Adequate Yearly Progress (AYP) Reports
The Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind Act of 2001 (NCLB) requires states to set annual measurable objectives of proficiency in reading and mathematics, participation in testing, and graduation and attendance. These objectives are in addition to the high standards for learning and achievement required under Virginia's Standards of Learning (SOL) program. Schools and school divisions that meet the annual objectives required by the federal education law are considered to have made adequately yearly progress (AYP) toward the goal of 100 percent proficiency of all students in reading and mathematics by 2014.
In late 2011, the US Department of Education (USED) announced the opportunity for states to request flexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB). Virginia’s ESEA Flexibility Request (PDF) was submitted to at the end of February 2012.
|Made AYP||Did Not Make AYP||To Be Determined||New School||Total|
Note: Updated August 26, 2011.
School and Division AYP Ratings
The documents below show the AYP ratings of individual schools and divisions. Information provided for each school and division includes the AYP rating and passing percentages on state assessments in English and mathematics. Data for Title I schools include whether the school has been identified for improvement and sanction level.
Percentages reflect rounding. The data presented is subject to change based on the submission of additional evidence of increased achievement in reading and mathematics.
The files below are in Excel format.
|Schools 2011-2012||Divisions 2011-2012|
|Schools 2010-2011||Divisions 2010-2011|
|Schools 2009-2010||Divisions 2009-2010|
|Schools 2008-2009||Divisions 2008-2009|
|Schools 2007-2008||Divisions 2007-2008|
Key points to consider when reviewing AYP data for Virginia public schools:
- 2011-2012 AYP ratings are based on student achievement during the 2010-2011 school year. For a Virginia school or school division to have made AYP, more than 86 percent of students overall and students in all subgroups must have demonstrated proficiency in reading, and more than 85 percent of students overall and in all subgroups must have demonstrated proficiency in mathematics.
- For a school or school division to make AYP under the federal education law, it must exceed separate requirements and objectives. A school or school division that falls short on a single requirement or objective is not considered to have made AYP. These requirements include objectives for participation in testing in reading and mathematics, achievement in these subjects, and attendance (elementary and middle schools) or graduation (high schools). A minimum of 95 percent of students overall must participate in reading and mathematics testing, and 95 percent of students in each of the following subgroups also must take state assessments in these two subjects: white, black, Hispanic, students with disabilities, economically disadvantaged students, and students with limited-English proficiency. Students may be counted in more than one subgroup. Students overall and in each subgroup must exceed the annual measurable objectives (AMO) for proficiency in reading and mathematics or reduce the failure rates on tests in reading and mathematics by at least 10 percent. Schools and school divisions also must meet annual objectives for progress on other indicators of academic achievement.