College & Career Readiness
Diplomas and Completion
Class of 2023: All Students
Division
State
Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.
To graduate with anAdvanced Studies Diploma, a student must earn at least 26 standard units of creditby 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 aStandard 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 earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.
TheApplied Studies DiplomaandModified Standard Diplomaare available for certain students with disabilities.To reduce the likelihood of division-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 2022-2023 Cohort | |||||||
|---|---|---|---|---|---|---|---|
| Student Subgroup | Type | Advanced Diplomas | Standard Diplomas | Other Diplomas | GED's | Dropouts | Other Non-Graduates |
| All Students | Division | 90 | 134 | 14 | 1 | 14 | 5 |
| State | 50941 | 37883 | 2120 | 845 | 5319 | 1819 | |
| Female | Division | 53 | 54 | 2 | 0 | 7 | 1 |
| State | 27811 | 16344 | 671 | 288 | 1971 | 747 | |
| Male | Division | 37 | 80 | 12 | 1 | 7 | 4 |
| State | 23072 | 21492 | 1448 | 557 | 3346 | 1069 | |
| Black | Division | < | < | < | < | 0 | < |
| State | 8188 | 10171 | 708 | 177 | 1106 | 701 | |
| Hispanic | Division | < | < | < | < | < | < |
| State | 6685 | 7832 | 305 | 130 | 2570 | 425 | |
| White | Division | 87 | 129 | 14 | 1 | 12 | 5 |
| State | 26830 | 16390 | 881 | 458 | 1333 | 565 | |
| Multiple Races | Division | < | < | < | < | < | < |
| State | 3013 | 2017 | 112 | 65 | 212 | 87 | |
| Students with Disabilities | Division | 0 | 20 | 14 | 0 | 3 | 0 |
| State | 1491 | 7326 | 2120 | 117 | 920 | 94 | |
| Economically Disadvantaged | Division | 34 | 89 | 14 | 1 | 12 | 5 |
| State | 12376 | 19803 | 1180 | 475 | 2916 | 1248 | |
| English Learners | Division | < | < | < | < | 0 | < |
| State | 1612 | 4284 | 306 | 28 | 2112 | 174 | |
| Homeless | Division | < | < | < | < | 0 | < |
| State | 183 | 697 | 76 | 17 | 189 | 78 | |
| Military Connected | Division | < | < | < | < | 0 | < |
| State | 2401 | 1298 | 51 | 21 | 47 | 32 | |
| Foster Care | Division | < | < | < | < | < | < |
| State | 25 | 145 | 23 | 13 | 82 | 21 | |
| < = 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 Students | 258 | 238 | 92 | 239 | 93 | 14 | 5 | |
| Female | 117 | 109 | 93 | 109 | 93 | 7 | 6 | |
| Male | 141 | 129 | 92 | 130 | 92 | 7 | 5 | |
| Black | < | < | 100 | < | 100 | 0 | 0 | |
| Hispanic | < | < | < | < | < | < | < | |
| White | 248 | 230 | 93 | 231 | 93 | 12 | 5 | |
| Multiple Races | < | < | < | < | < | < | < | |
| Students with Disabilities | 37 | 34 | 92 | 34 | 92 | 3 | 8 | |
| Economically Disadvantaged | 155 | 137 | 88 | 138 | 89 | 12 | 8 | |
| English Learners | < | < | 100 | < | 100 | 0 | 0 | |
| Homeless | < | < | < | < | < | 0 | 0 | |
| Military Connected | < | < | 100 | < | 100 | 0 | 0 | |
| Foster Care | < | < | < | < | < | < | < | |
| < = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available | ||||||||
Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs
| Advanced Program Information - Count/Percentage | |||
|---|---|---|---|
| Program Type | 2020-2021 | 2021-2022 | 2022-2023 |
| Advanced Placement Test Taken | - | 1 / .1% | 1 / .09% |
| Advanced Placement Course Enrollment | - | 1 / .1% | 2 / .17% |
| Dual Enrollment | 224 / 21.79% | 227 / 22.04% | 233 / 20.12% |
| Governor's School Enrollment | - | - | - |
| IB Course Enrollment | - | - | - |
| Senior Enrolled in IB Program | - | - | - |
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available
Postsecondary Enrollment
2019-2020 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.
