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Albemarle County Public Schools

General school information

Division: Albemarle County Public Schools
Address: 401 McIntire Road Charlottesville, VA 22902-4596
Superintendent: Dr. Matthew S. Haas
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 80 58 20 23 80 57 20 21 79 58 21
Female 24 82 58 18 27 83 57 17 24 82 58 18
Male 19 77 58 23 20 77 57 23 19 76 57 24
American Indian 12 53 41 47 6 71 65 29 10 80 70 20
Asian 31 89 58 11 34 90 56 10 28 88 59 12
Black 5 54 50 46 6 57 51 43 7 55 49 45
Hispanic 11 59 48 41 10 58 48 42 6 53 47 47
Native Hawaiian < < < < < < < < < < < <
White 26 87 61 13 28 87 59 13 26 87 61 13
Two or more races 20 78 59 22 19 80 61 20 17 81 64 19
Students with Disabilities 9 42 33 58 10 41 32 59 11 41 30 59
Economically Disadvantaged 7 53 46 47 8 56 48 44 7 54 48 46
English Learners 7 52 45 48 8 53 45 47 5 45 41 55
Migrant < 100 < 0 < 100 < 0 < < < <
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 76 56 24 22 71 49 29 21 71 50 29
Female 22 79 57 21 25 77 52 23 24 74 51 26
Male 19 74 55 26 19 66 47 34 18 68 49 32
Asian 34 94 60 6 30 91 62 9 23 84 61 16
Black 4 55 51 45 9 46 37 54 9 44 35 56
Hispanic 21 59 38 41 13 50 38 50 6 42 36 58
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 23 83 60 17 26 79 53 21 26 80 54 20
Two or more races 12 70 58 30 23 68 45 32 13 67 54 33
Students with Disabilities 10 36 26 64 18 38 20 62 14 36 22 64
Economically Disadvantaged 10 52 43 48 8 42 34 58 8 44 36 56
English Learners 19 62 43 38 10 42 32 58 3 35 32 65
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 77 54 23 27 79 52 21 24 75 51 25
Female 25 79 54 21 28 81 53 19 26 80 54 20
Male 21 75 54 25 26 77 51 23 21 70 49 30
American Indian < < < < < < < < < 100 < 0
Asian 22 94 72 6 33 93 60 7 37 84 47 16
Black 4 54 49 46 4 59 56 41 9 51 42 49
Hispanic 9 52 43 48 11 53 43 47 8 49 41 51
White 29 84 55 16 34 86 53 14 28 84 56 16
Two or more races 21 74 53 26 17 74 57 26 22 69 47 31
Students with Disabilities 14 40 25 60 11 38 27 62 16 36 20 64
Economically Disadvantaged 8 50 43 50 7 56 49 44 6 45 39 55
English Learners 6 52 46 48 8 57 49 43 5 39 34 61
Migrant < 100 < 0 < < < <
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 79 47 21 31 82 51 18 30 79 49 21
Female 35 83 48 17 34 84 50 16 33 82 49 18
Male 28 74 47 26 28 79 51 21 27 76 49 24
American Indian < < < < < < < < < 100 < 0
Asian 46 90 44 10 31 85 54 15 43 93 50 7
Black 5 50 45 50 6 61 54 39 10 59 50 41
Hispanic 13 55 42 45 8 59 50 41 9 53 44 47
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 37 86 49 14 40 89 49 11 38 87 49 13
Two or more races 32 80 48 20 24 88 63 12 26 84 58 16
Students with Disabilities 12 31 19 69 20 44 25 56 15 44 29 56
Economically Disadvantaged 10 53 43 47 10 61 51 39 9 55 46 45
English Learners 9 55 45 45 9 59 50 41 10 53 43 47
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 76 51 24 27 77 51 23 21 81 60 19
Female 27 77 50 23 34 83 49 17 23 83 61 17
Male 23 75 52 25 20 72 52 28 20 80 59 20
American Indian < < < < < < < < < 100 < 0
Asian 36 88 52 12 37 85 48 15 19 88 70 12
Black 11 46 36 54 9 44 36 56 3 61 58 39
Hispanic 8 53 45 47 10 59 50 41 7 59 52 41
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 30 85 55 15 32 85 54 15 27 88 61 12
Two or more races 17 72 56 28 30 78 48 22 22 88 67 12
Students with Disabilities 9 35 26 65 4 25 21 75 6 40 34 60
Economically Disadvantaged 5 42 37 58 9 53 44 47 7 62 55 38
English Learners 3 48 45 52 10 58 48 42 7 54 47 46
