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Alexandria City Public Schools

General school information

Division: Alexandria City Public Schools
Address: 1340 Braddock Place Alexandria, VA 22314
Superintendent: Dr. Gregory C Hutchings Jr.
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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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 19 73 54 27 19 71 52 29 17 69 52 31
Female 22 77 56 23 22 76 53 24 20 73 53 27
Male 17 69 53 31 17 66 50 34 14 64 50 36
American Indian 17 86 69 14 19 81 62 19 12 68 56 32
Asian 27 86 59 14 25 77 52 23 17 75 57 25
Black 10 67 57 33 12 66 54 34 10 67 57 33
Hispanic 11 61 50 39 11 58 47 42 6 52 46 48
Native Hawaiian 25 75 50 25 25 81 56 19 21 68 47 32
White 37 92 55 8 37 91 53 9 36 89 53 11
Two or more races 27 88 61 12 30 86 56 14 29 88 59 12
Students with Disabilities 14 42 28 58 16 39 23 61 10 35 25 65
Economically Disadvantaged 10 63 52 37 11 60 49 40 7 56 49 44
English Learners 13 57 44 43 12 57 45 43 6 50 44 50
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 23 75 52 25 22 70 48 30 16 61 45 39
Female 25 77 52 23 24 72 48 28 20 66 46 34
Male 21 73 52 27 21 69 48 31 13 57 44 43
American Indian < < < < < < < < < 100 < 0
Asian 24 85 62 15 25 71 46 29 17 62 45 38
Black 11 66 55 34 12 60 48 40 5 55 50 45
Hispanic 23 65 43 35 20 62 43 38 5 43 38 57
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 34 91 58 9 34 88 54 12 38 85 47 15
Two or more races 30 94 64 6 33 88 55 12 38 87 49 13
Students with Disabilities 30 64 34 36 23 43 19 57 8 29 21 71
Economically Disadvantaged 18 65 47 35 17 61 44 39 6 45 39 55
English Learners 22 67 45 33 19 65 46 35 6 45 40 55
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 22 72 51 28 26 72 46 28 18 67 49 33
Female 23 75 52 25 29 77 47 23 21 71 50 29
Male 20 70 49 30 22 67 45 33 15 62 47 38
American Indian < < < < < < < < < 100 < 0
Asian 42 92 50 8 34 71 36 29 19 64 45 36
Black 16 66 51 34 15 64 49 36 15 63 48 37
Hispanic 9 55 47 45 17 61 44 39 6 52 46 48
White 38 92 54 8 44 91 47 9 35 87 52 13
Two or more races 23 77 55 23 41 91 50 9 33 91 58 9
Students with Disabilities 15 48 32 52 23 53 29 47 9 30 22 70
Economically Disadvantaged 11 59 47 41 15 61 46 39 8 54 46 46
English Learners 10 59 49 41 19 62 42 38 8 56 48 44
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 25 75 50 25 29 77 48 23 25 73 48 27
Female 28 78 51 22 32 81 49 19 30 78 48 22
Male 22 72 50 28 27 73 47 27 21 69 48 31
American Indian < < < < < 100 < 0 < < < <
Asian 31 87 56 13 36 92 56 8 29 73 43 27
Black 16 72 56 28 22 74 52 26 18 75 57 25
Hispanic 14 61 48 39 16 64 48 36 11 57 46 43
Native Hawaiian < < < < < 100 < 0 < < < <
White 47 92 45 8 50 93 43 7 50 91 42 9
Two or more races 33 93 59 7 48 83 35 17 38 92 54 8
Students with Disabilities 15 43 28 57 21 51 30 49 13 47 34 53
Economically Disadvantaged 13 66 53 34 17 66 49 34 12 62 50 38
English Learners 11 56 45 44 16 67 51 33 11 58 47 42
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 23 68 45 32 16 67 51 33 19 68 49 32
Female 29 76 47 24 19 71 52 29 21 72 51 28
Male 19 62 43 38 13 63 50 37 17 64 48 36
American Indian < < < < < < < < < 100 < 0
Asian 35 93 59 7 15 82 67 18 24 80 56 20
Black 14 58 44 42 10 63 53 37 12 68 56 32
Hispanic 14 55 41 45 4 50 46 50 8 50 42 50
Native Hawaiian < < < < < < < < < 100 < 0
White 44 91 47 9 37 89 51 11 38 89 51 11
Two or more races 27 82 55 18 19 81 62 19 30 83 52 17
Students with Disabilities 8 25 17 75 12 30 19 70 11 34 23 66