| 2019-2020 FGI cohort year (students entering high school in 2016) | ||||
|---|---|---|---|---|
| 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 Students | Division | 221 | 140 | 37 |
| State | 87,317 | 57,081 | 35 | |
| Female | Division | 102 | 78 | 24 |
| State | 43,705 | 31,577 | 28 | |
| Male | Division | 119 | 62 | 48 |
| State | 43,612 | 25,504 | 42 | |
| American Indian | Division | < | < | 100 |
| State | 232 | 130 | 44 | |
| Asian | Division | < | < | 100 |
| State | 6,741 | 5,862 | 13 | |
| Black | Division | < | < | 100 |
| State | 18,624 | 10,601 | 43 | |
| Hispanic | Division | < | < | 100 |
| State | 12,110 | 6,622 | 45 | |
| White | Division | 208 | 135 | 35 |
| State | 45,098 | 30,844 | 32 | |
| Multiple Races | Division | < | < | 100 |
| State | 4,380 | 2,929 | 33 | |
| Students with Disabilities | Division | 23 | < | 100 |
| State | 8,185 | 3,548 | 57 | |
| Economically Disadvantaged | Division | 96 | 49 | 49 |
| State | 30,335 | 14,987 | 51 | |
| English Learners | Division | < | < | 100 |
| State | 6,579 | 3,319 | 50 | |
| Native Hawaiian | Division | - | - | 100 |
| State | 132 | 93 | 30 | |
| < = 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’s16 career clustershelp 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. Acredential 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 | ||||
|---|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | ||
| State Licensures | Division | 14 | 15 | - |
|   | State | 1,077 | 1,236 | 1,563 |
| Industry Certification | Division | 170 | 296 | - |
|   | State | 51,685 | 95,688 | 100,255 |
| Workplace Readiness | Division | 18 | 38 | 3 |
|   | State | 16,885 | 44,348 | 41,819 |
| Total Credentials Earned | Division | 202 | 353 | 3 |
|   | State | 71,189 | 143,862 | 147,481 |
| Students Earning One or More Credentials | Division | 194 | 318 | 3 |
|   | State | 60,992 | 115,682 | 117,932 |
| CTE Completers | Division | 196 | 193 | 200 |
|   | State | 42,303 | 45,094 | 45,627 |
| NOCTI Assessments | Division | - | 4 | - |
|   | State | 1,542 | 2,590 | 3,844 |
| Armed Services Vocational Aptitude Battery Examination | Division | - | - | - |
|   | State | 302 | 761 | 962 |
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available
Learning Climate
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 ofwhether 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 muchless likely to read on grade levelby the third grade.
- Students who can't read at grade level by the third grade are four timesmore likely to drop out of high school.
- By high school, regular attendance is abetter dropout indicator than test scores.
- A student who is chronically absent in any year between the eighth and twelfth grade isseven 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 Students | 2,906 | 458 | 2,635 | 691 | 3,275 | 513 |
| Female | 1,412 | 194 | 1,266 | 313 | 1,600 | 238 |
| Male | 1,494 | 264 | 1,369 | 378 | 1,675 | 275 |
| American Indian | - | - | < | < | < | < |
| Asian | < | < | < | < | 23 | 2 |
| Black | 20 | 7 | 20 | 8 | 145 | 10 |
| Hispanic | 73 | 13 | 73 | 16 | 137 | 20 |
| White | 2,763 | 431 | 2,494 | 653 | 2,867 | 472 |
| Multiple Races | 44 | 7 | 38 | 14 | 100 | 9 |
| Students with Disabilities | 552 | 90 | 475 | 165 | 617 | 119 |
| Economically Disadvantaged | 2,878 | 445 | 1,316 | 520 | 1,849 | 399 |
| English Learners | < | < | < | < | 42 | 5 |
| Homeless | < | < | < | < | 15 | 9 |
| < = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available | ||||||
Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership
No additional explanation available.
| Number of Gifted Students by Program | |||||
|---|---|---|---|---|---|
| Subgroup | General Intellectual Aptitude | Specific Academic Aptitude | Visual/Performing Arts | Career and Technical Aptitude. | Total Identified |
Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership
No additional explanation available.
