 7 14 77 91 9
Native Hawaiian < < 100 0 < < 100 0
White 22 74 96 4 23 70 93 7 22 74 96 4
Multiple Races 19 77 96 4 21 70 91 9 26 72 98 2
Students with Disabilities 2 87 90 10 3 77 80 20 5 91 96 4
Students without Disabilities 22 73 95 5 25 70 95 5 24 71 96 4
Economically Disadvantaged 8 73 81 19 9 77 86 14 8 86 94 6
Not Economically Disadvantaged 21 75 96 4 24 70 93 7 23 73 96 4
English Learners 6 72 78 22 4 71 75 25 10 83 93 7
Homeless < < 100 0 < < < < < < 100 0
Military Connected 17 80 97 3 22 76 98 2
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 76 92 8 20 71 91 9 22 71 93 7
Female 18 75 93 7 19 74 93 7 20 73 93 7
Male 13 78 91 9 21 69 90 10 24 69 92 8
American Indian < < < < < < 100 0
Asian 20 70 90 10 29 64 93 7 38 59 97 3
Black 5 81 86 14 11 72 83 17 5 76 81 19
Hispanic 11 74 85 15 13 64 77 23 17 73 89 11
Native Hawaiian < < < < < < 100 0
White 16 78 94 6 22 73 95 5 22 72 94 6
Multiple Races 21 74 95 5 13 81 94 6 24 68 92 8
Students with Disabilities 3 66 70 30 7 70 77 23 6 65 71 29
Students without Disabilities 17 78 95 5 22 71 93 7 25 72 96 4
Economically Disadvantaged 6 83 89 11 13 65 78 22 15 69 84 16
Not Economically Disadvantaged 16 76 92 8 21 72 93 7 23 71 94 6
English Learners 20 59 78 22 9 32 41 59 - 50 50 50
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 29 69 97 3 26 73 98 2
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 34 62 96 4 37 57 94 6 30 66 96 4
Female 33 64 97 3 37 57 94 6 26 70 96 4
Male 34 61 95 5 37 57 93 7 34 62 96 4
Asian 54 43 97 3 51 47 98 2 27 70 97 3
Black 21 67 88 12 19 53 72 28 13 67 80 20
Hispanic 25 70 95 5 26 67 93 7 18 71 89 11
Native Hawaiian < < 100 0
White 32 65 97 3 38 57 95 5 35 64 99 1
Multiple Races 29 68 97 3 34 60 94 6 28 72 100 0
Students with Disabilities 15 68 84 16 10 77 87 13 18 73 91 9
Students without Disabilities 36 62 98 2 40 54 94 6 30 66 96 4
Economically Disadvantaged 20 70 90 10 26 63 89 11 14 81 95 5
Not Economically Disadvantaged 35 62 97 3 38 56 94 6 31 65 96 4
English Learners 26 67 92 8 < < 100 0 < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 47 49 96 4 37 61 98 2
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
< = 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 18 75 92 8 17 76 93 7 23 70 93 7
Female 15 77 92 8 16 78 93 7 22 71 93 7
Male 20 73 92 8 18 74 92 8 25 68 93 7
American Indian < < 100 0 < < < < < < < <
Asian 21 72 92 8 23 73 96 4 27 67 94 6
Black 8 72 81 19 5 78 82 18 10 76 86 14
Hispanic 8 77 85 15 9 76 86 14 11 72 83 17
Native Hawaiian < < 100 0 < < < < < < < <
White 21 75 95 5 19 75 95 5 27 69 95 5
Multiple Races 15 80 94 6 11 83 94 6 26 72 97 3
Students with Disabilities 10 63 73 27 9 65 74 26 11 68 79 21
Students without Disabilities 19 77 95 5 18 78 96 4 25 70 95 5
Economically Disadvantaged 5 74 79 21 6 75 82 18 8 74 82 18
Not Economically Disadvantaged 19 75 94 6 18 76 94 6 25 69 94 6
English Learners 4 63 67 33 - 43 43 57 10 34 44 56
Homeless 19 56 75 25 - 62 62 38 - 60 60 40
Military Connected 25 72 97 3 28 68 96 4
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 78 89 11 13 77 89 11 20 70 90 10
Female 8 79 87 13 12 79 91 9 14 75 90 10
Male 14 77 90 10 13 74 87 13 25 65 90 10
Asian 5 84 89 11 5 86 91 9 21 69 91 9
Black 7 64 71 29 3 66 68 32 8 73 81 19
Hispanic 7 74 81 19 10 73 83 17 7 68 75 25
White 13 80 93 7 16 77 92 8 23 70 93 7
Multiple Races 18 69 87 13 12 84 95 5 22 73 96 4
Students with Disabilities 9 52 61 39 8 54 62 38 18 60 78 22
Students without Disabilities 11 83 94 6 13 80 94 6 20 72 92 8
Economically Disadvantaged 5 66 71 29 3 70 73 27 7 69 76 24
Not Economically Disadvantaged 12 79 91 9 14 77 91 9 21 70 92 8
English Learners - 57 57 43 - 47 47 53 22 17 39 61
