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Thomas Jefferson High

General school information

Category: High (09-12) School
Phone: 804-780-6028
Address: 4100 W Grace St Richmond, VA 23230-3802
Principal: Cherita Sears
Superintendent: Jason Kamras
School Number: 20
Region: 1
Division: Richmond City Public Schools
Division Number: 123
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

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.

ESSA

ACCREDITATION

2022 Accreditation Status: Accredited with Conditions
Accreditation Status Last Year: Accreditation Waived

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level Three

Achievement Gaps

EnglishLevel Two
MathematicsLevel Three

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 48 86 14 17 56 73 27
Female 37 47 85 15 17 61 79 21
Male 40 49 89 11 17 50 67 33
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 14 62 76 24 8 62 70 30
Hispanic < < 100 0 14 55 68 32
White 66 34 100 0 62 29 91 9
Multiple Races < < < < < < < <
Students with Disabilities < < < < 2 35 37 63
Students without Disabilities 39 48 87 13 20 60 81 19
Economically Disadvantaged 4 65 69 31 8 57 65 35
Not Economically Disadvantaged 51 41 93 7 26 56 82 18
English Learners < < < <
Homeless < < < <
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 48 86 14 17 56 73 27
Female 37 47 85 15 17 61 79 21
Male 40 49 89 11 17 50 67 33
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 14 62 76 24 8 62 70 30
Hispanic < < 100 0 14 55 68 32
White 66 34 100 0 62 29 91 9
Multiple Races < < < < < < < <
Students with Disabilities < < < < 2 35 37 63
Students without Disabilities 39 48 87 13 20 60 81 19
Economically Disadvantaged 4 65 69 31 8 57 65 35
Not Economically Disadvantaged 51 41 93 7 26 56 82 18
English Learners < < < <
Homeless < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup 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

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 42 54 46
Female 11 48 60 40
Male 12 36 48 52
American Indian < < 100 0
Black 5 45 49 51
Hispanic 4 54 58 42
Native Hawaiian < < 100 0
White 53 28 80 20
Multiple Races < < < <
Students with Disabilities - 10 10 90
Students without Disabilities 14 50 64 36
Economically Disadvantaged 4 43 47 53
Not Economically Disadvantaged 21 42 64 36
English Learners - - - 100
Homeless - 30 30 70
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 42 54 46
Female 11 48 60 40
Male 12 36 48 52
American Indian < < 100 0
Black 5 45 49 51
Hispanic 4 54 58 42
Native Hawaiian < < 100 0
White 53 28 80 20
Multiple Races < < < <
Students with Disabilities - 10 10 90
Students without Disabilities 14 50 64 36
Economically Disadvantaged 4 43 47 53
Not Economically Disadvantaged 21 42 64 36
English Learners - - - 100
Homeless - 30 30 70
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup 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

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 63 37 4 54 58 42
Female 12 48 60 40 4 64 69 31
Male 9 58 67 33 4 45 49 51
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 2 45 48 52 1 49 50 50
Hispanic 10 50 60 40 6 69 74 26
White 23 60 83 17 12 63 75 25
Multiple Races < < < < 18 45 64 36
Students with Disabilities < < < < 3 37 40 60
Students without Disabilities 12 55 67 33 4 58 63 37
Economically Disadvantaged - 32 32 68 1 52 53 47
Not Economically Disadvantaged 15 60 75 25 8 56 64 36
English Learners < < 100 0 - 80 80 20
Homeless < < < < - 36 36 64
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 - 54 54 46
Female 12 59 71 29 1 64 65 35
Male - 62 62 38 - 46 46 54
American Indian < < 100 0
Black 5 63 68 32 - 51 51 49
Hispanic < < < < - 78 78 22
White < < < < - 60 60 40
Multiple Races < < < < < < < <
Students with Disabilities < < < < - 42 42 58
Students without Disabilities 8 67 75 25 1 58 58 42
Economically Disadvantaged - 46 46 54 - 55 55 45
Not Economically Disadvantaged 12 71 82 18 1 52 54 46
English Learners < < 100 0 < < < <
Homeless < < < <
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 38 45 55 4 49 54 46
Female 4 36 40 60 8 55 63 37
Male 13 40 53 47 - 41 41 59
American Indian < < < <
Asian < < 100 0
Black - 21 21 79 - 37 37 63
Hispanic < < < < < < < <
White 18 59 76 24 13 65 78 22
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < - 10 10 90
Students without Disabilities 8 39 47 53 5 56 61 39
Economically Disadvantaged - 10 10 90 - 44 44 56
Not Economically Disadvantaged 10 47 57 43 7 52 60 40
English Learners < < 100 0 < < < <
Homeless < < < < < < < <
Algebra II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 70 91 9 15 62 76 24
Female < < 100 0 10 76 86 14
Male 13 73 87 13 19 46 65 35
American Indian < < 100 0
Asian < < 100 0
Black < < < < - 63 63 38
Hispanic < < 100 0 20 60 80 20
White 36 57 93 7 21 63 83 17
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 23 68 91 9 15 63 78 22
Economically Disadvantaged < < < < - 44 44 56
Not Economically Disadvantaged 24 71 95 5 22 70 92 8
English Learners < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup 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

