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Sherando High

General school information

Category: High (09-12) School
Phone: 540-869-0060
Address: 185 South Warrior Drive Stephens City, VA 22655
Principal: Mr. John H. Nelson
Superintendent: Dr. David T. Sovine
School Number: 581
Region: 4
Division: Frederick County Public Schools
Division Number: 34
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 due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

ACCREDITATION

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

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 83 88 12 30 58 88 12
Female 7 81 88 12 31 62 93 7
Male 4 84 88 12 29 55 83 17
Asian < < < < < < 100 0
Black 7 87 93 7 < < < <
Hispanic 6 77 83 17 20 55 75 25
Native Hawaiian < < 100 0
White 6 83 89 11 31 61 92 8
Multiple Races - 86 86 14 38 50 88 13
Students with Disabilities 17 39 57 43 24 26 50 50
Students without Disabilities 4 90 93 7 31 64 95 5
Economically Disadvantaged 5 78 83 17 29 48 77 23
Not Economically Disadvantaged 6 84 90 10 30 61 91 9
English Learners < < < < 10 30 40 60
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 83 88 12 30 58 88 12
Female 7 81 88 12 31 62 93 7
Male 4 84 88 12 29 55 83 17
Asian < < < < < < 100 0
Black 7 87 93 7 < < < <
Hispanic 6 77 83 17 20 55 75 25
Native Hawaiian < < 100 0
White 6 83 89 11 31 61 92 8
Multiple Races - 86 86 14 38 50 88 13
Students with Disabilities 17 39 57 43 24 26 50 50
Students without Disabilities 4 90 93 7 31 64 95 5
Economically Disadvantaged 5 78 83 17 29 48 77 23
Not Economically Disadvantaged 6 84 90 10 30 61 91 9
English Learners < < < < 10 30 40 60
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 55 81 19
Female 33 53 86 14
Male 20 57 77 23
Asian < < < <
Black 15 62 77 23
Hispanic 19 61 80 20
White 29 52 81 19
Multiple Races 23 77 100 0
Students with Disabilities 19 23 42 58
Students without Disabilities 28 60 88 13
Economically Disadvantaged 16 59 75 25
Not Economically Disadvantaged 31 53 84 16
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 55 81 19
Female 33 53 86 14
Male 20 57 77 23
Asian < < < <
Black 15 62 77 23
Hispanic 19 61 80 20
White 29 52 81 19
Multiple Races 23 77 100 0
Students with Disabilities 19 23 42 58
Students without Disabilities 28 60 88 13
Economically Disadvantaged 16 59 75 25
Not Economically Disadvantaged 31 53 84 16
English Learners < < < <
Homeless < < 100 0
Military Connected < < 100 0
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