Homeless < < < < < < < < < < < <
Military Connected 18 75 93 7 20 74 93 7
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 73 94 6 20 74 94 6 25 70 95 5
Female 20 75 95 5 18 77 95 5 25 69 94 6
Male 21 71 92 8 22 72 94 6 25 71 96 4
American Indian < < 100 0 < < 100 0 < < < <
Asian 20 73 93 7 28 67 96 4 24 75 99 1
Black 8 80 88 13 7 79 86 14 5 79 85 15
Hispanic 7 76 83 17 10 80 90 10 16 72 88 12
Native Hawaiian < < 100 0 < < < < < < < <
White 26 71 97 3 22 74 96 4 29 68 97 3
Multiple Races 14 84 98 2 16 78 94 6 30 70 100 0
Students with Disabilities 13 61 74 26 7 71 77 23 9 73 82 18
Students without Disabilities 22 75 96 4 22 75 97 3 28 69 97 3
Economically Disadvantaged 3 75 78 22 9 78 86 14 6 76 83 18
Not Economically Disadvantaged 22 73 95 5 22 74 95 5 27 69 96 4
English Learners 5 65 70 30 - 31 31 69 - 56 56 44
Homeless < < < < < < < < < < 100 0
Military Connected 26 72 98 2 32 65 97 3
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 67 94 6 20 74 94 6 29 65 95 5
Female 22 72 95 5 20 74 94 6 31 64 95 5
Male 30 63 94 6 20 74 94 6 28 67 95 5
American Indian < < 100 0
Asian 42 54 96 4 32 68 100 0 40 56 97 3
Black 15 70 85 15 7 87 93 7 17 73 90 10
Hispanic 16 71 87 13 9 76 84 16 12 76 88 12
Native Hawaiian < < 100 0
White 27 68 96 4 23 73 96 4 32 65 96 4
Multiple Races 19 78 97 3 5 86 92 8 30 65 95 5
Students with Disabilities 10 75 85 15 10 71 81 19 3 75 79 21
Students without Disabilities 28 67 95 5 21 74 96 4 32 64 97 3
Economically Disadvantaged 8 75 83 17 6 80 86 14 16 71 88 13
Not Economically Disadvantaged 28 67 95 5 22 74 95 5 31 65 95 5
English Learners 13 56 69 31 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 38 63 100 0 34 65 98 2
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 87 92 8 8 84 92 8 5 84 89 11
Female 5 87 92 8 6 86 93 7 1 91 92 8
Male 6 87 93 7 10 82 92 8 9 76 86 14
Asian 3 86 89 11 12 80 92 8 - 81 81 19
Black 3 76 79 21 - 85 85 15 - 92 92 8
Hispanic 2 89 91 9 7 79 86 14 2 75 77 23
White 9 86 95 5 10 85 95 5 9 86 95 5
Multiple Races - 100 100 0 - 93 93 7 < < 100 0
Students with Disabilities 8 69 77 23 10 66 76 24 7 67 73 27
Students without Disabilities 5 91 96 4 8 89 97 3 5 88 92 8
Economically Disadvantaged 4 78 83 17 9 72 81 19 - 82 82 18
Not Economically Disadvantaged 6 88 94 6 8 86 94 6 6 84 90 10
English Learners - 75 75 25 - 60 60 40 - 42 42 58
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 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
< = 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 27 67 94 6 25 69 94 6 24 69 93 7
Female 21 72 93 7 22 72 94 7 20 71 91 9
Male 32 63 95 5 28 67 94 6 28 66 94 6
American Indian < < < < < < 100 0 < < 100 0
Asian 29 67 96 4 22 72 94 6 21 71 93 7
Black 15 73 89 11 15 75 90 10 15 67 82 18
Hispanic 14 73 87 13 15 73 88 12 14 74 88 12
Native Hawaiian < < 100 0 < < < < < < 100 0
White 31 65 96 4 29 67 96 4 28 67 95 5
Multiple Races 26 70 96 4 27 69 96 4 27 69 95 5
Students with Disabilities 14 68 81 19 15 66 82 18 17 62 79 21
Students without Disabilities 29 67 97 3 27 69 96 4 25 70 95 5
Economically Disadvantaged 13 71 84 16 9 71 80 20 10 71 81 19
Not Economically Disadvantaged 28 67 95 5 27 69 96 4 26 68 94 6
English Learners 4 75 80 20 2 43 45 55 16 43 59 41
Homeless 27 60 87 13 - 71 71 29 < < < <
Military Connected 36 63 99 1 35 60 95 5
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 16 79 95 5 12 82 94 6 15 79 94 6
Female 9 85 94 6 8 86 94 6 11 83 93 7
Male 22 74 97 3 16 78 93 7 20 75 95 5
American Indian < < 100 0
Asian 12 84 97 3 12 82 93 7 15 79 93 7
Black 10 81 92 8 12 79 91 9 8 73 81 19
Hispanic 7 80 88 13 4 84 88 12 4 82 86 14
White 20 76 97 3 15 80 95 5 18 79 97 3
Multiple Races 8 92 100 0 3 97 100 0 9 87 96 4
