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

Salem High

General school information

Category: High (09-12) School
Phone: 540-387-2437
Address: 400 Spartan Dr Salem, VA 24153-3296
Principal: Mr. Scott Habeeb
Superintendent: Dr. H. Alan Seibert
School Number: 70
Region: 6
Division: Salem City Public Schools
Division Number: 139
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 82 91 9 10 81 91 9 9 82 91 9
Female 11 82 93 7 10 83 92 8 9 84 93 7
Male 6 83 89 11 10 80 89 11 9 80 89 11
Asian < < 100 0 < < 100 0 30 60 90 10
Black 3 83 86 14 6 78 84 16 8 69 77 23
Hispanic < < < < 9 64 73 27 8 83 92 8
White 9 84 93 7 11 81 92 8 7 85 93 7
Multiple Races 21 64 86 14 - 91 91 9 < < 100 0
Students with Disabilities 3 65 68 32 11 53 64 36 5 62 68 32
Students without Disabilities 10 85 95 5 10 85 94 6 10 85 95 5
Economically Disadvantaged 7 75 82 18 4 81 84 16 1 77 78 22
Not Economically Disadvantaged 9 84 94 6 12 81 93 7 12 84 96 4
English Learners - 75 75 25 < < < < < < < <
Homeless < < 100 0
Foster Care < < 100 0 < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 82 91 9 10 81 91 9 9 82 91 9
Female 11 82 93 7 10 83 92 8 9 84 93 7
Male 6 83 89 11 10 80 89 11 9 80 89 11
Asian < < 100 0 < < 100 0 30 60 90 10
Black 3 83 86 14 6 78 84 16 8 69 77 23
Hispanic < < < < 9 64 73 27 8 83 92 8
White 9 84 93 7 11 81 92 8 7 85 93 7
Multiple Races 21 64 86 14 - 91 91 9 < < 100 0
Students with Disabilities 3 65 68 32 11 53 64 36 5 62 68 32
Students without Disabilities 10 85 95 5 10 85 94 6 10 85 95 5
Economically Disadvantaged 7 75 82 18 4 81 84 16 1 77 78 22
Not Economically Disadvantaged 9 84 94 6 12 81 93 7 12 84 96 4
English Learners - 75 75 25 < < < < < < < <
Homeless < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 37 50 88 12 25 58 83 17 < < 100 0
Male 30 53 83 17 19 57 77 23 < < 100 0
Asian 47 47 93 7 < < < < < < 100 0
White 41 50 91 9 28 58 86 14 < < 100 0
Students with Disabilities 6 43 49 51 9 47 57 43 < < 100 0
Not Economically Disadvantaged 44 47 92 8 33 55 88 12 < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 50 88 12 25 58 83 17 < < 100 0
Male 30 53 83 17 19 57 77 23 < < 100 0
Asian 47 47 93 7 < < < < < < 100 0
White 41 50 91 9 28 58 86 14 < < 100 0
Students with Disabilities 6 43 49 51 9 47 57 43 < < 100 0
Not Economically Disadvantaged 44 47 92 8 33 55 88 12 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 61 94 6 31 59 90 10 12 58 70 30
Female 31 62 93 7 25 61 87 13 13 59 72 28
Male 35 60 94 6 36 57 92 8 12 57 69 31
Asian 55 40 95 5 55 35 90 10 10 70 80 20
Black 14 71 85 15 6 72 78 22 6 44 50 50
Hispanic 25 65 90 10 35 55 90 10 - 71 71 29
White 35 61 95 5 34 57 91 9 15 62 77 23
Multiple Races 35 54 89 11 16 81 97 3 18 27 45 55
Students with Disabilities 10 72 83 17 12 52 64 36 4 42 47 53
Students without Disabilities 36 59 95 5 33 60 93 7 14 62 77 23
Economically Disadvantaged 13 73 86 14 15 69 84 16 4 46 50 50
Not Economically Disadvantaged 40 57 96 4 38 55 92 8 19 68 86 14
English Learners 32 59 91 9 25 42 67 33 - 33 33 67
Homeless < < < < < < < < < < < <
Military Connected 36 45 82 18 < < 100 0
Foster Care < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 61 92 8 36 54 90 10 17 55 72 28
Female 27 63 90 10 31 55 86 14 19 59 78 22
Male 34 59 93 7 42 52 94 6 15 52 67 33
Asian < < 100 0 55 45 100 0 < < < <
Black 18 64 82 18 6 75 81 19 < < < <
Hispanic < < < < 38 46 85 15 < < 100 0
White 33 61 94 6 40 50 90 10 19 50 69 31
Multiple Races 25 50 75 25 20 75 95 5 < < < <
Students with Disabilities 8 76 84 16 13 58 71 29 15 8 23 77
Students without Disabilities 34 59 93 7 39 53 92 8 17 68 85 15
Economically Disadvantaged 11 67 78 22 20 66 86 14 4 35 39 61
Not Economically Disadvantaged 35 60 95 5 43 49 91 9 24 68 92 8
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < 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 17 78 95 5 21 71 92 8 19 63 82 18
Female 17 74 91 9 22 70 92 8 18 64 82 18
Male 17 81 98 2 20 71 91 9 21 62 82 18
Asian < < 100 0 < < < < < < < <
Black 8 83 92 8 - 73 73 27 12 53 65 35
Hispanic < < < < < < < < < < < <
White 17 79 96 4 24 73 96 4 25 67 92 8
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 80 90 10 - 69 69 31 - 60 60 40
Students without Disabilities 18 78 96 4 24 71 95 5 22 64 86 14
Economically Disadvantaged 10 83 93 7 10 80 90 10 9 56 66 34
Not Economically Disadvantaged 20 76 96 4 28 65 92 8 26 68 94 6
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Foster Care < < 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 41 55 95 5 28 61 89 11 3 55 57 43
Female 38 57 96 4 21 65 86 14 3 53 56 44
Male 43 52 95 5 35 57 92 8 2 56 59 41
Asian 64 27 91 9 < < < < < < 100 0
Black 13 74 87 13 7 72 78 22 - 29 29 71
Hispanic 38 62 100 0 38 62 100 0 < < < <
White 43 54 96 4 31 59 90 10 2 66 68 32
Multiple Races 50 44 94 6 < < 100 0 < < < <
Students with Disabilities 15 64 79 21 6 43 49 51 - 50 50 50
Students without Disabilities 44 54 97 3 31 63 94 6 3 56 59 41
Economically Disadvantaged 14 73 88 12 13 67 81 19 - 44 44 56
Not Economically Disadvantaged 53 46 99 1 35 58 93 7 5 66 71 29
English Learners 50 40 90 10 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 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 < < < < < < < <
Female < < 100 0 < < 100 0 < < < <
Male < < 100 0 < < < <
Black < < < <
White < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < 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---
Division1149
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
Grade 9338338321
Grade 10338328331
Grade 11297309322
Grade 12305278288
Post Graduate456
Total Students1,2821,2581,268