Economically Disadvantaged 13 55 42 45 7 55 48 45 9 54 45 46
English Learners 18 43 25 57 4 48 44 52 7 52 45 48
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 14 75 61 25 16 73 57 27 16 70 54 30
Female 17 81 63 19 21 80 60 20 19 74 55 26
Male 10 69 59 31 11 66 55 34 13 67 54 33
Asian 21 77 56 23 22 87 65 13 15 82 67 18
Black 4 65 61 35 10 64 54 36 9 70 61 30
Hispanic 5 69 64 31 7 62 55 38 7 53 46 47
White 34 94 60 6 30 92 62 8 34 92 58 8
Two or more races 29 86 57 14 26 78 52 22 31 85 54 15
Students with Disabilities 7 33 26 67 12 32 20 68 13 35 21 65
Economically Disadvantaged 4 65 61 35 6 61 55 39 7 59 52 41
English Learners 6 50 44 50 3 54 51 46 4 46 42 54
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 15 68 53 32 15 69 54 31 13 67 54 33
Female 17 73 56 27 19 75 56 25 17 71 54 29
Male 13 65 52 35 11 62 51 38 9 63 54 37
American Indian < 100 < 0 < < < <
Asian 29 85 56 15 30 68 39 32 14 83 69 17
Black 6 61 55 39 7 61 55 39 6 62 55 38
Hispanic 9 55 47 45 4 57 53 43 4 50 46 50
White 34 93 59 7 37 93 56 7 29 87 58 13
Two or more races 21 89 68 11 27 85 58 15 5 90 85 10
Students with Disabilities 11 30 19 70 10 27 17 73 10 25 15 75
Economically Disadvantaged 7 57 50 43 5 57 52 43 3 53 50 47
English Learners 10 45 35 55 3 47 44 53 1 33 32 67
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 7 79 72 21 5 68 63 32 7 76 69 24
Female 9 83 74 17 6 74 67 26 8 81 73 19
Male 5 74 69 26 4 63 59 37 6 72 65 28
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 12 85 73 15 10 73 63 27 2 83 81 17
Black 3 80 77 20 2 73 72 27 2 75 73 25
Hispanic 1 67 66 33 1 48 47 52 2 65 63 35
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 19 92 73 8 16 91 74 9 22 93 70 7
Two or more races 24 95 71 5 5 95 90 5 5 89 84 11
Students with Disabilities 7 48 40 52 4 27 22 73 1 41 40 59
Economically Disadvantaged 2 70 69 30 2 56 54 44 1 66 65 34
English Learners - 50 50 50 - 31 31 69 - 46 46 54
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 18 69 51 31 21 68 47 32 27 72 45 28
Female 22 76 54 24 27 74 47 26 32 78 46 22
Male 14 63 49 37 15 63 48 37 21 66 45 34
American Indian < < < < < 100 < 0 < < < <
Asian 20 88 69 12 26 81 55 19 22 78 56 22
Black 10 66 56 34 12 65 53 35 17 65 49 35
Hispanic 8 55 46 45 8 53 46 47 12 61 49 39
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 44 92 48 8 51 91 40 9 56 90 35 10
Two or more races 44 88 44 12 44 86 42 14 36 87 51 13
Students with Disabilities 6 35 29 65 3 29 26 71 13 37 24 63
Economically Disadvantaged 7 59 51 41 8 55 47 45 12 60 49 40
English Learners 1 38 37 62 2 38 36 62 4 40 37 60
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 20 65 45 35 20 65 45 35 22 68 46 32
Female 24 70 46 30 27 71 44 29 28 75 47 25
Male 17 60 43 40 12 58 46 42 18 62 44 38
American Indian < < < < < < < <
Asian 19 94 74 6 24 74 50 26 19 77 58 23
Black 8 57 49 43 10 55 45 45 12 56 44 44
Hispanic 11 49 39 51 7 52 45 48 11 57 46 43
White 48 91 42 9 47 91 44 9 45 89 44 11
Two or more races 32 84 53 16 32 84 52 16 26 74 47 26
Students with Disabilities 4 25 21 75 2 26 24 74 9 28 19 72
Economically Disadvantaged 8 53 45 47 7 50 43 50 9 54 45 46
English Learners 1 30 28 70 2 34 32 66 4 41 36 59
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 16 74 57 26 22 71 49 29 31 76 45 24
Female 21 81 60 19 27 76 49 24 36 81 44 19
Male 12 67 55 33 17 66 49 34 25 71 46 29
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 20 85 65 15 28 87 59 13 25 79 54 21
Black 11 74 63 26 14 73 59 27 20 74 53 26