Students with Disabilities 6 78 84 16 15 64 79 21 14 50 64 36
Students without Disabilities 17 80 97 3 12 84 96 4 15 81 96 4
Economically Disadvantaged 7 76 83 17 3 78 81 19 - 71 71 29
Not Economically Disadvantaged 17 80 97 3 14 82 96 4 16 80 96 4
English Learners - 81 81 19 - 29 29 71 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 13 87 100 0 27 73 100 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 13 77 90 10 13 79 92 8 11 80 91 9
Female 9 78 87 13 9 83 91 9 9 81 90 10
Male 16 76 93 7 17 76 93 7 13 79 92 8
American Indian < < < < < < 100 0
Asian 15 71 85 15 12 82 94 6 13 83 96 4
Black 10 75 85 15 6 87 94 6 4 68 72 28
Hispanic 7 76 84 16 11 73 84 16 9 83 91 9
Native Hawaiian < < 100 0 < < < < < < 100 0
White 17 78 95 5 14 82 95 5 14 80 93 7
Multiple Races - 86 86 14 25 64 89 11 17 83 100 0
Students with Disabilities 7 76 83 17 9 77 86 14 15 71 86 14
Students without Disabilities 15 77 92 8 15 80 95 5 10 84 94 6
Economically Disadvantaged 5 80 86 14 3 74 77 23 7 77 84 16
Not Economically Disadvantaged 15 76 91 9 16 80 96 4 13 81 94 6
English Learners 5 75 80 20 - 33 33 67 11 68 79 21
Homeless < < 100 0 < < < < < < 100 0
Military Connected 11 86 97 3 15 77 92 8
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 28 66 94 6 21 70 92 8 16 74 90 10
Female 21 73 94 6 15 75 90 10 12 75 87 13
Male 34 60 94 6 27 67 94 6 21 73 94 6
American Indian < < 100 0 < < 100 0
Asian 40 56 96 4 21 73 94 6 11 76 87 13
Black 5 84 89 11 12 71 82 18 3 75 78 22
Hispanic 13 72 86 14 12 70 82 18 14 74 88 13
Native Hawaiian < < 100 0 < < 100 0
White 31 65 96 4 25 70 95 5 19 73 92 8
Multiple Races 23 74 97 3 23 70 93 8 17 77 94 6
Students with Disabilities 15 59 75 25 16 57 73 27 11 65 75 25
Students without Disabilities 30 68 97 3 22 72 94 6 17 75 93 7
Economically Disadvantaged 11 72 83 17 9 61 70 30 6 75 81 19
Not Economically Disadvantaged 29 66 95 5 23 72 95 5 17 74 91 9
English Learners 6 66 71 29 7 64 71 29 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 39 61 100 0 19 71 90 10
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 49 96 4 48 48 97 3 44 51 95 5
Female 43 52 95 5 50 47 97 3 41 54 95 5
Male 50 46 96 4 47 49 96 4 47 48 95 5
Asian 54 46 100 0 44 52 96 4 36 60 96 4
Black 30 56 86 14 28 64 92 8 38 56 94 6
Hispanic 31 61 93 7 33 64 97 3 24 64 88 12
White 49 47 96 4 55 42 97 3 50 46 96 4
Multiple Races 56 40 96 4 52 48 100 0 49 47 96 4
Students with Disabilities 20 61 81 19 20 66 85 15 17 62 79 21
Students without Disabilities 51 47 98 2 53 45 99 1 48 50 97 3
Economically Disadvantaged 32 52 84 16 23 68 91 9 21 64 84 16
Not Economically Disadvantaged 48 49 97 3 52 46 97 3 46 50 96 4
English Learners 8 78 85 15 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 51 47 99 1 52 44 97 3
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography 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
School879
Division1,2568501,072
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 7602578561
Grade 8612628596
Grade 9650642669
Grade 10674661651
Grade 11647670658
Grade 12726646682
Total Students3,9113,8253,817

< = 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 Students391138253817
Female188818771880
Male202319481937
American Indian8911
Asian536508501
Black234240241
Hispanic577564593
Native Hawaiian332
White230422442206
Multiple Races249257263
Students with Disabilities574582597
Students without Disabilities333732433220
Economically Disadvantaged417459411
Not Economically Disadvantaged349433663406
English Learners351389282
Not English Learners356034363535
Homeless8109
Military Connected344354392
Foster Care622
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 469 144 9 2 6 0
