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).

  • All 19 YCSD schools met or exceeded all state benchmarks for accreditation and are Fully Accredited!

  • English and Math pass rates for YCSD elementary schools ranged from 77 to 88 percent.

  • All YCSD elementary schools met or exceeded the state average for English performance in Grades 4 and 5; 9 of 10 elementary schools met or exceeded the state average in English performance for Grade 3.

  • History/Social Science pass rates for elementary ranged from 85 to 96 percent. With 7 of 10 schools earning pass rates above 90 percent.

  • English performance for YCSD middle schools ranged from 75 to 80 percent. All YCSD middle schools exceeded the state average in Writing.

  • Math performance for the middle schools ranged from 77 to 89 percent. Three of four YCSD middle schools exceeded the state average for math performance in Grades 6, 7 and 8.

  • All YCSD middle schools exceeded the state average for science performance.

  • English performance for YCSD high schools ranged from 86 to 95 percent with three of four exceeding the state average on both the End-of-Course Reading and Writing assessments.

  • In mathematics, BHS and YRA made huge gains improving their pass rates from the previous year by 12 and 28 percentage points, respectively. Additionally, BHS, GHS, THS and YHS exceeded the state average in geometry; and in algebra II, three of the four exceeded the state average.

  • From 2013 to 2014, four of five YCSD high schools demonstrated improvement in history/social science, with BHS maintaining its pass rate from the previous year.

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.

  • 14 of 19 YCSD schools met or exceeded all federal AMOs, with 13 of the 14 meeting Higher Expectations (HE).

  • The Division met 26 of 27 federal AMOs this year, missing only the Federal Graduation Indicator (FGI) for Gap Group 1. This represents an increase in performance from last year when the division missed FGI for 3 of 9 subgroups.

  • In mathematics, gains were made in four of nine subgroups, with Limited English Proficient students demonstrating a six percentage point gain and exceeding the AMO target by 32 percentage points.

  • All YCSD elementary schools met all of the AMOs for English Performance in 2013-2014 and nine of ten met all of the federal AMOs for Math Performance.

  • Three elementary schools made gains in at least half of the 18 AMOs measured. Coventry and Seaford Elementary improved in 9 of 18 subgroups and Tabb Elementary demonstrated gains in 11 of 18.

  • All four YCSD middle schools met the AMO targets for Reading Performance and three of the four also met all of the AMO targets for Math Performance.

  • In the area of Math Performance, Yorktown Middle demonstrated gains of 6 to 16 percentage points in all nine AMO subgroups.

  • While only two YCSD high schools (GHS and YRA) met all federal AMO targets in reading, math and FGI, the other three (BHS, THS, and YHS) met 26 of 27 AMO targets.

  • Additionally, three of the five high schools demonstrated significant gains in the area of mathematics. Both BHS and YRA made gains for every subgroup in mathematics for which growth was possible. Additionally, YHS demonstrated growth in six of nine subgroups in both mathematics and FGI, and five of nine subgroups in reading performance.

Closing Achievement Gaps is based on the performance of students in Gap Group 1 (Students with Disabilites [SWD], Economically Disadvantaged [F/R], and Limited English Proficient [LEP] students), Gap Group 2 (Black), and Gap Group 3 (Hispanic) as compared to students in the "All Students" category.

  • Mathematics
    • In Gap Group 1, two of three subgroups (F/R and LEP) demonstrated growth and narrowed the achievement gap from FY12 to FY14, with LEP students surpassing the pass rate for "all students". In both Gap Group 2 and 3, students demonstrated growth and narrowed the achievement gap from FY12 to FY14.

  • Reading
    • In Gap Group 1 only one subgroup, LEP students, demonstrated growth; narrowing the achievement gap from FY13 to FY14 by almost 10 percentage points. In Gap Group 2 and 3, neither subgroup demonstrated growth from FY13 to FY14.

  • Federal Graduation Indicator
    • In Gap Group 1, students with disabilities demonstrated growth and narrowed the achievement gap from FY12 to FY14 by seven percentage points; however, the gap widened for economically disadvantage students. In Gap Group 2, students demonstrated growth and narrowed the achievement gap from FY12 to FY14. Although the gap for Hispanic students is relatively small, it has increased by two percentage points since FY12.


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302 Dare Road • Yorktown, Virginia 23692 • Phone: (757) 898-0300 • FAX: (855) 878-9063
Division Superintendent: Victor D. Shandor, Ed.D.
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