2020-2021 mathematics results reflect reduced student participation in state mathematics assessments due to COVID-19. Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 76 86 14 4 69 73 27
Female 11 78 89 11 4 71 75 25
Male 9 73 82 18 3 67 70 30
Asian < < 100 0 20 80 100 0
Black 11 71 82 18 - 38 38 62
Hispanic 6 80 86 14 3 63 65 35
Native Hawaiian < < 100 0 < < 100 0
White 10 75 85 15 4 72 76 24
Multiple Races 8 81 89 11 - 74 74 26
Students with Disabilities 9 51 60 40 12 38 49 51
Students without Disabilities 10 79 89 11 2 75 77 23
Economically Disadvantaged 5 73 78 22 5 53 57 43
Not Economically Disadvantaged 12 76 89 11 3 76 79 21
English Learners 5 63 68 32 4 22 26 74
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 76 78 22 1 65 66 34
Female 3 78 81 19 1 68 69 31
Male 2 74 76 24 1 62 62 38
Asian < < 100 0 < < 100 0
Black < < < < - 41 41 59
Hispanic - 84 84 16 - 60 60 40
Native Hawaiian < < 100 0 < < 100 0
White 3 74 77 23 1 68 69 31
Multiple Races - 83 83 17 - 62 62 38
Students with Disabilities - 57 57 43 - 42 42 58
Students without Disabilities 3 81 84 16 1 71 72 28
Economically Disadvantaged - 76 76 24 - 52 52 48
Not Economically Disadvantaged 4 76 80 20 1 72 73 27
English Learners - 73 73 27 - 24 24 76
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 78 87 13 3 76 80 20
Female 9 81 90 10 4 77 81 19
Male 8 75 83 17 2 76 78 22
Asian < < 100 0 < < 100 0
Black 6 81 88 13 < < < <
Hispanic 2 86 88 12 - 80 80 20
White 10 76 86 14 3 78 81 19
Multiple Races 6 88 94 6 < < 100 0
Students with Disabilities - 52 52 48 < < < <
Students without Disabilities 9 81 90 10 3 78 81 19
Economically Disadvantaged 3 74 77 23 4 62 65 35
Not Economically Disadvantaged 10 80 90 10 3 82 85 15
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Foster Care < < 100 0
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 72 97 3 4 88 92 8
Female 27 73 100 0 8 84 92 8
Male 21 71 93 7 - 92 92 8
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < < < < < 100 0
White 22 77 98 2 2 88 91 9
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 25 72 97 3 4 88 92 8
Economically Disadvantaged 25 69 94 6 < < < <
Not Economically Disadvantaged 25 73 98 2 4 89 93 7
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 71 84 16 9 60 69 31
Female 12 72 84 16 8 61 69 32
Male 16 68 84 16 9 60 69 31
Asian 36 64 100 0 < < < <
Black 7 67 74 26 - 50 50 50
Hispanic 4 70 73 27 3 60 63 37
Native Hawaiian < < 100 0 < < 100 0
White 15 72 87 13 11 60 72 28
Multiple Races 19 58 77 23 - 62 62 38
Students with Disabilities 11 40 52 48 17 21 38 62
Students without Disabilities 14 75 89 11 8 65 73 27
Economically Disadvantaged 6 61 68 32 7 50 57 43
Not Economically Disadvantaged 16 74 90 10 9 64 74 26
English Learners 5 29 33 67 7 13 20 80
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 84 16 7 62 69 31
Female 10 75 84 16 7 63 69 31
Male 13 70 83 17 8 61 69 31
Asian < < 100 0 < < < <
Black - 71 71 29 - 50 50 50
Hispanic 2 72 74 26 - 62 62 38
Native Hawaiian < < 100 0 < < 100 0
White 13 74 87 13 10 63 72 28
Multiple Races 12 61 73 27 - 63 63 37
Students with Disabilities 3 38 40 60 3 24 27 73
Students without Disabilities 12 76 88 12 8 66 74 26
Economically Disadvantaged 5 63 68 32 4 52 56 44
Not Economically Disadvantaged 13 76 89 11 9 66 74 26
English Learners < < < < - 14 14 86
Homeless < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 59 98 2 < < < <
Female 39 57 96 4
Male 39 61 100 0 < < < <
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 38 59 97 3 < < 100 0
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 40 58 98 2 < < < <
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged 38 59 97 3 < < < <
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 < < < <
Female 5 75 80 20 < < < <
Male 9 72 81 19 < < < <
Asian < < 100 0
Black < < < <
Hispanic - 68 68 33
White 9 75 84 16 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities 5 48 53 48 < < < <
Students without Disabilities 8 79 86 14 < < < <
Economically Disadvantaged 4 61 65 35 < < < <
Not Economically Disadvantaged 9 79 88 12 < < < <
English Learners - 36 36 64
Homeless < < < < < < 100 0
Foster Care < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
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

