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Rock Ridge High

General school information

Category: Combined (PK-12) School
Phone: 703-996-2100
Address: 43460 Loudoun Reserve Drive Ashburn, VA 20148
Principal: John Duellman
Superintendent: Dr. Eric Williams
School Number: 1060
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 83 95 5 15 77 92 8 10 82 91 9
Female 13 84 97 3 14 80 94 6 10 81 92 8
Male 11 82 93 7 16 73 89 11 9 82 91 9
American Indian < < 100 0 < < 100 0
Asian 17 81 98 2 15 78 93 7 12 84 97 3
Black 2 79 80 20 16 69 86 14 4 73 77 23
Hispanic 13 88 100 0 7 84 91 9 4 77 81 19
White 11 85 97 3 15 79 93 7 10 82 92 8
Multiple Races 4 92 96 4 23 62 85 15 10 86 95 5
Students with Disabilities 10 57 67 33 17 42 60 40 13 53 66 34
Students without Disabilities 12 85 97 3 15 81 96 4 9 85 94 6
Economically Disadvantaged 4 79 83 17 12 56 68 32 5 69 73 27
Not Economically Disadvantaged 13 84 97 3 15 80 95 5 10 84 94 6
English Learners - 81 81 19 < < < < 12 18 29 71
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 12 83 95 5 15 77 92 8 10 82 91 9
Female 13 84 97 3 14 80 94 6 10 81 92 8
Male 11 82 93 7 16 73 89 11 9 82 91 9
American Indian < < 100 0 < < 100 0
Asian 17 81 98 2 15 78 93 7 12 84 97 3
Black 2 79 80 20 16 69 86 14 4 73 77 23
Hispanic 13 88 100 0 7 84 91 9 4 77 81 19
White 11 85 97 3 15 79 93 7 10 82 92 8
Multiple Races 4 92 96 4 23 62 85 15 10 86 95 5
Students with Disabilities 10 57 67 33 17 42 60 40 13 53 66 34
Students without Disabilities 12 85 97 3 15 81 96 4 9 85 94 6
Economically Disadvantaged 4 79 83 17 12 56 68 32 5 69 73 27
Not Economically Disadvantaged 13 84 97 3 15 80 95 5 10 84 94 6
English Learners - 81 81 19 < < < < 12 18 29 71
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 42 93 7 52 41 93 7 49 44 93 7
Female 55 40 95 5 58 37 96 4 55 39 94 6
Male 47 43 90 10 46 44 91 9 42 50 91 9
American Indian < < 100 0 < < 100 0
Asian 62 35 98 2 70 25 95 5 65 32 97 3
Black 30 44 74 26 42 48 90 10 28 54 83 17
Hispanic 44 53 97 3 31 58 89 11 23 60 83 17
White 51 45 95 5 45 48 93 7 44 50 93 7
Multiple Races 46 42 88 13 48 44 93 7 64 36 100 0
Students with Disabilities 17 41 59 41 18 49 67 33 24 46 70 30
Students without Disabilities 54 42 95 5 56 40 96 4 51 44 95 5
Economically Disadvantaged 20 59 78 22 32 45 77 23 32 50 82 18
Not Economically Disadvantaged 56 39 95 5 55 40 95 5 51 43 94 6
English Learners 20 60 80 20 < < < < 6 25 31 69
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 51 42 93 7 52 41 93 7 49 44 93 7
Female 55 40 95 5 58 37 96 4 55 39 94 6
Male 47 43 90 10 46 44 91 9 42 50 91 9
American Indian < < 100 0 < < 100 0
Asian 62 35 98 2 70 25 95 5 65 32 97 3
Black 30 44 74 26 42 48 90 10 28 54 83 17
Hispanic 44 53 97 3 31 58 89 11 23 60 83 17
White 51 45 95 5 45 48 93 7 44 50 93 7
Multiple Races 46 42 88 13 48 44 93 7 64 36 100 0
Students with Disabilities 17 41 59 41 18 49 67 33 24 46 70 30
Students without Disabilities 54 42 95 5 56 40 96 4 51 44 95 5
Economically Disadvantaged 20 59 78 22 32 45 77 23 32 50 82 18
Not Economically Disadvantaged 56 39 95 5 55 40 95 5 51 43 94 6
English Learners 20 60 80 20 < < < < 6 25 31 69
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 72 85 15 17 63 80 20 14 74 88 12
Female 12 75 87 13 17 65 82 18 14 77 91 9
Male 15 69 84 16 17 61 78 22 14 70 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 28 66 94 6 34 56 91 9 28 67 94 6
Black 2 70 73 27 8 52 60 40 2 69 72 28
Hispanic 8 70 79 21 9 63 72 28 5 69 74 26
Native Hawaiian < < 100 0 < < < < < < 100 0
White 9 77 86 14 13 69 82 18 10 80 90 10
Multiple Races 17 68 85 15 9 75 84 16 10 84 95 5
Students with Disabilities 12 57 69 31 9 31 40 60 8 49 58 42
Students without Disabilities 14 73 87 13 18 68 86 14 15 76 91 9