| Students Referred for Gifted Services | ||||
|---|---|---|---|---|
| Subgroup | Total Referred | Percent Referred | Fall Membership Count | Perecent of Fall Membership |
Standards of Accreditation (SOA) Offenses Data
| 2022-2023 Offenses | ||||
|---|---|---|---|---|
| Number of Offenses | ||||
| Behaviors that Impede Academic Progress | 39 | |||
| Behaviors related to School Operations | 89 | |||
| Relationship Behaviors without Physical Harm | 233 | |||
| Behaviors of a Safety Concern | 223 | |||
| Behaviors that Endanger the Health, Safety, or Welfare of Self or Others | 39 | |||
| Behaviors used to determine Persistently Dangerous Schools | 1 | |||
< = 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 behaviorsthat 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 | ||||||
|---|---|---|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | ||||
| Subgroup | % Population | % Short-Term Suspensions | % Population | % Short-Term Suspensions | % Population | % Short-Term Suspensions |
| American Indian | 0 | 0.1 | 0.2 | |||
| Asian | 0.2 | 0.2 | 0.6 | |||
| Black | 0.9 | 7.1 | 0.8 | 3.1 | 3.8 | |
| Hispanic | 2.3 | 2.6 | 3.1 | 4.1 | 1.9 | |
| Native Hawaiian | - | - | - | - | - | - |
| White | 95.1 | 92.9 | 94.7 | 93.8 | 88.6 | 96.3 |
| Multiple Races | 1.6 | 1.7 | 2.8 | 1.9 | ||
| < = 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 behaviorsthat 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, seeA Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
| Long-Term Suspensions | ||||||
|---|---|---|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | ||||
| Subgroup | % Population | % Long-Term Suspensions | % Population | % Long-Term Suspensions | % Population | % Long-Term Suspensions |
| American Indian | 0 | 0.1 | 0.2 | |||
| Asian | 0.2 | 0.2 | 0.6 | |||
| Black | 0.9 | 0.8 | 3.8 | |||
| Hispanic | 2.3 | 2.6 | 4.1 | |||
| Native Hawaiian | ||||||
| White | 95.1 | 100 | 94.7 | 88.6 | 100 | |
| Multiple Races | 1.6 | 1.7 | 2.8 | |||
| < = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available | ||||||
Expulsions
Expulsions:
Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviorsthat 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 | ||||||
|---|---|---|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | ||||
| Subgroup | % Population | % Expulsions | % Population | % Expulsions | % Population | % Expulsions |
| American Indian | 0 | 0.1 | 0.2 | |||
| Asian | 0.2 | 0.2 | 0.6 | |||
| Black | 0.9 | 0.8 | 3.8 | |||
| Hispanic | 2.3 | 2.6 | 50 | 4.1 | ||
| Native Hawaiian | - | - | - | - | - | - |
| White | 95.1 | 94.7 | 50 | 88.6 | ||
| Multiple Races | 1.6 | 1.7 | 2.8 | |||
| < = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available | ||||||
Free and Reduced Meal Eligibility
Free and Reduced Meal Eligibility:
School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children.The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria.Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.See the Virginia Department of Education website for more information about school nutrition programs.
| Free and Reduced Meal Eligibility | |||
|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | |
| Percentage | Percentage | Percentage | |
| All Students | 65.4 | 65.4 | 77.3 |
| < = 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 Programis 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 Projectare key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.
| Free and Reduced Breakfast Participation | |||
|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | |
| Percentage | Percentage | Percentage | |
| All Students | 46.9 | 46.9 | 40 |
| < = 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 Projectare key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.
| Free and Reduced Lunch Participation | |||
|---|---|---|---|
| 2020-2021 | 2021-2022 | 2022-2023 | |
| Percentage | Percentage | Percentage | |
| All Students | 71.6 | 71.6 | 64.7 |
| < = 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.
- 2020-2021 school data(Excel)
- Data Elements
- Flat File Specifications
- User Guide
- Usage Agreement
Every Student Succeeds Act
ESSA Annual Targets and Long-Term Goals: Reading
| Student Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 76% | 81% | 77% | 88% |
| Asian | 58% | 66% | 91% | 88% |
| Black | 50% | 56% | 64% | 88% |
| Hispanic | 64% | 71% | 63% | 88% |
| White | 79% | 82% | 84% | 88% |
| Multiple Races | 60% | 72% | 82% | 88% |
| Economically Disadvantaged | 73% | 77% | 63% | 88% |
| English Learners | 17% | 47% | 53% | 88% |
| Students with Disabilities | 50% | 56% | 50% | 88% |
< = 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 theVirginia Department of Educationwebsite. Detailed state assessment results — including results by test type and student groups — are available onVDOE’s Test Results Build-A-Tabledata tool.