2020-2021 history results are not reported due to the widespread use of local history assessments because of the continuing impact of COVID-19 on schools. History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 84 16
Female 13 69 82 18
Male 24 62 85 15
Asian 38 56 94 6
Black 8 65 73 28
Hispanic 15 69 84 16
Native Hawaiian < < 100 0
White 19 65 84 16
Multiple Races 23 57 81 19
Students with Disabilities 12 40 52 48
Students without Disabilities 19 69 88 12
Economically Disadvantaged 10 64 73 27
Not Economically Disadvantaged 21 66 87 13
English Learners 5 57 62 38
Homeless < < < <
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 75 77 23
Female - 74 74 26
Male 5 76 82 18
Asian < < < <
Black - 80 80 20
Hispanic 3 77 80 20
White 3 73 75 25
Multiple Races < < 100 0
Students with Disabilities 5 32 36 64
Students without Disabilities 2 82 84 16
Economically Disadvantaged 2 62 64 36
Not Economically Disadvantaged 3 81 83 17
English Learners < < < <
Homeless < < 100 0
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 66 88 12
Female 19 70 89 11
Male 27 61 88 13
Asian < < 100 0
Black 9 64 73 27
Hispanic 17 74 91 9
Native Hawaiian < < 100 0
White 23 65 88 12
Multiple Races 33 60 93 7
Students with Disabilities 7 50 57 43
Students without Disabilities 25 68 93 7
Economically Disadvantaged 11 72 83 17
Not Economically Disadvantaged 27 63 91 9
English Learners - 73 73 27
Homeless < < < <
Foster Care < < 100 0
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19
Female 13 65 78 22
Male 26 58 84 16
Asian < < 100 0
Black 11 56 67 33
Hispanic 16 61 78 22
White 20 64 83 17
Multiple Races 22 48 70 30
Students with Disabilities 9 38 47 53
Students without Disabilities 21 65 86 14
Economically Disadvantaged 11 56 67 33
Not Economically Disadvantaged 22 63 85 15
English Learners < < < <
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2018-2019 2019-2020 2020-2021
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

2018-20192020-2021
School--
Division194
State3,7191,324
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 9388403417
Grade 10396355391
Grade 11318374351
Grade 12393341407
Total Students1,4951,4731,566

< = 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 Students149514731566
Female762748778
Male733725788
American Indian11-
Asian222330
Black626076
Hispanic207241249
Native Hawaiian245
White112310661117
Multiple Races787889
Students with Disabilities203214220
Students without Disabilities129212591346
Economically Disadvantaged344382378
Not Economically Disadvantaged115110911188
English Learners435870
Not English Learners145214151496
Homeless8814
Military Connected133
Foster Care131
< = 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 2021: 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 2020-2021 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 208 161 7 0 17 3
Division 543 481 14 1 47 23
State 51295 36973 2078 699 4153 1962
Female School 123 74 4 0 8 0
Division 300 206 5 1 14 7
State 28290 16169 687 250 1331 757
Male School 85 87 3 0 9 3
Division 243 275 9 0 33 16
State 22999 20798 1391 449 2821 1205
Asian School < < < < 0 <
Division 12 6 0 0 0 0
State 5778 1304 69 12 65 34
Black School 7 10 1 0 3 0
Division 20 17 2 0 4 3
State 7939 10584 760 145 1021 763
Hispanic School 29 27 2 0 2 0
Division 75 90 4 0 21 6
State 5902 6751 234 88 1846 314
White School 154 110 4 0 11 2
Division 410 347 8 1 19 13
State 28772 16247 907 407 1091 763
Multiple Races School 14 11 0 0 1 1
Division 24 20 0 0 2 1
State 2688 1933 99 44 115 84
Students with Disabilities School 3 31 7 0 6 0
Division 13 95 14 0 9 1
State 1339 7357 2078 98 861 109
Economically Disadvantaged School 29 51 5 0 5 1
Division 94 154 9 0 14 11
State 11835 19243 1250 370 2163 1354
English Learners School 5 10 0 0 0 0
Division 15 26 0 0 7 2
State 1286 4091 201 19 1534 65
Homeless School < < < < 0 <
Division 5 10 1 0 1 3
State 166 486 49 19 184 55
Foster Care School < < < < 0 <
Division < < < < 0 <
State 20 159 25 11 64 24
< = 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 Students3963769537695174
Female209201962019684
Male187175941759495
Asian<<100<10000
Black2118861886314
Hispanic605897589723
White2812689526895114
Multiple Races272593259314
Students with Disabilities4741874187613
Economically Disadvantaged918593859356
English Learners15151001510000
Homeless<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2018-20192019-20202020-2021
Advanced Placement Test Taken123 / 8.23%151 / 10.27%443 / 28.29%
Advanced Placement Course Enrollment450 / 30.1%434 / 29.5%128 / 8.17%
Dual Enrollment310 / 20.74%301 / 20.46%331 / 21.14%
Governor's School Enrollment - 15 / 1.02%12 / .77%
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