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 84 62 16 22 82 61 18 23 81 58 19
Female 27 86 59 14 27 84 57 16 27 86 59 14
Male 16 81 65 19 17 81 64 19 19 77 58 23
American Indian < 100 < 0 < < < < < 100 < 0
Asian 35 93 58 7 33 91 58 9 36 88 52 13
Black 3 64 61 36 9 63 54 37 6 57 51 43
Hispanic 10 66 56 34 9 63 54 37 5 59 54 41
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 25 89 63 11 27 89 62 11 28 87 59 13
Two or more races 25 86 61 14 9 82 74 18 15 86 71 14
Students with Disabilities 6 47 41 53 6 42 36 58 8 37 29 63
Economically Disadvantaged 7 64 58 36 9 59 50 41 5 62 57 38
English Learners 1 47 45 53 10 60 50 40 4 57 53 43
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 76 56 24 22 78 56 22 17 78 61 22
Female 21 79 58 21 26 82 56 18 18 79 60 21
Male 17 73 55 27 17 74 56 26 15 77 61 23
Asian 31 76 44 24 46 89 44 11 23 88 65 12
Black 2 38 36 62 2 54 52 46 5 54 49 46
Hispanic 12 58 46 42 12 54 42 46 7 50 43 50
White 22 84 62 16 25 85 60 15 20 85 64 15
Two or more races 19 65 46 35 21 83 62 17 13 89 75 11
Students with Disabilities 4 32 28 68 7 43 36 57 6 39 34 61
Economically Disadvantaged 5 45 40 55 8 50 42 50 5 49 44 51
English Learners - 41 41 59 3 34 32 66 1 37 36 63
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 90 79 10 12 92 80 8 11 88 76 12
Female 15 93 78 7 13 93 80 7 12 90 77 10
Male 8 87 79 13 10 91 81 9 10 86 76 14
Asian 12 90 78 10 21 95 74 5 15 90 75 10
Black 3 70 67 30 2 78 76 22 5 62 58 38
Hispanic 4 77 73 23 2 70 68 30 2 66 65 34
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 95 81 5 14 96 82 4 14 95 81 5
Two or more races 9 96 88 4 10 94 84 6 4 91 87 9
Students with Disabilities 7 66 59 34 2 61 58 39 9 58 48 42
Economically Disadvantaged 2 69 67 31 4 76 72 24 4 69 65 31
English Learners - 47 47 53 - 52 52 48 - 44 44 56
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 82 48 18 35 83 47 17 35 81 46 19
Female 41 88 47 12 42 89 46 11 41 84 43 16
Male 26 76 50 24 28 76 48 24 30 78 48 22
American Indian < < < < < 100 < 0 < < < <
Asian 48 91 42 9 51 93 42 7 54 93 38 7
Black 4 54 49 46 6 58 52 42 12 53 41 47
Hispanic 14 65 51 35 13 61 48 39 16 58 43 42
White 41 88 47 12 42 89 47 11 41 87 46 13
Two or more races 24 84 60 16 30 82 51 18 25 85 60 15
Students with Disabilities 8 47 39 53 8 44 36 56 11 42 31 58
Economically Disadvantaged 7 54 46 46 10 59 49 41 11 53 42 47
English Learners 5 39 34 61 4 42 38 58 6 51 44 49
Migrant < 100 < 0 < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 77 43 23 29 78 49 22 31 77 46 23
Female 42 84 42 16 38 86 48 14 37 81 44 19
Male 26 71 45 29 20 69 49 31 26 74 48 26
Asian 51 90 38 10 50 96 46 4 46 93 46 7
Black 4 43 39 57 5 50 46 50 14 51 37 49
Hispanic 20 60 41 40 13 60 46 40 17 58 42 42
White 39 83 44 17 34 84 50 16 36 83 47 17
Two or more races 21 75 54 25 32 75 43 25 25 81 57 19
Students with Disabilities 6 32 26 68 8 35 27 65 6 34 28 66
Economically Disadvantaged 7 49 42 51 11 55 44 45 10 48 38 52
English Learners 7 39 33 61 5 41 36 59 10 67 56 33
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 87 53 13 40 87 46 13 38 84 45 16
Female 40 91 51 9 46 91 44 9 44 86 42 14
Male 27 82 55 18 35 82 48 18 33 82 49 18
Asian 46 91 46 9 53 89 36 11 60 92 32 8
Black 5 64 59 36 7 65 58 35 10 56 45 44
Hispanic 9 69 59 31 13 62 49 38 14 58 43 42
White 42 92 50 8 48 92 44 8 46 91 45 9
Two or more races 26 92 66 8 29 88 60 12 25 88 63 12
Students with Disabilities 10 63 53 37 8 55 48 45 17 50 34 50
