School Summary Report 2025 PDF Free Download
1 / 4/4
100%
School Summary Report 2025
Jamestown High
Williamsburg-James City County
PerformanceCategory
Distinguished
AccreditationDesignation
Fully Accredited
FederalIdentificationStatus
No Identification
Learn more about the School Quality Profiles
This report helps families, teachers, principals, and community members understand how well their
school is performing. It shares student performance in reading, math, and science, along with other
important factors that affect school quality, such as student attendance.
*If a school is missing one or more indicators because the number of students in a group was less than 15,
then the weight for the missing indicator(s) is reallocated to the other indicators and may increase the
component’s score above the model weight. **Schools that are federally identified as Targeted or Additional
Targeted Support and Improvement (TSI/ATSI) will have their performance category lowered by one level
(8VAC20-132-270. F). *** The "<" symbol used in the Indicator tables represents too few students in a group
to evaluate.
The School Performance and Support Framework has an overall rating based on points earned in
the categories below.
1. Mastery 2. Graduation 3. Readiness
Thesefactorsareweightedandcombinedtoplaceeachschoolinoneoffourperformancecategories:
Take Action! How Can You Support Your Child’s Learning?
Talk to your student's teacher, counselor, or principal about ways to support your student and
school, and to learn about your school. You will learn ways to celebrate and support areas of
success and meet any needs identified in this report.
RoadtoReadiness
ResourcesforFamilies
Performance Category
Point Range
Distinguished
90–100
On Track
80–89
Off Track
65–79
Needs Intensive Support
< 65
Mastery: 43.2 / 50 pts Graduation: 13.9 / 15 pts Readiness: 33.8 / 35 pts Total: 91 / 100 pts
Overall School Performance
Page 1 of 4
Reading Performance
Indicator Score: 15.53 out of 15 pts
All Students
Percentage
Pass/Advanced
31.80%
Pass/Proficient
54.77%
Fail/Basic
12.01%
Score of Zero
1.41%
All Students
103.53%
Asian
<
Black
89.58%
Hispanic
96.36%
White
107.69%
Multiple Races
101.56%
Economically Disadvantaged
92.43%
English Learners
84.78%
Students with Disabilities
82.50%
Mastery Index Performance by Percent for each Student Group
Mastery Indicators:
Science Performance
Indicator Score: 9.84 out of 10 pts
All Students
Percentage
Pass/Advanced
15.57%
Pass/Proficient
69.20%
Fail/Does not Meet
13.04%
Score of Zero
2.17%
All Students
98.46%
Asian
<
Black
89.58%
Hispanic
98.07%
White
100.55%
Multiple Races
98.33%
Economically Disadvantaged
94.73%
English Learners
94.31%
Students with Disabilities
82.75%
Mastery Index Performance by Percent for each Student Group
Math Performance
Indicator Score: 14.68 out of 15 pts
All Students
Percentage
Pass/Advanced
5.03%
Pass/Proficient
83.09%
Fail/Basic
10.43%
Score of Zero
1.43%
All Students
97.93%
Asian
<
Black
94.00%
Hispanic
97.72%
White
97.75%
Multiple Races
105.00%
Economically Disadvantaged
96.51%
English Learners
97.91%
Students with Disabilities
87.06%
Mastery Index Performance by Percent for each Student Group
Indicator Score: 3.21 out of 10 pts
All Students
Percentage
Progress
32.14%
No Progress
67.86%
All Students
32.14%
Asian
<
Black
<
Hispanic
30.76%
White
<
Multiple Races
<
Economically Disadvantaged
35.55%
English Learners
32.14%
Students with Disabilities
<
Progress Rate by Student Group
English Learner (EL) Progress
ReflecthowstudentsaremeetingacademicandEnglishlanguageproficiencystandards.
FactorsthatmakeupperformancescoresincludeStandardsofLearning(SOL)assessmentsandVirginiaAlternative
AssessmentProgram(VAAP)testsinReading,Mathematics,andScience.EnglishLearner(EL)progressismeasuredby
annualgrowthontheWIDAACCESSassessment,whichtracks proficiencyinlistening,speaking,reading,andwriting.
