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South Lakes High

General school information

Category: High (09-12) School
Phone: 703-715-4500
Address: 11400 South Lakes Dr Reston, VA 20191-4199
Principal: Kimberly B Retzer
Superintendent: Dr. Scott S. Brabrand
School Number: 1990
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

History Performance: All Students

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

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

2016-20172017-20182018-2019
School---
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 9669648687
Grade 10607625627
Grade 11646625634
Grade 12601615601
Post Graduate3--
Total Students2,5262,5132,549

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students252625132549
Female120111911201
Male132513221348
American Indian1066
Asian279283278
Black318324322
Hispanic652623623
Native Hawaiian322
White109710971129
Multiple Races167178189
Students with Disabilities479454454
Students without Disabilities204720592095
Economically Disadvantaged751812710
Not Economically Disadvantaged177517011839
English Learners454458393
Not English Learners207220552156
Homeless24914
Military Connected332527
Foster Care121
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course. To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course. The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."      
Status of the Students in the 2018-2019 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 386 156 7 0 52 5
Division 9092 4260 298 41 1095 170
State 50720 36637 2725 1082 5474 1783
Female School 185 69 5 0 20 0
Division 4663 1870 112 12 388 73
State 27685 16172 922 354 1991 669
Male School 201 87 2 0 32 5
Division 4429 2390 186 29 707 97
State 23035 20465 1803 728 3483 1114
American Indian School < < < < < <
Division 12 12 2 0 5 0
State 114 112 2 3 17 9
Asian School 46 10 0 0 1 0
Division 2415 507 54 2 49 17
State 5184 1290 94 10 112 49
Black School 33 37 2 0 5 3
Division 720 676 48 3 74 28
State 7796 10875 1042 248 1355 657
Hispanic School 66 53 3 0 44 1
Division 1244 1595 86 13 888 94
State 5185 6274 356 120 2430 394
White School 211 46 2 0 1 1
Division 4216 1276 92 16 64 28
State 29846 16411 1115 641 1424 594
Multiple Races School 29 10 0 0 0 0
Division 473 187 16 7 15 3
State 2512 1634 110 58 133 77
Students with Disabilities School 22 46 7 0 10 0
Division 325 1167 298 14 127 11
State 1137 6719 2725 157 1073 103
Economically Disadvantaged School 59 81 6 0 25 2
Division 1442 1868 128 12 458 80
State 10704 18183 1640 532 2851 1084
English Learners School 16 43 3 0 43 0
Division 451 1423 143 6 905 36
State 1263 4111 307 32 2056 178
Homeless School 0 5 0 0 6 1
Division 25 77 5 3 112 7
State 206 692 68 31 302 66
Military Connected School < < < < 0 <
Division 263 162 4 0 2 2
State 1928 1198 49 15 35 23
< = 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 Students6065499154991529
Female2792599325993207
Male32729089290893210
American Indian<<<<<<<
Asian575698569812
Black807290729056
Hispanic16712273122734426
White261259992599910
Multiple Races39391003910000
Students with Disabilities85758875881012
Economically Disadvantaged17314684146842515
English Learners105625962594341
Homeless12542542650
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken155 / 6.14%165 / 6.55%8 / .32%
Advanced Placement Course Enrollment151 / 5.98%165 / 6.55%4 / .16%
Dual Enrollment218 / 8.64%207 / 8.21%201 / 8%
Governor's School Enrollment - - -
IB Course Enrollment969 / 38.41%896 / 35.56%888 / 35.35%
Senior Enrolled in IB Program112 / 4.44%73 / 2.9%78 / 3.11%