Economically Disadvantaged 8 59 51 41 8 63 54 37 11 58 47 42
English Learners 4 40 35 60 3 42 39 58 3 40 36 60
Migrant < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 78 58 22 20 77 57 23 21 76 55 24
Female 19 80 60 20 20 79 58 21 21 78 56 22
Male 20 77 57 23 20 75 55 25 20 75 54 25
American Indian 13 44 31 56 6 44 39 56 10 50 40 50
Asian 34 91 57 9 37 90 54 10 39 91 52 9
Black 4 53 49 47 5 51 46 49 6 52 46 48
Hispanic 8 62 54 38 8 62 54 38 7 58 52 42
Native Hawaiian < < < < < 100 < 0 < < < <
White 24 85 61 15 24 84 59 16 25 83 58 17
Two or more races 18 75 57 25 19 75 56 25 18 73 55 27
Students with Disabilities 9 42 33 58 9 43 34 57 10 44 34 56
Economically Disadvantaged 6 57 52 43 7 56 50 44 7 54 47 46
English Learners 7 60 54 40 7 60 53 40 9 56 48 44
Migrant < 100 < 0 < < < < < < < <
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 72 51 28 20 70 50 30 19 68 49 32
Female 20 73 53 27 18 70 52 30 17 68 51 32
Male 23 72 49 28 22 70 49 30 21 69 47 31
Asian 38 95 57 5 23 81 58 19 33 82 49 18
Black 7 49 42 51 8 41 34 59 6 41 35 59
Hispanic 3 43 40 57 10 48 38 52 7 39 32 61
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 26 80 54 20 23 79 56 21 23 78 55 22
Two or more races 18 68 50 32 28 73 45 27 13 61 48 39
Students with Disabilities 9 32 24 68 16 38 22 62 13 38 25 62
Economically Disadvantaged 5 45 40 55 6 41 35 59 8 40 32 60
English Learners 7 48 42 52 5 41 36 59 6 34 27 66
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 82 54 18 30 78 47 22 32 78 45 22
Female 24 80 56 20 25 77 52 23 30 79 49 21
Male 32 83 52 17 36 79 43 21 35 77 42 23
American Indian < < < < < < < < < < < <
Asian 32 92 59 8 49 92 43 8 57 86 29 14
Black 6 55 49 45 8 54 46 46 12 60 48 40
Hispanic 12 69 57 31 7 54 47 46 9 58 49 42
White 34 88 54 12 38 85 47 15 39 85 45 15
Two or more races 26 74 49 26 18 78 60 22 29 75 46 25
Students with Disabilities 15 48 33 52 9 46 36 54 17 42 25 58
Economically Disadvantaged 9 61 51 39 9 56 47 44 10 56 46 44
English Learners 12 67 55 33 11 59 48 41 12 57 45 43
Migrant < 100 < 0 < < < <
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 76 49 24 31 78 47 22 34 76 42 24
Female 27 78 51 22 31 79 48 21 35 77 41 23
Male 28 75 47 25 32 78 46 22 33 75 42 25
American Indian < < < < < < < < < < < <
Asian 51 88 37 12 49 90 41 10 60 94 34 6
Black 6 44 38 56 5 51 45 49 8 44 37 56
Hispanic 13 59 46 41 11 57 46 43 9 49 40 51
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 32 84 52 16 39 85 46 15 43 85 43 15
Two or more races 25 80 55 20 16 82 65 18 20 73 54 27
Students with Disabilities 14 33 19 67 18 41 24 59 10 38 28 62
Economically Disadvantaged 6 53 47 47 9 55 46 45 9 47 38 53
English Learners 13 58 46 42 11 56 44 44 15 54 39 46
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 76 62 24 15 81 66 19 12 79 67 21
Female 11 78 66 22 17 84 67 16 12 81 69 19
Male 16 75 59 25 12 78 66 22 12 77 65 23
American Indian < < < < < 100 < 0 < < < <
Asian 16 90 74 10 30 94 64 6 22 91 70 9
Black 6 58 52 42 9 69 60 31 7 63 55 38
Hispanic 5 66 62 34 8 73 65 27 8 72 64 28
Native Hawaiian < < < < < 100 < 0 < < < <
White 18 83 65 17 16 84 69 16 14 85 71 15
Two or more races 7 70 63 30 20 76 56 24 15 68 54 32
Students with Disabilities 11 42 30 58 5 42 36 58 13 51 39 49
Economically Disadvantaged 6 56 51 44 5 70 65 30 6 67 60 33
English Learners 4 67 63 33 9 77 68 23 10 70 60 30
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 80 61 20 20 74 54 26 18 77 59 23
Female 21 83 63 17 21 75 54 25 21 81 60 19