Page 2 of 4
Chronic Absenteeism
Indicator Score: 4.66 out of 5 pts
All Students
6.65%
Asian
0.00%
Black
16.37%
Hispanic
11.00%
White
4.54%
Multiple Races
4.59%
Economically Disadvantaged
15.49%
English Learners
11.76%
Students with Disabilities
10.65%
All Students
Percentage
Missed Above 10%
6.65%
Missed Below 10%
93.34%
Percent of Chronic Absenteeism by Student Group
Graduation Indicators:
Reflect how students are fulfilling graduation requirements.
The 4-Year Graduation Indicator is a federal
requirement and reflects the percent of students
who graduated within 4 years of entering high
school with an Advanced, Standard, or
International Baccalaureate (IB) diploma. Non-
graduates are those who did not complete one of
these diploma types within four years.
Readiness Indicators: Reflect how schools are preparing students for what’s next.
The 6-year Federal Graduation Indicator reflects the percentage of students who graduate within six years of
entering high school and includes students with the Applied Studies Diploma. The Chronic Absenteeism Indicator
is the percentage of students who miss 10 percent or more of the school year for any reason.
4-Year Federal Graduation Indicator
Indicator Score: 13.92 out of 15 pts
All Students
92.83%
Asian
<
Black
78.57%
Hispanic
91.93%
White
94.35%
Multiple Races
100.00%
Economically Disadvantaged
81.31%
English Learners
85.71%
Students with Disabilities
80.00%
Graduation Rates by Student Group
All Students
Percentage
Advanced
59.93%
Standard
32.89%
IB Diploma
Non-graduates
7.16%
6-Year Federal Graduation Indicator
Indicator Score: 4.65 out of 5 pts
All Students
Percentage
Advanced(6Y)
60.44%
Standard(6Y)
29.74%
IB Diploma(6Y)
Non-graduates(6Y)
6.96%
Applied Studies(6Y)
2.84%
Graduation Rates by Student Group
All Students
93.03%
Asian
<
Black
96.66%
Hispanic
73.33%
White
95.77%
Multiple Races
100.00%
Economically Disadvantaged
80.30%
English Learners
65.38%
Students with Disabilities
100.00%
Page 3 of 4
Readiness Indicators: Reflect how schools are preparing students for what’s next.
The 3E Readiness Framework focuses on students graduating high school ready for Enrollment, Employment, and/or
Enlistment. Each of the 3E Readiness indicators includes an index assigning value to opportunities based on the rigor
of the experience as it translates to postsecondary outcomes, based on workforce, military, and educational
attainment:
• Enrollment- transferable post-secondary credits, either through dual enrollment (DE) or accelerated, rigorous college
credit-bearing coursework through programs such as Advanced Placement (AP) or International Baccalaureate (IB).
• Employment- CTE (Career and Technical Education) completion of a sequence of courses, high-demand industry
recognized credentials for employment, and high-quality work-based learning (WBL).
• Enlistment- military preparation based on performance (AFQT Score) on the ASVAB (Armed Services Vocational
Aptitude Battery).
The percents shown in the Indicators below are based on the number of students who earned points in each area
based on the criteria for each section.
Visit this site to learn more about the full criteria and point values for the 3E Readiness Framework
3E Readiness - Enlistment
All Students
Percentage
AFQT Score of 65+
61.11%
AFQT Score of 50-64
16.66%
AFQT Score of 31-49
22.22%
Percent of students earning points based on
the Enlistment criteria
3E Readiness - Employment
All Students
Percentage
CTE, High Demand, & WBL
2.63%
CTE & High Demand Credential
23.68%
CTE & Industry Credential
73.68%
CTE & Work-based Learning
Percent of students earning points based on
the Employment criteria
3E Readiness - Enrollment
All Students
Percentage
Associate's Degree
3+ AP/IB Exams or DE
73.33%
1-2 AP/IB Exams or DE
15.75%
Complete AP/IB Exams or DE
10.90%
Percent of students earning points based on
the Enrollment criteria
3E Readiness
Indicator Score: 24.52 out of 25 pts
All Students
Percentage
Enrollment
54.61%
Employment
34.24%
Enlistment
11.14%
Percent of Performance by Student Group
All Students
98.11%
Asian
<
Black
51.13%
Hispanic
83.77%
White
110.55%
Multiple Races
71.66%
Economically Disadvantaged
60.06%
English Learners
42.39%
Students with Disabilities
42.24%
Page 4 of 4
