York County School Division Strategic Plan

Goal 1: Growth & Excellence


Objective: State & Federal Targets


  • The division and each school will meet or exceed state and federal targets for all students and subgroups including closing achievement gaps in Math, English and the Federal Graduation Index.

State Accreditation is based on the performance of all students meeting or exceeding benchmarks for English, Math, History, Science, and the Graduation Completion Index (GCI).

  • 17 of 19 YCSD schools met or exceeded all state benchmarks and are Fully Accredited. Bruton High and York River Academy are Accredited with Warning in Mathematics.

  • English performance for the elementary schools ranged from 79 to 88 percent pass rates. All YCSD elementary schools exceeded the state average for English performance.

  • All YCSD elementary schools exceeded the state average for math performance with pass rates ranging from 80 to 88 percent.

  • English performance for the middle schools ranged from 73 to 84 percent, exceeding the state averages for grades 6, 7 and 8.

  • Math performance for the middle schools ranged from 79 to 90 percent.

  • English performance for the high schools ranged from 90 to 95 percent for BHS, GHS, THS, and YHS, exceeding the state average of 89%.

  • GHS, THS, and YHS exceeded the required benchmarks for math performance.

Federal Targets or Annual Measurable Objectives (AMOs) represent the percentage of students within identified subgroups and gap groups that must pass SOL tests in reading and mathematics. Additionally, school divisions and high schools must meet AMOs for graduation, known as the Federal Graduation Indicator (FGI). These AMOs replaced the Adequate Yearly Progress (AYP) targets that schools were required to meet from 2002 to 2011.

New provisions were established by the VDOE in conjunction with the US Department of Education for FY14 requiring high performing schools to Meet Higher Expectations (MHE).

  • 9 of 19 YCSD schools met or exceeded all federal AMOs. Seven additional schools surpassed all subgroup targets but were not designated as "Meeting All Federal AMOs" due to the new MHE provision.

  • The Division met all AMOs in reading and math. Although the division did not meet all AMOs for FGI (Gap Group 1, Economically Disadvantaged, and Students with Disabilities), gains in performance were made in all of these subgroups. Additionally, math performance improved in 8 of 9 AMO target groups.

  • Six YCSD elementary schools met all of the AMOs for 2013-2014. Three additional elementary schools surpassed the established benchmarks for each subgroup but did not meet the new provision of Meets Higher Expectations (MHE).

  • In the area of Math Performance, every elementary schools demonstrated gains in at least two or more AMO subgroups. GBES and WMES demonstrated gains in all but one subgroup and YES demonstrated gains in all nine subgroups!

  • At the middle school level, Grafton Middle School met all of the AMOs for 2013-2014. Queens Lake, Tabb, and Yorktown middle schools surpassed the established benchmarks for each subgroup but did not meet the new MHE provision. Additionally, all four middle schools demonstrated gains in mathematics performance in one or more AMO subgroups.

  • In the area of high school performance, Grafton and York High School met all of the AMOs for 2013-2014. Additionally, four of five high schools demonstrated gains in mathematics performance in four or more AMO subgroups and all five high schools demonstrated performance gains in FGI. YHS improved outcomes for students in mathematics in 8 of 9 subgroups and 7 of 9 subgroups for FGI!

Closing Achievement Gaps is based on the performance of students in Gap Group 1 (SWD, F/R, and ELL/LEP), Gap Group 2 (Black Students), and Gap Group 3 (Hispanic Students) as compared to students in the "All Students" category. For FY 14, a new baseline for Reading performance will be established.

  • In Mathematics Gap Group 1, all subgroups demonstrated growth from FY12 to FY13. Economically disadvantaged students showed the most growth, closing the achievement gap by 4.2 percentage points.

  • In Mathematics Gap Group 2 and 3, Black and Hispanic students demonstrated growth from FY12 to FY13. Hispanic students showed the most growth, closing the achievement gap by 2.1 percentage points.

  • In FGI Gap Group 1, all subgroups demonstrated growth from FY10 to FY13. The number of students with disabilities earning standard or advanced studies diplomas increased by more than 14 percentage points from FY10 to FY13 and LEP students exceeded the "All Students" graduation rate.

  • In FGI Gap Group 2 and 3, while Black and Hispanic students exceeded the FGI AMO of 80%, growth was stagnant from FY10 to FY13.

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Division Superintendent: Victor D. Shandor, Ed.D.
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