Economically Disadvantaged 7 64 70 30 10 54 64 36 8 67 75 25
Not Economically Disadvantaged 15 73 88 12 18 65 83 17 15 74 90 10
English Learners 3 60 63 37 5 48 54 46 6 63 69 31
Homeless < < < < 7 40 47 53 < < < <
Military Connected < < < < 9 82 91 9
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 2 79 81 19 1 67 68 32 6 80 86 14
Female 3 80 84 16 2 70 72 28 7 84 91 9
Male - 77 77 23 1 64 65 35 6 74 80 20
American Indian < < 100 0 < < 100 0
Asian 5 76 81 19 3 77 81 19 12 80 92 8
Black - 73 73 27 - 49 49 51 - 76 76 24
Hispanic 3 69 72 28 - 67 67 33 2 74 77 23
Native Hawaiian < < 100 0
White 1 84 85 15 2 68 70 30 7 81 88 12
Multiple Races - 91 91 9 - 85 85 15 6 88 94 6
Students with Disabilities - 53 53 47 - 30 30 70 - 54 54 46
Students without Disabilities 2 83 85 15 2 77 79 21 8 84 92 8
Economically Disadvantaged 3 65 68 32 2 58 60 40 4 77 81 19
Not Economically Disadvantaged 2 82 83 17 1 70 71 29 7 80 87 13
English Learners - 63 63 38 3 55 58 42 4 70 74 26
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 79 86 14 8 72 79 21 9 75 83 17
Female 5 85 90 10 9 74 83 17 10 77 87 13
Male 9 74 83 17 7 69 75 25 7 73 81 19
American Indian < < 100 0 < < 100 0
Asian 9 86 95 5 16 72 88 13 13 76 89 11
Black 6 69 75 25 5 54 59 41 3 58 61 39
Hispanic 5 74 79 21 4 67 72 28 7 58 65 35
Native Hawaiian < < 100 0 < < 100 0
White 7 83 89 11 6 77 83 17 8 81 89 11
Multiple Races 6 78 83 17 4 79 83 17 10 85 95 5
Students with Disabilities 6 66 72 28 - 31 31 69 5 46 51 49
Students without Disabilities 7 81 88 12 9 77 86 14 9 78 87 13
Economically Disadvantaged - 74 74 26 3 54 57 43 6 57 63 37
Not Economically Disadvantaged 8 80 89 11 9 75 84 16 9 77 86 14
English Learners 6 59 65 35 - 38 38 63 - 46 46 54
Homeless < < 100 0 < < < < < < < <
Military Connected < < < <
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 24 63 87 13 32 55 87 13 24 69 94 6
Female 23 64 87 13 30 55 85 15 22 73 95 5
Male 26 61 87 13 34 55 89 11 27 65 92 8
American Indian < < 100 0
Asian 41 56 97 3 50 45 95 5 39 58 98 3
Black - 70 70 30 16 53 69 31 4 79 83 17
Hispanic 16 69 84 16 23 53 77 23 - 87 87 13
Native Hawaiian < < < <
White 14 69 82 18 25 63 88 12 13 78 91 9
Multiple Races 33 50 83 17 15 69 85 15 14 81 95 5
Students with Disabilities 11 67 78 22 23 45 68 32 < < < <
Students without Disabilities 25 63 87 13 32 55 88 12 24 69 94 6
Economically Disadvantaged 16 53 68 32 24 53 78 22 14 67 81 19
Not Economically Disadvantaged 25 64 89 11 33 55 88 12 25 69 94 6
English Learners 6 56 61 39 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 75 92 8 23 69 93 7 23 69 92 8
Female 13 79 92 8 21 71 92 8 21 71 92 8
Male 21 71 92 8 26 67 93 7 25 66 91 9
American Indian < < 100 0 < < 100 0 < < < <
Asian 26 70 96 4 37 59 96 4 33 63 96 4
Black 7 77 84 16 9 76 84 16 9 70 80 20
Hispanic 10 76 86 14 7 78 86 14 9 70 79 21
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 79 93 7 19 74 93 7 19 73 92 8
Multiple Races 15 75 90 10 26 70 96 4 25 73 99 1
Students with Disabilities 12 60 72 28 9 59 68 32 7 64 71 29
Students without Disabilities 17 76 94 6 25 70 95 5 24 69 93 7
Economically Disadvantaged 7 67 74 26 11 69 80 20 6 67 73 27
Not Economically Disadvantaged 18 76 94 6 25 69 94 6 25 69 94 6
English Learners 5 62 67 33 - 53 53 47 - 58 58 42
Homeless < < < < - 80 80 20 < < < <
Military Connected < < 100 0 18 55 73 27
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 92 8 22 68 91 9 23 69 92 8
Female 11 83 94 6 21 69 90 10 20 74 94 6
Male 17 74 91 9 24 67 92 8 26 64 90 10
American Indian < < 100 0 < < 100 0
Asian 19 76 95 5 32 64 96 4 35 59 94 6
Black 8 82 90 10 6 77 83 17 10 70 80 20
Hispanic 7 76 83 17 10 69 80 20 6 78 83 17
Native Hawaiian < < 100 0 < < 100 0