Male 17 76 60 24 20 73 53 27 16 74 59 26
American Indian < 100 < 0 < < < < < 100 < 0
Asian 26 94 69 6 30 91 62 9 31 96 65 4
Black 4 59 55 41 5 49 44 51 6 50 45 50
Hispanic 8 61 53 39 4 60 56 40 7 64 57 36
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 85 62 15 25 80 55 20 21 83 62 17
Two or more races 14 81 67 19 20 68 48 32 19 71 53 29
Students with Disabilities 6 40 34 60 10 34 24 66 10 38 28 62
Economically Disadvantaged 7 62 55 38 7 50 43 50 7 54 47 46
English Learners 4 53 49 47 5 58 53 42 7 70 63 30
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 59 55 41 4 67 63 33 4 59 55 41
Female 3 65 62 35 5 73 69 27 3 60 56 40
Male 3 53 50 47 3 61 58 39 5 59 54 41
Asian 15 69 54 31 < < < < < 100 < 0
Black 1 43 42 57 2 56 54 44 6 42 36 58
Hispanic - 42 42 58 3 70 68 30 2 55 53 45
White 4 70 66 30 5 71 65 29 4 65 61 35
Two or more races 4 46 42 54 4 61 57 39 5 62 57 38
Students with Disabilities 7 37 30 63 7 49 42 51 10 45 34 55
Economically Disadvantaged 2 53 51 47 3 61 57 39 3 52 49 48
English Learners - 51 51 49 1 66 65 34 2 52 50 48
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 86 74 14 12 81 69 19 13 85 72 15
Female 13 90 77 10 14 85 71 15 14 88 74 12
Male 11 83 72 17 10 78 68 22 13 83 70 17
Asian 29 96 67 4 30 90 61 10 25 100 75 0
Black - 65 65 35 2 54 52 46 1 72 70 28
Hispanic 7 77 69 23 3 72 70 28 2 77 75 23
White 13 90 77 10 14 87 73 13 17 88 71 12
Two or more races 16 92 76 8 11 79 67 21 19 86 67 14
Students with Disabilities 2 51 50 49 1 47 46 53 2 54 52 46
Economically Disadvantaged 4 73 70 27 3 63 60 37 4 69 66 31
English Learners 2 77 74 23 3 72 69 28 4 76 72 24
Migrant < 100 < 0 < < < < < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 79 60 21 17 80 63 20 17 74 57 26
Female 20 80 60 20 21 82 61 18 17 75 58 25
Male 18 79 61 21 14 78 64 22 16 73 57 27
American Indian < < < < < < < <
Asian 37 87 50 13 38 93 55 7 27 89 62 11
Black - 41 41 59 - 43 43 57 3 41 38 59
Hispanic 8 69 60 31 8 65 57 35 4 47 43 53
Native Hawaiian < 100 < 0 < < < <
White 23 87 65 13 20 87 68 13 20 83 62 17
Two or more races 19 75 56 25 22 82 60 18 12 73 62 27
Students with Disabilities 1 43 42 57 1 47 46 53 1 33 32 67
Economically Disadvantaged 3 53 50 47 7 57 50 43 4 45 41 55
English Learners 5 61 56 39 6 56 49 44 4 39 35 61
Migrant < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 79 55 21 22 77 55 23 24 78 54 22
Female 25 80 55 20 22 79 57 21 28 80 53 20
Male 22 78 55 22 21 74 53 26 20 76 57 24
American Indian < 100 < 0 < < < <
Asian 39 86 48 14 48 88 40 12 53 92 38 8
Black 6 59 53 41 1 37 36 63 4 43 39 57
Hispanic 13 64 51 36 16 66 49 34 12 71 59 29
White 26 82 57 18 23 83 59 17 25 82 57 18
Two or more races 23 70 47 30 24 72 48 28 21 79 57 21
Students with Disabilities 4 47 43 53 5 48 43 53 2 61 59 39
Economically Disadvantaged 8 59 51 41 8 56 48 44 14 60 46 40
English Learners 6 63 56 38 7 59 51 41 10 65 55 35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 82 66 18 16 82 66 18 16 80 63 20
Female 16 83 67 17 16 82 67 18 16 80 64 20
Male 17 81 64 19 17 81 65 19 17 79 62 21
American Indian - 80 80 20 < < < < < < < <
Asian 23 88 65 12 24 92 68 8 27 90 63 10
Black 3 49 46 51 3 54 51 46 3 51 48 49
Hispanic 7 63 56 37 5 58 53 42 5 59 53 41
Native Hawaiian < < < < < < < < < < < <
White 20 90 70 10 20 89 70 11 20 87 67 13
Two or more races 16 83 67 17 15 85 70 15 15 81 66 19
Students with Disabilities 5 46 40 54 6 49 43 51 6 45 39 55
Economically Disadvantaged 4 58 54 42 4 58 54 42 4 55 51 45
