General Information

Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420

Superintendent: Dr. Amy E. Cashwell

Region: 1

Enrollment: 50,464

Students with Disabilities: 13.6%
Economically Disadvantaged: 42.4%
English Learners: 12.9%

Fully Accredited Schools

This chart displays the percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

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 Students4,1283,743913,789922747
Female2,0381,882921,899931156
Male2,0901,861891,890901598
American Indian<<<<<00
Asian420409974119872
Black1,4431,279891,294901118
Hispanic46435577363789320
Native Hawaiian<<100<10000
White1,5981,509941,52696584
Multiple Races191180941849653
Students with Disabilities51444486455895912
Economically Disadvantaged1,6191,346831,3758519612
English Learners26116463167649436
Homeless796279648168
Military Connected40401004010000
Foster Care2493812501250
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students499915038950464
Female243812442524447
Male256102596426016
American Indian120130118
Asian641265856754
Black179401800917873
Hispanic583062836723
Native Hawaiian395157
White170531671116187
Multiple Races259726202752
Students with Disabilities640766436862
Students without Disabilities435844374643602
Economically Disadvantaged231262218521387
Not Economically Disadvantaged268652820429077
English Learners523259826486
Not English Learners447594440743978
Homeless329501662
Military Connected603576587
Foster Care133154158
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:
  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2019-2020 2020-2021 2021-2022
Percentage of fiscal year division
operating expenditures for instructional costs		 68.2 69.5 65.8

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students44,0984,92040,0479,24941,0187,967
Female21,6722,17719,5064,52619,9023,895
Male22,4262,74320,5404,72221,1164,072
American Indian991676368137
Asian6,0441285,8794415,950482
Black14,6912,82412,6134,91013,1314,087
Hispanic4,6297864,5481,2985,0051,255
Native Hawaiian344335498
White16,38393214,8182,08514,6531,715
Multiple Races2,2182302,0804742,149383
Students with Disabilities5,4371,1424,6741,8944,9831,720
Economically Disadvantaged18,8294,10216,9897,05116,3695,750
English Learners4,6536424,5299815,1901,015
Homeless255216275359437477
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

  Advanced   Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2022-2023 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia's public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth's public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.