Hispanic 6 59 53 41 8 55 47 45 13 64 51 36
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 38 93 55 7 56 91 35 9 67 92 24 8
Two or more races 55 91 36 9 61 89 28 11 45 100 55 0
Students with Disabilities 8 46 38 54 4 32 28 68 16 45 29 55
Economically Disadvantaged 7 64 57 36 9 59 50 41 14 66 52 34
English Learners - 43 43 58 2 41 38 59 3 40 37 60
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 12 68 55 32 12 66 53 34 12 61 50 39
Female 13 71 58 29 13 69 57 31 12 65 53 35
Male 12 65 53 35 12 62 50 38 12 58 46 42
American Indian 7 68 61 32 16 80 64 20 8 62 54 38
Asian 18 82 63 18 19 79 60 21 20 75 55 25
Black 8 61 53 39 8 60 52 40 7 57 50 43
Hispanic 5 55 50 45 5 52 47 48 5 46 42 54
Native Hawaiian 14 71 57 29 18 76 59 24 13 73 60 27
White 26 89 63 11 26 88 61 12 25 84 59 16
Two or more races 18 85 67 15 17 80 63 20 22 80 59 20
Students with Disabilities 10 34 25 66 10 32 22 68 8 29 21 71
Economically Disadvantaged 6 57 51 43 6 55 49 45 6 50 44 50
English Learners 6 55 48 45 7 54 47 46 6 49 42 51
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 16 69 53 31 16 67 51 33 14 60 46 40
Female 19 70 52 30 15 67 52 33 13 61 48 39
Male 14 67 53 33 16 67 50 33 15 59 44 41
American Indian < < < < < < < < < 100 < 0
Asian 31 76 45 24 27 69 42 31 17 63 46 37
Black 9 64 54 36 11 62 51 38 5 54 49 46
Hispanic 7 54 47 46 6 52 46 48 5 43 38 58
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 30 89 59 11 30 87 57 13 31 82 51 18
Two or more races 33 88 55 12 17 86 69 14 28 85 57 15
Students with Disabilities 13 45 32 55 9 30 21 70 8 26 18 74
Economically Disadvantaged 7 56 49 44 8 55 47 45 5 45 39 55
English Learners 9 57 48 43 9 57 48 43 7 47 40 53
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 25 78 53 22 25 74 49 26 16 65 48 35
Female 23 79 57 21 26 78 52 22 16 65 50 35
Male 28 77 49 23 25 71 46 29 17 64 46 36
American Indian < 100 < 0 < < < < < < < <
Asian 39 87 47 13 45 83 38 17 30 65 35 35
Black 22 74 53 26 19 70 51 30 15 60 45 40
Hispanic 16 68 52 32 10 61 51 39 7 55 48 45
White 37 90 52 10 46 92 46 8 31 84 53 16
Two or more races 23 86 64 14 38 88 50 13 26 79 53 21
Students with Disabilities 16 45 29 55 20 48 28 52 7 25 18 75
Economically Disadvantaged 16 68 52 32 14 65 51 35 9 56 46 44
English Learners 15 68 53 32 16 65 50 35 12 60 47 40
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 13 63 50 37 14 65 51 35 17 65 48 35
Female 14 64 50 36 15 68 53 32 16 68 51 32
Male 12 61 50 39 14 62 49 38 18 63 46 37
American Indian < < < < < 100 < 0 < < < <
Asian 11 67 56 33 19 74 56 26 15 74 59 26
Black 13 61 48 39 11 61 51 39 12 62 51 38
Hispanic 8 52 44 48 8 57 49 43 8 52 44 48
Native Hawaiian < < < < < 100 < 0 < < < <
White 22 84 62 16 29 82 53 18 35 86 51 14
Two or more races 12 82 71 18 13 69 56 31 35 89 54 11
Students with Disabilities 11 36 25 64 11 31 20 69 13 43 29 57
Economically Disadvantaged 9 55 46 45 9 58 49 42 9 55 46 45
English Learners 5 47 42 53 9 58 49 42 10 56 46 44
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 11 77 66 23 10 75 64 25 12 70 57 30
Female 12 80 68 20 10 75 65 25 12 71 59 29
Male 10 74 64 26 11 74 63 26 12 68 56 32
American Indian < < < < < < < < < 100 < 0
Asian 10 95 85 5 16 91 75 9 27 83 56 17
Black 7 68 62 32 8 71 63 29 9 69 60 31
Hispanic 3 67 64 33 4 62 58 38 5 53 48 47
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 94 67 6 20 91 71 9 22 88 67 12
Two or more races 7 93 86 7 17 79 63 21 17 78 61 22
Students with Disabilities 8 35 27 65 12 39 27 61 9 33 25 67
