School Accreditation Ratings

School Quality Indicators

The Virginia Board of Education’s revised accreditation system measures performance on multiple school quality indicators and encourages continuous improvement for all schools.

State Summary

The following tables summarize how Virginia schools performed on each applicable school quality indicator.

Performance on each school quality indicator is rated at one of the following levels:

Level One: Meets or exceeds state standard or sufficient improvement
Level Two: Near state standard or sufficient improvement
Level Three: Below state standard
Too Small: Too few students in school or group to evaluate

Academic Achievement State Summary
Indicator	Schools at Level One	Schools at Level Two	Schools at Level Three
English	1,689	81	49
Mathematics	1,769	23	27
Science	1,649	51	60

Achievement Gaps State Summary
Indicator	Schools at Level One	Schools at Level Two	Schools at Level Three	Too Small
English	975	719	125	0
Mathematics	1,406	352	61	0

Student Engagement and Outcomes State Summary
Indicator	Schools at Level One	Schools at Level Two	Schools at Level Three
Chronic Absenteeism	1,663	133	23
Dropout Rate	256	43	31
Graduation & Completion Index	302	17	9

Required Actions

All schools must develop a multi-year plan for continuous improvement on all school quality indicators. Specific local and state actions and interventions are required for schools based on performance on indicators as follows:

Level One: School and division continue to monitor the indicator and the school's multi-year plan for continuous improvement.
Level Two: School and division implement essential actions and research-based strategies to improve performance to Level One. If at Level Two for overall performance in English, mathematics or science, school must also undergo an academic review conducted by VDOE or under its guidance.
Level Three: School undergoes a review conducted by VDOE or under its guidance. School and school division – in consultation with VDOE – develop and implement a corrective action plan as a component of the school's comprehensive, unified, long-range plan.

Memorandum of Understanding

School divisions that do not demonstrate evidence of progress in adopting or implementing corrective action plans for one or more schools with indicators at Level Three will be required to enter into a memorandum of understanding between the local school board and the state Board of Education defining responsibilities and essential actions to improve performance.

Performance of Student Groups

Schools are rated on school quality indicators for achievement gaps in English and mathematics as follows:

Level One: No more than one student group performing at Level Two and no student group performing at Level Three
Level Two: Two or more student groups performing at Level Two and no more than one student group performing at Level Three
Level Three: Two or more student groups performing at Level Three
Too Small: Too few students in school or group to evaluate

English Achievement Gaps: Student Groups
Student Group	Schools at Level One	Schools at Level Two	Schools at Level Three
Asian	1,463	1	0
Black	1,229	344	125
Economically Disadvantaged	1,420	312	83
English Learners	1,550	9	1
Hispanic	1,668	68	4
Students With Disabilities	662	404	733
White	1,772	26	1

Math Achievement Gaps: Student Groups
Student Group	Schools at Level One	Schools at Level Two	Schools at Level Three
Asian	1,493	0	0
Black	1,576	81	63
Economically Disadvantaged	1,723	48	43
English Learners	1,583	5	3
Hispanic	1,723	10	5
Students With Disabilities	1,212	211	377
White	1,787	8	5