English Learners 3 49 45 51 2 50 48 50 3 46 43 54
Migrant < 100 < 0 < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 74 51 26 21 76 55 24 22 75 52 25
Female 22 76 53 24 21 75 54 25 22 75 53 25
Male 24 73 48 27 22 78 56 22 23 75 52 25
American Indian < < < < < < < < < < < <
Asian 32 90 58 10 29 88 59 12 39 92 52 8
Black 5 40 35 60 7 51 44 49 4 47 43 53
Hispanic 12 49 37 51 6 50 44 50 6 47 41 53
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 28 82 54 18 27 85 58 15 28 84 56 16
Two or more races 24 83 59 17 14 82 67 18 16 67 51 33
Students with Disabilities 7 27 20 73 8 41 33 59 11 36 26 64
Economically Disadvantaged 6 48 42 52 5 51 46 49 4 47 43 53
English Learners 9 48 39 52 7 52 45 48 5 48 42 52
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 80 66 20 11 80 69 20 12 76 63 24
Female 13 81 68 19 11 80 69 20 10 73 63 27
Male 15 79 65 21 11 79 69 21 14 78 64 22
Asian 19 79 60 21 22 93 71 7 14 95 81 5
Black - 38 38 62 1 54 53 46 6 50 45 50
Hispanic 9 55 46 45 3 56 53 44 3 51 49 49
White 16 90 74 10 13 87 74 13 15 83 67 17
Two or more races 15 81 65 19 8 83 75 17 10 77 67 23
Students with Disabilities 4 40 36 60 4 45 41 55 9 35 26 65
Economically Disadvantaged 3 51 48 49 3 56 52 44 4 49 46 51
English Learners - 32 32 68 - 42 42 58 - 40 40 60
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 85 67 15 17 86 69 14 18 81 63 19
Female 18 87 68 13 16 88 72 12 19 84 65 16
Male 18 84 66 16 18 83 66 17 16 78 62 22
Asian 30 89 59 11 15 95 80 5 24 90 66 10
Black - 52 52 48 2 58 55 42 1 44 43 56
Hispanic 6 67 61 33 6 60 54 40 9 59 50 41
White 23 94 71 6 21 93 72 7 22 90 69 10
Two or more races 14 85 71 15 20 88 68 12 20 86 66 14
Students with Disabilities 3 47 45 53 4 52 48 48 - 43 43 57
Economically Disadvantaged 3 58 55 42 4 62 58 38 3 53 50 47
English Learners 2 54 52 46 - 45 45 55 2 37 35 63
Migrant < 100 < 0 < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 89 70 11 20 87 67 13 20 88 68 12
Female 18 87 70 13 19 87 69 13 18 89 71 11
Male 21 91 70 9 21 86 65 14 22 87 65 13
Asian 22 93 71 7 39 89 50 11 30 90 60 10
Black 7 63 56 37 1 54 53 46 - 55 55 45
Hispanic 4 85 80 15 8 71 63 29 6 85 79 15
Native Hawaiian < < < < < 100 < 0
White 21 92 71 8 21 92 71 8 22 91 69 9
Two or more races 22 84 63 16 27 90 63 10 28 89 61 11
Students with Disabilities 9 71 63 29 9 67 58 33 6 68 61 32
Economically Disadvantaged 4 77 73 23 7 66 59 34 7 75 68 25
English Learners 5 64 59 36 - 61 61 39 6 85 79 15
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 84 77 16 11 81 70 19 8 82 74 18
Female 6 84 79 16 11 80 69 20 8 83 75 18
Male 8 84 76 16 11 81 70 19 9 81 73 19
Asian 6 89 83 11 12 95 83 5 22 87 64 13
Black 3 56 53 44 - 50 50 50 1 61 60 39
Hispanic 1 70 69 30 4 61 57 39 3 65 62 35
Native Hawaiian < 100 < 0
White 9 91 82 9 15 90 75 10 10 90 80 10
Two or more races - 80 80 20 10 85 75 15 4 90 85 10
Students with Disabilities 2 54 52 46 3 49 46 51 1 58 57 42
Economically Disadvantaged 1 65 64 35 2 61 59 39 2 63 61 37
English Learners - 56 56 44 - 56 56 44 1 42 41 58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 84 61 16 24 85 61 15 24 81 57 19
Female 21 84 63 16 22 84 62 16 23 81 58 19
Male 24 84 60 16 26 85 59 15 25 82 57 18
American Indian 7 71 64 29 < < < < < < < <
Asian 38 94 57 6 40 94 54 6 35 92 56 8
Black 4 55 51 45 6 57 51 43 8 59 51 41
Hispanic 12 70 58 30 12 68 56 32 9 64 55 36
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 26 90 64 10 28 90 63 10 29 87 58 13
Two or more races 21 82 61 18 22 86 64 14 15 80 65 20