White 10 84 94 6 21 70 90 10 18 76 94 6
Multiple Races 20 65 85 15 32 64 95 5 28 72 100 0
Students with Disabilities 5 59 65 35 7 55 62 38 13 51 64 36
Students without Disabilities 14 81 95 5 24 69 93 7 24 70 94 6
Economically Disadvantaged 7 63 70 30 6 67 73 27 6 72 77 23
Not Economically Disadvantaged 14 81 95 5 25 68 93 7 25 69 94 6
English Learners - 47 47 53 - 39 39 61 - 67 67 33
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 68 92 8 31 65 97 3 38 57 95 5
Female 19 72 91 9 28 69 97 3 37 58 95 5
Male 29 65 94 6 36 61 97 3 39 56 95 5
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 34 64 99 1 48 50 98 2 44 55 99 1
Black 15 62 77 23 16 73 89 11 21 58 79 21
Hispanic 22 70 91 9 8 90 97 3 < < < <
Native Hawaiian < < 100 0
White 18 71 89 11 24 73 97 3 30 61 91 9
Multiple Races 9 83 91 9 26 74 100 0 < < 100 0
Students with Disabilities 17 67 83 17 17 67 83 17 < < 100 0
Students without Disabilities 25 68 93 7 32 65 97 3 39 56 95 5
Economically Disadvantaged 16 65 81 19 31 64 94 6 19 62 81 19
Not Economically Disadvantaged 25 69 94 6 31 66 97 3 40 57 96 4
English Learners 13 73 87 13 < < < < < < < <
Homeless < < < <
Military Connected < < < <
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 14 78 92 8 17 74 91 9 15 74 89 11
Female 10 80 90 10 14 77 91 9 12 76 88 12
Male 18 76 94 6 20 71 91 9 18 73 91 9
American Indian < < 100 0 < < < <
Asian 23 70 93 7 30 65 95 5 18 77 95 5
Black 2 80 83 17 6 76 82 18 3 79 82 18
Hispanic 6 80 86 14 4 80 84 16 9 64 73 27
Native Hawaiian < < 100 0 < < 100 0
White 15 80 95 5 14 79 93 7 17 74 91 9
Multiple Races 17 78 94 6 24 71 94 6 20 77 97 3
Students with Disabilities 11 63 74 26 8 58 66 34 - 74 74 26
Students without Disabilities 14 79 94 6 18 77 95 5 17 74 91 9
Economically Disadvantaged 2 71 73 27 5 73 79 21 2 66 67 33
Not Economically Disadvantaged 16 79 95 5 19 75 93 7 17 76 93 7
English Learners 3 65 68 33 - 71 71 29 - 50 50 50
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 60 97 3 34 60 94 6 27 65 92 8
Female 33 63 97 3 31 61 92 8 24 68 91 9
Male 41 56 97 3 38 58 95 5 31 63 94 6
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 48 98 2 49 49 98 2 39 59 98 2
Black 19 71 91 9 16 70 86 14 12 70 82 18
Hispanic 24 73 98 2 18 68 87 13 11 68 79 21
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 34 63 97 3 30 64 94 6 24 68 92 8
Multiple Races 35 61 96 4 27 68 95 5 19 77 96 4
Students with Disabilities 16 66 82 18 14 60 74 26 13 64 77 23
Students without Disabilities 39 59 98 2 36 60 95 5 28 65 94 6
Economically Disadvantaged 26 62 88 12 21 60 82 18 14 63 76 24
Not Economically Disadvantaged 39 59 98 2 36 60 95 5 29 66 94 6
English Learners 14 76 91 9 2 61 63 37 2 67 68 32
Homeless 20 60 80 20 21 57 79 21 < < < <
Military Connected < < 100 0 - 90 90 10
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 45 52 98 2 38 57 95 5 12 75 87 13
Female 39 59 98 2 36 59 95 5 10 76 86 14
Male 52 46 97 3 39 55 95 5 13 75 88 12
American Indian < < 100 0
Asian 51 47 98 2 51 45 96 4 9 82 91 9
Black 34 58 92 8 22 69 92 8 10 60 70 30
Hispanic 32 68 100 0 21 77 98 2 11 63 74 26
Native Hawaiian < < 100 0
White 50 49 99 1 35 60 94 6 15 79 94 6
Multiple Races 32 68 100 0 29 63 92 8 < < 100 0
Students with Disabilities 17 59 76 24 17 61 78 22 - 58 58 42
Students without Disabilities 48 52 99 1 39 57 96 4 13 77 90 10
Economically Disadvantaged 21 75 96 4 23 62 85 15 - 65 65 35
Not Economically Disadvantaged 49 49 98 2 39 57 96 4 15 78 93 7
English Learners 21 79 100 0 - 63 63 37 - 43 43 57
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 67 97 3 34 61 95 5 34 60 94 6
Female 24 72 96 4 34 60 94 6 28 65 93 7
Male 37 61 98 2 33 62 95 5 40 56 96 4
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 46 52 98 2 49 49 98 2 49 49 99 1
Black 8 81 90 10 18 69 87 13 18 73 91 9
Hispanic 14 82 96 4 20 63 83 17 5 72 78 22
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 74 97 3 29 66 95 5 30 64 93 7
Multiple Races 39 57 96 4 24 76 100 0 15 83 98 3
Students with Disabilities 14 71 86 14 9 70 80 20 12 72 84 16
Students without Disabilities 31 66 97 3 36 60 96 4 36 59 95 5
Economically Disadvantaged 23 64 87 13 22 64 86 14 19 64 83 17
Not Economically Disadvantaged 31 67 98 2 35 60 96 4 36 60 96 4
English Learners 11 76 86 14 5 68 73 27 3 75 78 22
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 58 96 4 31 61 92 8 23 69 92 8
Female 39 57 96 4 23 66 89 11 23 68 92 8
Male 39 58 96 4 41 55 95 5 23 69 92 8
American Indian < < 100 0 < < 100 0
Asian 54 44 98 2 46 52 98 2 29 69 98 2
Black 16 75 91 9 7 70 77 23 8 73 81 19
Hispanic 32 66 98 2 14 66 80 20 18 65 82 18
Native Hawaiian < < 100 0
White 34 63 97 3 27 65 91 9 21 70 91 9
Multiple Races 35 57 91 9 32 64 95 5 30 64 94 6
Students with Disabilities 19 65 84 16 18 47 65 35 19 56 75 25
Students without Disabilities 40 57 97 3 32 62 94 6 23 69 93 7
Economically Disadvantaged 36 47 82 18 19 54 72 28 16 61 77 23
Not Economically Disadvantaged 39 59 98 2 33 61 94 6 24 69 93 7
English Learners 16 74 89 11 - 47 47 53 - 70 70 30
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division323211271
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 2018-20192019-20202020-2021
Pre-kindergarten181910
Grade 9639322339
Grade 10539344338
Grade 11520353354
Grade 12508524363
Post Graduate1--
Total Students2,2251,5621,404

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students222515621404
Female1130800700
Male1095762704
American Indian7910
Asian844699697
Black195148139
Hispanic212149129
Native Hawaiian2-2
White839480362
Multiple Races1267765
Students with Disabilities194133116
Students without Disabilities203114291288
Economically Disadvantaged267218193
Not Economically Disadvantaged195813441211
English Learners136114103
Not English Learners208914481301
Homeless21192
Military Connected14318
Foster Care31-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2020: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2019-2020 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 394 116 7 1 3 1
Division 4652 1524 88 28 156 20
State 50981 37565 2393 953 5062 1527
Female School 207 66 2 1 1 0
Division 2379 679 30 7 65 7
State 28032 16195 772 327 1870 537
Male School 187 50 5 0 2 1
Division 2273 845 58 21 91 13
State 22949 21370 1621 626 3192 990
American Indian School < < < < 0 <
Division 11 8 0 0 2 0
State 127 109 5 4 12 5
Asian School 166 20 4 0 1 0
Division 1007 128 20 0 4 2
State 5504 1382 99 13 87 34
Black School 30 21 0 0 0 1
Division 252 180 13 1 9 4
State 7857 10933 899 202 1084 601
Hispanic School 32 21 0 0 1 0
Division 542 496 20 9 123 5
State 5873 7010 283 119 2545 241
White School 141 51 3 1 1 0
Division 2585 658 30 14 16 9
State 28901 16318 1003 543 1194 573
Multiple Races School 23 3 0 0 0 0
Division 252 51 4 4 2 0
State 2639 1760 97 71 138 70
Students with Disabilities School 15 24 7 0 1 0
Division 187 427 88 7 26 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 44 28 1 0 0 1
Division 504 575 35 9 95 11
State 11627 19512 1409 505 2495 997
English Learners School 10 26 2 0 1 0
Division 109 335 18 2 113 2
State 1295 4669 241 28 2167 60
Homeless School < < < < 0 <
Division 23 71 1 3 56 2
State 183 628 54 22 301 49
Military Connected School < < < < 0 <
Division < < < < 0 <
State 2014 1262 47 21 39 14
< = 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 Students522517995189931
Female2772759927610010
Male245242992429921
American Indian<<100<10000
Asian19119010019010011
Black525198519800