ESSA Annual Targets and Long-Term Goals: Mathematics
| Student Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 70% | 80% | 72% | 85% |
| Asian | 43% | 60% | 90% | 85% |
| Black | 20% | 34% | 56% | 85% |
| Hispanic | 47% | 64% | 58% | 85% |
| White | 76% | 83% | 80% | 85% |
| Multiple Races | 38% | 62% | 75% | 85% |
| Economically Disadvantaged | 66% | 76% | 57% | 85% |
| English Learners | 29% | 59% | 52% | 85% |
| Students with Disabilities | 53% | 58% | 47% | 85% |
< = 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 theVirginia Department of Educationwebsite. Detailed state assessment results — including results by test type and student groups — are available onVDOE’s Test Results Build-A-Tabledata tool.
ESSA Pass Rates: Science
| Student Group | Current Rate |
|---|---|
| All Students | 64% |
| Asian | < |
| Black | 23% |
| Hispanic | 42% |
| White | 68% |
| Multiple Races | 36% |
| Economically Disadvantaged | 56% |
| English Learners | < |
| Students with Disabilities | 37% |
< = 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 Group | Current Rate | Annual Target | Long-Term Goal |
|---|---|---|---|
| All Students | 84% | 84% | 84% |
| Asian | < | 90% | 84% |
| Black | < | 83% | 84% |
| Hispanic | < | 82% | 84% |
| White | 84% | 86% | 84% |
| Multiple Races | < | 89% | 84% |
| Economically Disadvantaged | 75% | 81% | 84% |
| English Learners | - | 74% | 84% |
| Students with Disabilities | 57% | 70% | 84% |
| Homeless | < | - | - |
| Foster Care | < | - | - |
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 Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 14% | 14% | 12% | 10% |
| Asian | 8% | 8% | 10% | 10% |
| Black | 6% | 6% | 13% | 10% |
| Hispanic | 13% | 13% | 13% | 10% |
| White | 14% | 14% | 13% | 10% |
| Multiple Races | 8% | 8% | 14% | 10% |
| Economically Disadvantaged | 18% | 18% | 15% | 10% |
| English Learners | 11% | 11% | 12% | 10% |
| Students with Disabilities | 16% | 16% | 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 Learners | Percent | Annual Target | Long-Term Goal |
|---|---|---|---|
| English Learner Progress | 46% | 52% | 58% |
| English Learner Proficiency | 4% | - | - |
< = 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 Learners | Numerator | Denominator | Rate |
|---|---|---|---|
| English Learner Progress | 6 | 13 | 46% |
| English Learner Proficiency | 1 | 27 | 4% |
ESSA Participation Rates
| Student Group | English Reading Participation | Mathematics Participation | Science Participation | |||
|---|---|---|---|---|---|---|
| Assessed | Not Assessed | Assessed | Not Assessed | Assessed | Not Assessed | |
| All Students | 99% | 1% | 100% | - | 99% | 1% |
| Asian | 100% | - | 100% | - | < | < |
| Black | 100% | - | 99% | 1% | 100% | - |
| Hispanic | 100% | - | 100% | - | 100% | - |
| White | 99% | 1% | 100% | - | 99% | 1% |
| Multiple Races | 100% | - | 100% | - | 100% | - |
| Economically Disadvantaged | 99% | 1% | 99% | 1% | 98% | 2% |
| Not Economically Disadvantaged | 100% | - | 100% | - | 100% | - |
| English Learners | 100% | - | < | < | < | < |
| Students with Disabilities | 97% | 3% | 98% | 2% | 96% | 4% |
| Students without Disabilities | 100% | - | 100% | - | 100% | - |
| Female | 100% | - | 100% | - | 100% | - |
| Male | 99% | 1% | 99% | 1% | 100% | - |
| 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).
Growth in Reading and Mathematics
| Student Group | Growth English Reading | Growth Mathematics |
|---|---|---|
| All Students | 77% | 71% |
| Asian | 63% | 47% |
| Black | 54% | 21% |
| Hispanic | 66% | 48% |
| White | 80% | 78% |
| Multiple Races | 64% | 46% |
| Economically Disadvantaged | 74% | 67% |
| English Learners | < | < |
| Students with Disabilities | 60% | 63% |
< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available
Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Designation
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019
Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria