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. 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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33 6 40 46 54
Female 13 53 66 34 6 46 52 48
Male 12 55 67 33 7 34 40 60
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 48 48 52 1 28 29 71
Hispanic - 50 50 50 4 67 70 30
White 29 61 89 11 25 60 85 15
Multiple Races < < 100 0 8 67 75 25
Students with Disabilities - 47 47 53 2 10 11 89
Students without Disabilities 15 55 71 29 8 47 54 46
Economically Disadvantaged - 41 41 59 1 31 33 67
Not Economically Disadvantaged 19 60 79 21 12 49 61 39
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 54 67 33 9 44 53 47
Female 14 53 67 33 8 50 58 42
Male 13 54 67 33 9 39 48 52
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 49 49 51 1 33 34 66
Hispanic - 45 45 55 5 68 73 27
White 29 61 89 11 30 58 88 12
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 44 44 56 - 10 10 90
Students without Disabilities 16 56 72 28 11 52 62 38
Economically Disadvantaged - 42 42 58 1 37 38 63
Not Economically Disadvantaged 20 59 80 20 16 52 68 32
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Earth Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 29 29 71
Female < < < < - 37 37 63
Male < < 100 0 - 22 22 78
Black < < < < - 18 18 82
Hispanic < < 100 0 < < < <
White < < < <
Multiple Races < < 100 0 < < < <
Students with Disabilities < < 100 0 - 5 5 95
Students without Disabilities < < < < - 35 35 65
Economically Disadvantaged < < < < - 20 20 80
Not Economically Disadvantaged < < < < - 41 41 59
English Learners < < < < < < 100 0
Homeless < < < <
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < < <
Black < < < <
Hispanic < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup 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

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

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 26 31 69
Female 4 29 34 66
Male 4 24 28 72
American Indian < < < <
Black 1 14 14 86
Hispanic - 48 48 52
Native Hawaiian < < 100 0
White 18 58 75 25
Multiple Races < < < <
Students with Disabilities - 8 8 92
Students without Disabilities 5 31 36 64
Economically Disadvantaged - 13 13 87
Not Economically Disadvantaged 9 42 52 48
English Learners - 23 23 77
Homeless < < < <
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 31 54 46
Female 20 40 60 40
Male 27 20 47 53
American Indian < < 100 0
Black - 24 24 76
Hispanic < < < <
Native Hawaiian < < 100 0
White 54 38 92 8
Students with Disabilities < < < <
Students without Disabilities 26 35 61 39
Economically Disadvantaged - 23 23 77
Not Economically Disadvantaged 36 36 73 27
English Learners < < < <
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 36 45 55
Female < < < <
Male < < < <
Black < < < <
White < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 25 26 74
Female 2 25 27 73
Male 1 24 25 75
American Indian < < < <
Black 1 12 13 87
Hispanic - 50 50 50
White 5 62 67 33
Multiple Races < < < <
Students with Disabilities - 7 7 93
Students without Disabilities 2 29 31 69
Economically Disadvantaged - 11 11 89
Not Economically Disadvantaged 3 42 45 55
English Learners - 30 30 70
Homeless < < < <
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < 100 0
Male < < < <
Black < < < <
White < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < 100 0
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
School--
Division-13
State1,3244,006
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 2019-20202020-20212021-2022
Grade 9229227241
Grade 10229251205
Grade 11199246237
Grade 12154208225
Total Students811932908