Hispanic545398539812
White1971959919610011
Multiple Races26261002610000
Students with Disabilities474698469812
Economically Disadvantaged747399739900
English Learners393897389713
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2017-20182018-20192019-2020
Advanced Placement Test Taken701 / 36.3%202 / 9.17%216 / 14%
Advanced Placement Course Enrollment757 / 39.2%801 / 36.34%734 / 47.57%
Dual Enrollment500 / 25.89%623 / 28.27%572 / 37.07%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsSchool39234113
Division5,4394,47018
State85,89757,72633
FemaleSchool1951789
Division2,7072,33114
State43,22331,59927
MaleSchool19716317
Division2,7322,13922
State42,67426,12739
American IndianSchool<<100
Division17170
State26516737
AsianSchool1401307
Division9158339
State6,0845,29213
BlackSchool554911
Division42034717
State18,86711,29840
HispanicSchool272219
Division78051234
State10,1015,82642
Native HawaiianSchool<<100
Division<<100
State1428739
WhiteSchool14512017
Division3,0362,55116
State46,44832,34130
Multiple RacesSchool231917
Division26620623
State3,9902,71532
Students with DisabilitiesSchool292031
Division46530335
State7,2153,25755
Economically DisadvantagedSchool494116
Division81252236
State27,32814,19048
English LearnersSchool201715
Division38322840
State5,1812,82046
< = 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
Industry CertificationSchool444457578
 Division5,8406,1156,576
 State109,275104,601107,234
Workplace ReadinessSchool42623486
 Division6316,7635,215
 State42,31350,24144,892
Total Credentials EarnedSchool4861,0801,066
 Division6,49112,88911,832
 State157,490160,248158,452
Students Earning One or More CredentialsSchool393948923
 Division5,43210,61610,056
 State126,113128,672126,041
CTE CompletersSchool111127160
 Division1,7541,8821,878
 State40,51641,43840,209
NOCTI AssessmentsSchool--1
 Division20-21
 State3,6233,5254,095
State LicensuresSchool--1
 Division-1120
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,4311,5371,317

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

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,5471451,7362001,984205
Female796648901001,013102
Male75181846100971103
American Indian<<<<<<
Asian555396355478852
Black178141732716923
Hispanic145141612717730
Native Hawaiian<<<<<<
White589656637872891
Multiple Races751396141149
Students with Disabilities125211452916336
Economically Disadvantaged162361795218856
English Learners9015922111027
Homeless1411951110
< = 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 31
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 18
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 Indian0.20.30.3
Asian34.914.635.36.73817.6
Black11.531.710.4408.827.5
Hispanic9.27.31017.89.59.8
Native Hawaiian--0.20.1
White38.93938.328.937.735.3
Multiple Races5.47.35.66.75.79.8
< = 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 Indian0.20.30.3
Asian34.935.338
Black11.510.48.8
Hispanic9.2109.5
Native Hawaiian0.20.1
White38.938.337.7
Multiple Races5.45.65.7
< = 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 Indian0.20.30.3
Asian34.935.338
Black11.510.48.8
Hispanic9.2109.5
Native Hawaiian--0.20.1
White38.938.337.7
Multiple Races5.45.65.7
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 11.910.711.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 2829.937.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 70.471.470.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201825%72%2%1%
2018-201922%71%5%2%
2019-202023%75%2%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

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

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​​​
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