Students with Disabilities 6 52 45 48 7 54 47 46 8 52 43 48
Economically Disadvantaged 8 62 55 38 9 65 55 35 8 59 51 41
English Learners 9 63 54 37 10 65 55 35 8 57 49 43
Migrant < < < < < < < < < < < <
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 84 71 16 14 84 70 16 11 81 70 19
Female 10 82 72 18 11 83 73 17 9 79 71 21
Male 15 86 71 14 17 84 67 16 14 82 68 18
Asian 15 89 74 11 31 94 63 6 20 87 67 13
Black - 51 51 49 2 51 49 49 - 59 59 41
Hispanic 4 78 75 22 6 63 58 37 2 60 57 40
White 15 90 75 10 16 91 75 9 13 88 74 12
Two or more races 14 74 60 26 8 80 72 20 18 76 58 24
Students with Disabilities 4 57 53 43 2 52 49 48 2 51 49 49
Economically Disadvantaged 2 61 59 39 2 62 60 38 4 56 52 44
English Learners 2 60 58 40 - 61 61 39 - 43 43 57
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 84 68 16 22 86 64 14 22 86 63 14
Female 14 83 69 17 20 84 64 16 21 84 63 16
Male 17 85 68 15 23 88 64 12 23 87 64 13
Asian 35 98 63 2 39 95 56 5 43 98 55 2
Black 1 49 48 51 3 56 54 44 5 61 55 39
Hispanic 4 58 54 42 13 71 57 29 9 70 61 30
Native Hawaiian < 100 < 0
White 18 91 74 9 24 92 68 8 26 91 65 9
Two or more races 19 91 72 9 24 86 62 14 8 82 74 18
Students with Disabilities 3 54 51 46 - 54 54 46 1 62 61 38
Economically Disadvantaged 6 59 53 41 7 64 57 36 7 69 62 31
English Learners 8 64 56 36 8 63 55 37 3 64 61 36
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 85 70 15 16 83 67 17 16 74 57 26
Female 14 85 71 15 13 81 68 19 15 71 57 29
Male 16 85 69 15 19 84 65 16 18 76 58 24
Asian 30 96 65 4 30 95 66 5 16 80 63 20
Black 2 50 48 50 2 50 48 50 1 37 36 63
Hispanic 12 70 58 30 3 63 60 37 5 59 54 41
White 16 91 75 9 19 89 70 11 20 81 61 19
Two or more races 10 86 76 14 18 84 67 16 13 69 56 31
Students with Disabilities 5 56 52 44 5 55 49 45 2 39 37 61
Economically Disadvantaged 4 61 58 39 6 58 51 42 4 45 41 55
English Learners 3 74 71 26 7 53 47 47 4 50 46 50
Migrant < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 81 67 19 13 80 66 20 12 82 70 18
Female 13 79 66 21 13 74 61 26 11 82 71 18
Male 16 83 68 17 13 85 72 15 13 82 70 18
Asian < 100 < 0 < 100 < 0 25 92 67 8
Black - 61 61 39 - 51 51 49 2 75 73 25
Hispanic 6 69 63 31 3 66 63 34 9 52 43 48
White 19 86 67 14 16 85 69 15 15 89 74 11
Two or more races 7 93 87 7 21 84 63 16 8 92 84 8
Students with Disabilities 2 42 40 58 2 48 45 52 - 59 59 41
Economically Disadvantaged 3 62 58 38 3 58 56 42 1 62 61 38
English Learners - 45 45 55 5 55 50 45 5 32 27 68
Migrant < < < < < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 86 51 14 37 88 51 12 38 85 48 15
Female 33 88 55 12 37 89 52 11 35 85 50 15
Male 36 84 48 16 37 86 50 14 40 86 46 14
Asian 48 93 45 8 51 93 42 7 38 100 63 0
Black 5 60 55 40 11 68 57 32 16 68 52 32
Hispanic 20 79 58 21 19 72 53 28 15 69 54 31
White 40 90 51 10 43 93 50 7 46 89 43 11
Two or more races 31 80 48 20 33 90 57 10 19 92 73 8
Students with Disabilities 2 50 47 50 7 50 43 50 10 46 36 54
Economically Disadvantaged 10 64 54 36 13 69 56 31 13 65 52 35
English Learners 10 69 60 31 3 60 56 40 6 63 57 37
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 83 47 17 37 85 48 15 37 82 45 18
Female 36 83 47 17 36 85 50 15 38 84 46 16
Male 35 82 47 18 38 85 47 15 36 81 45 19
American Indian < < < < < < < <
Asian 59 96 37 4 57 94 37 6 59 96 37 4
Black 10 62 51 38 12 60 48 40 14 58 44 42
Hispanic 20 65 45 35 18 73 55 27 16 68 52 32
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 41 88 47 12 43 90 47 10 43 88 44 12