< = 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 Students128212581268
Female612611595
Male670647673
American Indian1--
Asian313231
Black153151152
Hispanic616979
Native Hawaiian11-
White974956948
Multiple Races614958
Students with Disabilities170170177
Students without Disabilities111210881091
Economically Disadvantaged372383462
Not Economically Disadvantaged910875806
English Learners495669
Not English Learners123312021199
Homeless588
Military Connected151818
Foster Care978
< = 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 182 91 15 3 11 4
Division 182 91 15 3 11 4
State 50981 37565 2393 953 5062 1527
Female School 100 36 3 1 4 0
Division 100 36 3 1 4 0
State 28032 16195 772 327 1870 537
Male School 82 55 12 2 7 4
Division 82 55 12 2 7 4
State 22949 21370 1621 626 3192 990
Asian School 8 1 1 0 0 0
Division 8 1 1 0 0 0
State 5504 1382 99 13 87 34
Black School 12 13 3 1 3 1
Division 12 13 3 1 3 1
State 7857 10933 899 202 1084 601
Hispanic School 9 4 0 0 2 0
Division 9 4 0 0 2 0
State 5873 7010 283 119 2545 241
White School 148 71 11 2 5 3
Division 148 71 11 2 5 3
State 28901 16318 1003 543 1194 573
Multiple Races School < < < < < <
Division < < < < < <
State 2639 1760 97 71 138 70
Students with Disabilities School 7 23 15 0 0 0
Division 7 23 15 0 0 0
State 1176 7391 2393 128 922 89
Economically Disadvantaged School 31 48 10 3 8 4
Division 31 48 10 3 8 4
State 11627 19512 1409 505 2495 997
English Learners School 6 4 1 0 1 0
Division 6 4 1 0 1 0
State 1295 4669 241 28 2167 60
Homeless School < < < < 0 <
Division < < < < 0 <
State 183 628 54 22 301 49
Military Connected School < < < < 0 <
Division < < < < 0 <
State 2014 1262 47 21 39 14
Foster Care School < < < < < <
Division < < < < < <
State 23 186 32 21 88 20
< = 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 Students3062889429195114
Female144139971409743
Male162149921519374
Asian10101001010000
Black332885298839
Hispanic1513871387213
White240230962329752
Multiple Races<<<<<<<
Students with Disabilities45451004510000
Economically Disadvantaged1048986928988
English Learners121192119218
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = 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 Taken34 / 2.63%223 / 17.45%184 / 14.68%
Advanced Placement Course Enrollment43 / 3.33%225 / 17.61%188 / 15%
Dual Enrollment497 / 38.47%510 / 39.91%493 / 39.35%
Governor's School Enrollment - - -
IB Course Enrollment343 / 26.55%301 / 23.55%318 / 25.38%
Senior Enrolled in IB Program7 / .54%2 / .16%5 / .4%