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students811932908
Female441494486
Male370438422
American Indian212
Asian13128
Black549629600
Hispanic638178
Native Hawaiian11-
White173193194
Multiple Races101526
Students with Disabilities111157164
Students without Disabilities700775744
Economically Disadvantaged377469474
Not Economically Disadvantaged434463434
English Learners403629
Not English Learners771896879
Homeless11824
Foster Care211
< = 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 110 84 2 0 9 6
Division 472 655 34 11 223 84
State 51257 36990 2117 702 4150 1952
Female School 64 42 2 0 1 1
Division 295 363 15 1 78 36
State 28271 16179 698 250 1329 759
Male School 46 42 0 0 8 5
Division 177 292 19 10 145 48
State 22980 20805 1419 452 2820 1193
Asian School < < < < 0 <
Division 11 7 0 0 1 0
State 5775 1305 75 12 65 35
Black School 58 67 0 0 5 6
Division 281 458 27 7 110 73
State 7933 10581 774 148 1017 761
Hispanic School 10 8 0 0 3 0
Division 42 102 3 1 104 5
State 5891 6757 240 88 1844 312
White School 38 6 2 0 1 0
Division 127 77 4 3 8 4
State 28757 16258 918 407 1095 755
Multiple Races School < < < < 0 <
Division 11 11 0 0 0 2
State 2685 1935 101 44 114 85
Students with Disabilities School 0 21 2 0 3 0
Division 10 158 34 1 65 1
State 1332 7339 2117 98 863 108
Economically Disadvantaged School 40 56 1 0 4 4
Division 219 444 25 7 84 62
State 11820 19248 1270 371 2167 1346
English Learners School < < < < < <
Division 11 66 1 1 66 0
State 1281 4094 206 19 1532 67
Homeless School < < < < 0 <
Division 3 8 1 0 5 2
State 166 486 50 19 183 53
Military Connected School < < < < 0 <
Division < < < < 0 <
State 2252 1403 62 15 48 37
< = 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 Students211196931969394
Female110108981089811
Male1018887888788
Asian<<100<10000
Black136125921259254
Hispanic2118861886314
White474698469812
Multiple Races<<100<10000
Students with Disabilities2623892389312
Economically Disadvantaged1059792979244
English Learners<<<<<<<
Homeless<<<<<00
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 2019-20202020-20212021-2022
Advanced Placement Test Taken2 / .25%1 / .11% -
Advanced Placement Course Enrollment3 / .37%1 / .11% -
Dual Enrollment - - 10 / 1.1%
Governor's School Enrollment140 / 17.26%141 / 15.13%134 / 14.76%
IB Course Enrollment - - 52 / 5.73%
Senior Enrolled in IB Program1 / .12%2 / .21%52 / 5.73%

< = 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 StudentsSchool1349430
Division97852147
State86,21159,46331
FemaleSchool715720
Division54031841
State43,37932,57925
MaleSchool633741
Division43820354
State42,83226,88437
AsianSchool<<100
Division10<100
State6,3805,55313
BlackSchool936332
Division75438749
State18,49311,40838
HispanicSchool<<100
Division1013466
State10,7996,31841
WhiteSchool292514
Division1048518
State46,06133,07628
Students with DisabilitiesSchool11<100
Division1284069
State7,5273,57553
Economically DisadvantagedSchool694338
Division59627454
State28,16915,21546
English LearnersSchool<<100
Division531866
State5,2962,82847
American IndianSchool--100
Division<<100
State22013539
Multiple RacesSchool--100
Division<<100
State4,1342,89130
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
2019-20202020-20212021-2022
Industry CertificationSchool1128176
 Division51507712
 State43,66051,68595,688
Workplace ReadinessSchool1434218
 Division133138843
 State26,62716,88543,413
Total Credentials EarnedSchool15162394
 Division1846461,555
 State71,13171,189142,927
Students Earning One or More CredentialsSchool15138266
 Division1745751,104
 State62,89960,992115,109
CTE CompletersSchool94122101
 Division762734510
 State44,53942,30344,149
NOCTI AssessmentsSchool---
 Division-1-
 State5111,5422,590
State LicensuresSchool---
 Division---
 State3331,0771,236
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State917302761

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

Finance

Per-Pupil Spending

2020-2021 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2021-2022 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
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students736163666197
Female40380356101
Male3338330996
American Indian--<<
Asian83<<
Black460142402159
Hispanic7085915
White186617913
Multiple Races124189
Students with Disabilities116379251
Economically Disadvantaged381139346170
English Learners302214
Homeless15111216
< = 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

-1 Offenses
  Number of 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
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.1
Asian1.61.51.3
Black67.787.567.5
Hispanic7.82.28.7
Native Hawaiian0.10.1
White21.38.820.7
Multiple Races1.21.6
< = 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
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.1
Asian1.61.3
Black67.78067.5
Hispanic7.88.7
Native Hawaiian0.10.1
White21.32020.7
Multiple Races1.21.6
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.1
Asian1.61.3
Black67.767.5
Hispanic7.88.7
Native Hawaiian0.10.1
White21.320.7
Multiple Races1.21.6
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 100100100
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 43.543.543.5
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 81.581.581.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202041%59%0%0%
2020-202140%60%0%0%
2021-202234%61%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2022 ESSA Status: Pending
2022 Accreditation Status: Accredited with Conditions

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black90%83%84%
Hispanic82%82%84%
White92%86%84%
Economically Disadvantaged89%81%84%
English Learners<74%84%
Students with Disabilities69%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

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%18%12%10%
Asian27%17%10%10%
Black24%23%13%10%
Hispanic10%8%13%10%
White3%5%13%10%
Economically Disadvantaged27%26%15%10%
English Learners6%10%12%10%
Students with Disabilities24%25%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

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-52%58%
English Learner Proficiency13%--

< = 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 Proficiency21513%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students9%91%98%2%97%3%
Asian<<<<<<
Black6%94%98%2%98%2%
Hispanic<<100%-94%6%
White<<98%2%96%4%
Economically Disadvantaged5%95%99%1%96%4%
Not Economically Disadvantaged14%86%98%2%--
English Learners<<<<<<
Students with Disabilities<<91%9%91%9%
Students without Disabilities10%90%99%1%--
Female12%88%99%1%--
Male6%94%98%2%--
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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