Two or more races 31 81 50 19 29 89 60 11 19 77 58 23
Students with Disabilities 5 37 33 63 5 53 48 47 11 43 32 57
Economically Disadvantaged 13 63 50 37 14 69 55 31 12 59 47 41
English Learners 19 62 43 38 25 81 56 19 24 71 47 29
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 88.12 State: 89.72 Division: 85.47 State: 88.34 Division: 84.31 State: 88.19

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division515841
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten316321276
Kindergarten9819981,007
Grade 11,0979931,023
Grade 21,0751,1201,001
Grade 31,0651,0541,122
Grade 49411,0971,084
Grade 51,0169171,076
Grade 61,0081,018948
Grade 79699941,020
Grade 89969701,011
Grade 91,1321,1131,109
Grade 101,1161,1131,103
Grade 111,0191,0571,067
Grade 121,0411,0531,090
Post Graduate001
Total Students13,77213,81813,938
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students137721381813938
Female674167346811
Male703170847127
American Indian292818
Asian649690715
Black156015541461
Hispanic161217251787
Native Hawaiian111513
White914690209109
Two or more races765786835
Students with Disabilities146615711660
Not Students with Disabilities123061224712278
Economically Disadvantaged396139584223
Not Economically Disadvantaged981198609715
English Learners115613931386
Not English Learners126161242512552
Migrant747
Homeless107107126
Military Connected232148259
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 716 306 26 4 57 21
State 50979 36013 2733 1046 5404 1786
Female Division 393 127 9 1 19 9
State 27837 15823 920 366 1922 656
Male Division 323 179 17 3 38 12
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < < <
State 144 124 8 2 27 9
Asian Division 44 7 0 0 1 2
State 5026 1194 70 18 91 37
Black Division 34 70 7 0 11 2
State 7955 11090 1111 244 1359 744
Hispanic Division 46 40 6 0 21 8
State 5086 5583 317 105 2172 323
White Division 557 166 13 3 19 8
State 30218 16420 1139 617 1589 596
Two or more races Division 32 21 0 1 4 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 15 63 26 0 11 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 93 121 16 2 29 12
State 10704 17342 1680 460 2640 1096
English Learners Division 27 39 4 0 17 2
State 1418 3757 272 31 1847 115
Homeless Division 3 4 1 0 5 1
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 12 3 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1130104892.7105493.3575
Female55852994.853195.2193.4
Male57251990.752391.4386.6
American Indian0<<<<<<
Asian545194.45194.411.9
Black12411189.511189.5118.9
Hispanic12192769477.72117.4
White76673696.173996.5192.5
Two or more races595389.85491.546.8
Students with Disabilities11510490.410490.4119.6
Economically Disadvantaged27323084.223385.32910.6
English Learners897078.77280.91719.1
Homeless14857.1857.1535.7
Foster Care0<100<10000
Military Connected15151001510000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken1,183 / 27.47%700 / 16.25%1,138 / 26.09%
Advanced Placement Course Enrollment1,482 / 34.42%1,071 / 24.85%1,476 / 33.85%
Dual Enrollment822 / 19.09%850 / 19.73%879 / 20.16%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 948 714 25
State 82482 57560 30
Female Division 476 372 22
State 41546 31230 25
Male Division 472 342 28
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 36 30 17
State 5492 4724 14
Black Division 103 60 42
State 18272 11640 36
Hispanic Division 69 38 45
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 698 552 21
State 46319 33154 28
Two or more races Division 39 31 21