2018-2019 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.
2018-2019 FGI cohort year (students entering high school in 2015)
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 StudentsSchool34422435
Division92958537
State86,21159,46231
FemaleSchool18414123
Division47535226
State43,37932,57825
MaleSchool1608348
Division45423349
State42,83226,88437
AsianSchool<<100
Division161131
State6,3805,55313
BlackSchool13<100
Division452447
State18,49311,40838
HispanicSchool332136
Division1025942
State10,8006,31841
WhiteSchool27618234
Division73146736
State46,06033,07528
Multiple RacesSchool171324
Division352431
State4,1342,89130
Students with DisabilitiesSchool25<100
Division762172
State7,5273,57553
Economically DisadvantagedSchool663153
Division23410555
State28,17015,21546
English LearnersSchool<<100
Division351751
State5,2972,82847
American IndianSchool--100
Division--100
State22013539
Native HawaiianSchool--100
Division--100
State1248234
< = 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
2018-20192019-20202020-2021
NOCTI AssessmentsSchool13-6
 Division57-9
 State4,0955111,508
State LicensuresSchool111015
 Division493959
 State2,2313331,030
Industry CertificationSchool501410121
 Division1,4661,150889
 State107,23443,66048,781
Workplace ReadinessSchool131--
 Division637--
 State44,897--
Total Credentials EarnedSchool656420142
 Division2,2091,189957
 State158,45744,50451,319
Students Earning One or More CredentialsSchool535385109
 Division1,5991,023765
 State126,04439,25445,542
CTE CompletersSchool245201196
 Division626609572
 State42,22244,53939,042
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State1,317917295

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

Finance

Per-Pupil Spending

2019-2020 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 2020-2021 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
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students1,2192271,355192
Female62711968780
Male592108668112
American Indian<<--
Asian222255
Black45135320
Hispanic1792722226
Native Hawaiian<<<<
White908174971130
Multiple Races63108010
Students with Disabilities1583717144
Economically Disadvantaged2809433385
English Learners3945713
Homeless651114
< = 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

2020-2021 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1--
Asian1.51.61.9
Black4.113.44.15.34.917.4
Hispanic13.813.416.44.315.913
Native Hawaiian0.12.10.30.34.3
White75.165.572.579.871.347.8
Multiple Races5.25.65.310.65.717.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian1.51.61.9
Black4.1254.11004.9
Hispanic13.816.415.9
Native Hawaiian0.10.30.3
White75.15072.571.3
Multiple Races5.2255.35.7
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.1--
Asian1.51.61.9
Black4.14.14.9
Hispanic13.816.415.9
Native Hawaiian0.10.30.3
White75.172.571.3
Multiple Races5.25.35.7
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 23.625.925.9
< = 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
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 21.722.222.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2018-20192019-20202020-2021
  PercentagePercentagePercentage
All Students 58.461.161.1
< = 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.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
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: 2020-2021

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2018-201930%61%4%5%
2019-202032%63%3%2%
2020-202135%60%3%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2021 ESSA Status: Not Identified for Support and Improvement
2021 Accreditation Status: Accreditation Waived

2021-2022 ESSA status is based on 2018-2019 performance in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education due to the cancellation of state assessments in 2020 and the impact of COVID-19 on schools.

Federal Graduation Indicator

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students92%84%84%
Asian<90%84%
Black77%83%84%
Hispanic93%82%84%
White93%86%84%
Economically Disadvantaged85%81%84%
English Learners95%74%84%
Students with Disabilities68%70%84%

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%14%12%10%
Asian17%13%10%10%
Black27%25%13%10%
Hispanic10%12%13%10%
White12%14%13%10%
Economically Disadvantaged20%23%15%10%
English Learners19%15%12%10%
Students with Disabilities20%20%16%10%

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

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

English Learner Progress and Proficiency

2021 ESSA Status is based on the last available data from the 2018-2019 school year.

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency---

ESSA Participation Rates

2021 ESSA Status is based on pre-pandemic data from the 2018-2019 school year. Students who were not tested in 2019-2020 due to pandemic-related school closures were excluded from the participation rate.

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students44%99%98%
Asian<<<
Black<94%100%
Hispanic<100%100%
White55%99%97%
Economically Disadvantaged<98%97%
Not Economically Disadvantaged<99%-
English Learners<100%100%
Students with Disabilities<97%97%
Students without Disabilities50%99%-
Female<98%-
Male45%99%-
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

+ View 2019 ESSA School Quality Indicator Summary and related reports

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