< = 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 StudentsSchool28720628
Division28720628
State85,89757,72633
FemaleSchool15311624
Division15311624
State43,22331,59927
MaleSchool1349033
Division1349033
State42,67426,12739
AsianSchool<<100
Division<<100
State6,0845,29213
BlackSchool322134
Division322134
State18,86711,29840
HispanicSchool<<100
Division<<100
State10,1015,82642
WhiteSchool22716826
Division22716826
State46,44832,34130
Multiple RacesSchool12<100
Division12<100
State3,9902,71532
Students with DisabilitiesSchool321941
Division321941
State7,2153,25755
Economically DisadvantagedSchool663842
Division663842
State27,32814,19048
English LearnersSchool14<100
Division14<100
State5,1812,82046
American IndianSchool--100
Division--100
State26516737
Native HawaiianSchool--100
Division--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsSchool10--
 Division10--
 State3,6233,5254,095
Industry CertificationSchool308378391
 Division309379391
 State109,275104,601107,234
Total Credentials EarnedSchool318382393
 Division319383393
 State157,490160,248158,452
Students Earning One or More CredentialsSchool287358369
 Division288358369
 State126,113128,672126,041
CTE CompletersSchool739571
 Division739571
 State40,51641,43840,209
State LicensuresSchool---
 Division---
 State2,2791,8812,231
Workplace ReadinessSchool-42
 Division-42
 State42,31350,24144,892
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 Students1,0451451,1141691,098161
Female521765628153278
Male524695528856683
American Indian<<<<<<
Asian281331310
Black99131262612126
Hispanic383499529
Native Hawaiian--<<<<
White826114857122847113
Multiple Races541345114513
Students with Disabilities127331443812738
Economically Disadvantaged2568429910129191
English Learners344475436
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 69
Disorderly or Disruptive Behavior Offenses 128
Other Offenses Against Persons 17
All Other Offenses 15
Weapons Offenses <
Offenses Against Student <

< = 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 Indian--0.20.1
Asian2.52.62.4
Black9.625.611.526.711.922.9
Hispanic3.35.84.34.74.86.1
Native Hawaiian--0.20.60.1
White78.957.976.660.57664.8
Multiple Races5.610.74.67.64.86.1
< = 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 Indian0.20.1
Asian2.52.62.4
Black9.611.511.9
Hispanic3.34.34.8
Native Hawaiian0.20.1
White78.910076.610076
Multiple Races5.64.64.8
< = 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 Indian--0.20.1
Asian2.52.62.4
Black9.611.511.933.3
Hispanic3.34.34.8
Native Hawaiian--0.20.1
White78.976.67666.7
Multiple Races5.64.64.8
< = 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 30.530.330.8
< = 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 30.527.530.8
< = 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 6559.762
< = 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
2017-201831%64%1%4%
2018-201931%63%1%5%
2019-202035%60%1%4%
< = 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

Salem High to top