State 3521 2499 29
Students with Disabilities Division 66 35 47
State 5986 3008 50
Economically Disadvantaged Division 155 71 54
State 23515 13119 44
English Learners Division 40 23 42
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision7122
 State413936233471
State LicensuresDivision151720
 State179019641412
Industry CertificationDivision69520772
 State100544109590103892
Workplace ReadinessDivision1071055761
 State307754231350242
Total Credentials EarnedDivision19816041555
 State137248157490159017
Students Earning One or More CredentialsDivision17813761336
 State109089126113127744
CTE CompletersDivision204280300
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1171 2368 1817 76.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1128 2425 1857 76.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1140 2395 1879 78.5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.1 66.1 66.6

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20158,706.003,264.00542.00
2015-20169,064.003,282.00665.00
2016-20179,304.003,530.00735.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students13211509143128133124631531571329754917214813196573215246
Female6473229676965102387766648326987756472269100119
Male6738280765968022257691681428085736724304115127
American Indian30020253222144118103
Asian68924116631225686163770624313
Black1462452222149063242714726824131397552933
Hispanic1423561414153362271816568925201638935056
Native Hawaiian9100121001711013200
White88873479686884230290938678329100918648366110118
Two or more races711368574720812767421516776322323
Students with Disabilities13708929291449853137154796473615621155949
Economically Disadvantaged37232508661380223178884013308103883935314130154
English Learners1254478712364713614696822141378812841
Homeless17419111219029916201341112186271622
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 105
Offenses Against Staff 17
Weapons Offenses 29
Property Offenses 15
All Other Offenses 98
Other Offenses Against Persons 227
Disorderly or Disruptive Behavior Offenses 455
Alcohol, Tobacco, and Other Drug Offenses 190
Technology Offenses 19
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2190.330.2111.170.2030.43
Asian4.890.164.7141.345.0040.86
Black11.00833.8211.33129.1911.26928.49
Hispanic10.6576.711.70915.612.50911.08
Native Hawaiian0.0660.080.109
White67.73650.8266.43447.6565.4152.09
Two or more races5.4898.175.5575.035.77.05
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2190.2110.203
Asian4.894.7145.004
Black11.00811.3314011.26950
Hispanic10.65711.7094012.509
Native Hawaiian0.0660.080.109
White67.73610066.4342065.4150
Two or more races5.4895.5575.7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2190.2110.203
Asian4.894.7145.004
Black11.00811.33111.269
Hispanic10.65711.70912.509
Native Hawaiian0.0660.080.109
White67.73666.43465.41
Two or more races5.4895.5575.7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 28.5628.5628.81
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 37.7440.3838.88
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 78.0877.5375.73
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.14 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 11.62 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%2%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201636%60%2%2%
2016-201737%59%1%3%
2017-201837%59%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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