< = 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 StudentsSchool51639324
Division12,55910,15519
State85,90057,72633
FemaleSchool24320117
Division6,2065,17017
State43,22531,59927
MaleSchool27319230
Division6,3534,98522
State42,67526,12739
American IndianSchool<<100
Division665418
State26516737
AsianSchool696210
Division2,6712,36511
State6,0845,29213
BlackSchool735327
Division1,2951,00822
State18,86811,29840
HispanicSchool1035448
Division2,3101,43938
State10,1025,82642
Native HawaiianSchool<<100
Division272315
State1428739
WhiteSchool23319317
Division5,5714,74915
State46,44932,34130
Multiple RacesSchool353111
Division61951716
State3,9902,71532
Students with DisabilitiesSchool784444
Division1,37584738
State7,2173,25755
Economically DisadvantagedSchool14910033
Division2,8391,97430
State27,32914,19048
English LearnersSchool694042
Division1,6481,01438
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresSchool335
 Division1417366
 State2,2791,8812,231
Industry CertificationSchool899840771
 Division13,87113,98713,394
 State109,275104,601107,234
Workplace ReadinessSchool155348340
 Division7,5558,6026,760
 State42,31350,24144,892
Total Credentials EarnedSchool1,0571,1911,116
 Division21,56722,66220,220
 State157,490160,248158,452
Students Earning One or More CredentialsSchool894912934
 Division18,78419,60117,788
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationSchool22124
 Division336965
 State1,4311,5371,317
CTE CompletersSchool251248118
 Division4,8214,8523,474
 State40,51641,43840,209
NOCTI AssessmentsSchool---
 Division---
 State3,6233,5254,095

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

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,1483562,1373532,136325
Female1,013183998179999158
Male1,1351731,1391741,137167
American Indian75<<<<
Asian245292552726318
Black271432684828042
Hispanic515108492140457138
Native Hawaiian<<<<<<
White963148971112978103
Multiple Races146231402615222
Students with Disabilities34210935310133893
Economically Disadvantaged627142625187580161
English Learners39393319113291101
Homeless421825211310
< = 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 87
Disorderly or Disruptive Behavior Offenses 91
Other Offenses Against Persons 25
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 22
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.40.2
Asian10.92.911.17.211.35.5
Black12.542.212.630.412.926.4
Hispanic24.818.625.834.824.841.8
Native Hawaiian00.10.1
White44.524.543.521.743.717.6
Multiple Races6.911.86.65.87.18.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.40.2
Asian10.911.111.3
Black12.533.312.612.966.7
Hispanic24.822.225.87524.833.3
Native Hawaiian00.10.1
White44.533.343.543.7
Multiple Races6.911.16.6257.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.40.2
Asian10.911.111.3
Black12.512.612.9
Hispanic24.825.824.8
Native Hawaiian00.10.1
White44.543.543.7
Multiple Races6.96.67.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 27.929.727.8
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 32.225.926.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 7162.862.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201722%73%4%1%
2017-201823%71%4%2%
2018-201926%69%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

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-NoNo
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-NoNo
English LearnersNoYesYesNoNo
Students with DisabilitiesYesYes-No-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%90%73%75%
Asian98%96%87%75%
Black77%78%60%75%
Hispanic76%76%63%75%
White96%97%81%75%
Economically Disadvantaged71%73%62%75%
English Learners39%52%53%75%
Students with Disabilities71%71%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%87%74%70%
Asian100%93%89%70%
Black76%77%60%70%
Hispanic78%76%64%70%
White96%94%81%70%
Economically Disadvantaged78%75%63%70%
English Learners63%64%57%70%
Students with Disabilities65%62%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students91%
Asian98%
Black80%
Hispanic79%
White97%
Economically Disadvantaged77%
English Learners57%
Students with Disabilities69%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%84%84%
Asian98%90%84%
Black86%82%84%
Hispanic67%81%84%
White95%86%84%
Economically Disadvantaged75%78%84%
English Learners54%65%84%
Students with Disabilities68%56%84%
Homeless35%--
Foster Care---

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%14%9%10%
Asian6%9%5%10%
Black13%14%9%10%
Hispanic23%21%9%10%
White10%11%9%10%
Economically Disadvantaged22%21%13%10%
English Learners26%23%8%10%
Students with Disabilities22%23%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress54%46%58%
English Learner Proficiency10%--

< = 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 Progress10319054%
English Learner Proficiency2423410%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students96%98%99%
Asian100%100%100%
Black96%99%100%
Hispanic92%96%97%
White98%99%100%
Economically Disadvantaged91%99%99%
Not Economically Disadvantaged98%97%-
English Learners76%100%98%
Students with Disabilities97%99%99%
Students without Disabilities96%98%-
Female97%98%-
Male96%98%-
Migrant---

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

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