Division 9092 4260 298 41 1095 170
State 50720 36637 2725 1082 5474 1783
Female School 232 59 3 0 1 0
Division 4663 1870 112 12 388 73
State 27685 16172 922 354 1991 669
Male School 237 85 6 2 5 0
Division 4429 2390 186 29 707 97
State 23035 20465 1803 728 3483 1114
American Indian School < < < < 0 <
Division 12 12 2 0 5 0
State 114 112 2 3 17 9
Asian School 76 17 4 0 1 0
Division 2415 507 54 2 49 17
State 5184 1290 94 10 112 49
Black School 21 13 0 0 1 0
Division 720 676 48 3 74 28
State 7796 10875 1042 248 1355 657
Hispanic School 61 33 1 0 0 0
Division 1244 1595 86 13 888 94
State 5185 6274 356 120 2430 394
Native Hawaiian School < < < < 0 <
Division 12 7 0 0 0 0
State 83 41 6 2 3 3
White School 286 70 3 1 4 0
Division 4216 1276 92 16 64 28
State 29846 16411 1115 641 1424 594
Multiple Races School 24 11 0 1 0 0
Division 473 187 16 7 15 3
State 2512 1634 110 58 133 77
Students with Disabilities School 21 58 9 0 3 0
Division 325 1167 298 14 127 11
State 1137 6719 2725 157 1073 103
Economically Disadvantaged School 41 33 5 0 0 0
Division 1442 1868 128 12 458 80
State 10704 18183 1640 532 2851 1084
English Learners School 15 28 4 0 2 0
Division 451 1423 143 6 905 36
State 1263 4111 307 32 2056 178
Homeless School < < < < 0 <
Division 25 77 5 3 112 7
State 206 692 68 31 302 66
Military Connected School 16 4 0 0 0 0
Division 263 162 4 0 2 2
State 1928 1198 49 15 35 23
Foster Care School < < < < 0 <
Division 1 10 0 1 3 1
State 24 134 26 19 67 17
< = 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 Students630622996249961
Female29529410029410010
Male335328983309952
American Indian<<100<10000
Asian989799979911
Black353497349713
Hispanic95951009510000
Native Hawaiian<<100<10000
White364359993609941
Multiple Races3635973610000
Students with Disabilities918897889733
Economically Disadvantaged79791007910000
English Learners494796479624
Homeless<<100<10000
Military Connected20201002010000
Foster Care<<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 2016-20172017-20182018-2019
Advanced Placement Test Taken483 / 17.58%438 / 16.25%451 / 17.25%
Advanced Placement Course Enrollment448 / 16.3%422 / 15.65%444 / 16.98%
Dual Enrollment - - -
Governor's School Enrollment - - -
IB Course Enrollment1,262 / 45.92%1,245 / 46.18%1,229 / 47%
Senior Enrolled in IB Program152 / 5.53%151 / 5.6%139 / 5.32%

< = 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 StudentsSchool69259115
Division12,55910,15519
State85,90057,72633
FemaleSchool34629415
Division6,2065,17017
State43,22531,59927
MaleSchool34629714
Division6,3534,98522
State42,67526,12739
AsianSchool1111019
Division2,6712,36511
State6,0845,29213
BlackSchool463915
Division1,2951,00822
State18,86811,29840
HispanicSchool947322
Division2,3101,43938
State10,1025,82642
WhiteSchool40334514
Division5,5714,74915
State46,44932,34130
Multiple RacesSchool383313
Division61951716
State3,9902,71532
Students with DisabilitiesSchool855931
Division1,37584738
State7,2173,25755
Economically DisadvantagedSchool736018
Division2,8391,97430
State27,32914,19048
English LearnersSchool463622
Division1,6481,01438
State5,1822,82046
American IndianSchool--100
Division665418
State26516737
Native HawaiianSchool--100
Division272315
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 LicensuresSchool34-
 Division1417366
 State2,2791,8812,231
Industry CertificationSchool605636579
 Division13,87113,98713,394
 State109,275104,601107,234
Workplace ReadinessSchool505365108
 Division7,5558,6026,760
 State42,31350,24144,892
Total Credentials EarnedSchool1,1131,005687
 Division21,56722,66220,220
 State157,490160,248158,452
Students Earning One or More CredentialsSchool1,020907630
 Division18,78419,60117,788
 State126,113128,672126,041
CTE CompletersSchool217246148
 Division4,8214,8523,474
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division336965
 State1,4311,5371,317
NOCTI AssessmentsSchool---
 Division---
 State3,6233,5254,095

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

Finance

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 Students3,6372903,5933063,546271
Female1,7481531,7101701,719149
Male1,8891371,8831361,827122
American Indian<<<<91
Asian515294973949123
Black246122291321624
Hispanic507425244551749
Native Hawaiian<<<<<<
White2,1311882,0961982,080154
Multiple Races228182361123020
Students with Disabilities503675196151468
Economically Disadvantaged359454085839459
English Learners335303033528127
Homeless225196133
< = 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 73
Disorderly or Disruptive Behavior Offenses 26
Other Offenses Against Persons 34
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.22.60.2
Asian13.76.713.75.113.316.7
Black6.616.7625.66.331
Hispanic13.923.314.828.214.819
Native Hawaiian0.10.10.1
White59.443.35935.958.833.3
Multiple Races6.2106.42.66.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian13.713.713.3
Black6.6633.36.314.3
Hispanic13.914.833.314.828.6
Native Hawaiian0.10.10.1
White59.41005933.358.842.9
Multiple Races6.26.46.714.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.2
Asian13.713.713.3
Black6.666.3
Hispanic13.914.814.8
Native Hawaiian0.10.10.1
White59.45958.8
Multiple Races6.26.46.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 9.210.710.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 13.514.313.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 74.964.264
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201722%76%2%0%
2017-201822%75%2%1%
2018-201923%73%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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 Students92%92%73%75%
Asian92%92%87%75%
Black82%83%60%75%
Hispanic87%85%63%75%
White94%94%81%75%
Economically Disadvantaged80%77%62%75%
English Learners75%73%53%75%
Students with Disabilities71%71%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%90%74%70%
Asian93%92%89%70%
Black82%82%60%70%
Hispanic84%83%64%70%
White93%91%81%70%
Economically Disadvantaged83%81%63%70%
English Learners76%75%57%70%
Students with Disabilities77%71%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students91%
Asian91%
Black81%
Hispanic80%
White94%
Economically Disadvantaged81%
English Learners53%
Students with Disabilities76%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students--
Asian--
Black--
Hispanic--
White--
Economically Disadvantaged--
English Learners--
Students with Disabilities--

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students7%7%9%10%
Asian4%6%5%10%
Black10%7%9%10%
Hispanic9%8%9%10%
White7%8%9%10%
Economically Disadvantaged13%12%13%10%
English Learners9%9%8%10%
Students with Disabilities12%11%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress57%46%58%
English Learner Proficiency21%--

< = 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 Progress508757%
English Learner Proficiency2210721%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%100%100%
Black99%98%99%
Hispanic100%99%99%
White100%98%100%
Economically Disadvantaged100%99%99%
Not Economically Disadvantaged100%99%100%
English Learners100%100%100%
Students with Disabilities99%99%99%
Students without Disabilities100%98%100%
Female100%99%100%
Male100%98%100%
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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School %
Division 22%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
Robinson Secondary to top