Economically Disadvantaged 4 67 63 33 6 65 60 35 6 56 50 44
English Learners 4 60 56 40 6 63 57 37 6 57 51 43
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 10 64 53 36 11 64 53 36 12 60 47 40
Female 11 68 58 32 12 70 58 30 12 61 49 39
Male 10 59 49 41 10 58 48 42 12 58 46 42
Asian 24 74 50 26 2 83 81 17 24 85 61 15
Black 6 57 51 43 7 56 49 44 8 52 44 48
Hispanic 4 51 47 49 2 45 42 55 4 43 38 57
Native Hawaiian < 100 < 0 < < < < < < < <
White 22 86 65 14 28 88 60 12 25 85 60 15
Two or more races 13 70 57 30 11 89 78 11 21 79 57 21
Students with Disabilities 10 29 19 71 12 27 14 73 13 30 18 70
Economically Disadvantaged 5 51 46 49 4 51 48 49 6 47 41 53
English Learners 3 36 33 64 3 50 47 50 5 41 36 59
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 12 26 14 74 14 31 17 69 15 20 4 80
Female 15 25 10 75 14 52 38 48 13 21 8 79
Male 11 26 15 74 14 22 8 78 18 18 - 82
Black 6 25 19 75 6 28 22 72 24 29 5 71
Hispanic 7 13 7 87 12 27 15 73 5 5 - 95
White < < < < < < < < < < < <
Students with Disabilities 16 19 4 81 17 20 3 80 21 21 - 79
Economically Disadvantaged 7 20 13 80 14 31 17 69 9 16 6 84
English Learners 8 13 4 88 4 15 11 85 10 14 5 86
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 2 63 60 37 2 64 62 36 3 56 53 44
Female 3 69 66 31 3 70 67 30 4 63 59 37
Male 2 57 55 43 2 59 57 41 3 51 48 49
American Indian < < < < < 100 < 0 < < < <
Asian 7 88 82 12 6 81 75 19 12 87 75 13
Black 1 63 62 37 1 61 60 39 2 53 51 47
Hispanic 1 48 47 52 1 53 53 47 - 43 43 57
Native Hawaiian < < < < < < < <
White 7 89 82 11 7 90 82 10 10 81 71 19
Two or more races - 85 85 15 13 70 57 30 6 71 65 29
Students with Disabilities - 27 27 73 - 29 29 71 1 18 17 82
Economically Disadvantaged 1 55 54 45 1 56 55 44 1 46 45 54
English Learners - 49 49 51 - 51 51 49 1 44 44 56
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 60 52 40 6 49 44 51 5 49 44 51
Female 9 64 55 36 7 55 47 45 6 56 50 44
Male 8 56 48 44 4 44 40 56 4 43 39 57
American Indian < < < < < < < < < < < <
Asian 12 77 65 23 10 76 66 24 10 64 55 36
Black 2 41 39 59 3 43 40 57 1 44 43 56
Hispanic 2 52 50 48 2 31 29 69 2 34 32 66
Native Hawaiian < < < < < < < < < 100 < 0
White 23 88 65 12 15 83 68 17 13 79 66 21
Two or more races 13 88 75 13 4 67 63 33 11 61 50 39
Students with Disabilities 2 20 18 80 - 19 19 81 1 20 19 80
Economically Disadvantaged 3 49 46 51 3 35 32 65 2 37 35 63
English Learners 4 56 52 44 1 27 25 73 1 27 26 73
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 16 75 59 25 14 70 56 30 20 78 57 22
Female 16 75 59 25 14 74 61 26 22 82 60 18
Male 15 75 60 25 15 65 50 35 18 72 54 28
Asian 13 89 76 11 17 76 59 24 31 79 49 21
Black 7 67 61 33 5 62 57 38 10 76 66 24
Hispanic 5 64 58 36 4 55 50 45 13 63 49 37
Native Hawaiian < 100 < 0 < 100 < 0
White 33 91 58 9 31 87 57 13 36 91 55 9
Two or more races 37 79 42 21 12 82 71 18 11 89 79 11
Students with Disabilities 4 52 48 48 6 42 36 58 6 76 71 24
Economically Disadvantaged 7 67 60 33 7 58 51 42 13 68 55 32
English Learners 7 58 51 42 4 46 41 54 6 53 46 47
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 12 69 57 31 13 68 55 32 13 69 56 31
Female 13 71 59 29 13 70 57 30 13 72 59 28
Male 12 68 55 32 13 66 53 34 13 66 53 34
American Indian 20 80 60 20 < 100 < 0 10 40 30 60
Asian 12 80 69 20 17 74 56 26 18 78 59 22
Black 6 66 60 34 6 66 61 34 6 65 59 35
Hispanic 4 55 51 45 4 52 48 48 4 54 49 46
Native Hawaiian 19 81 63 19 < 100 < 0 < < < <
White 31 91 60 9 34 90 56 10 31 91 60 9
Two or more races 29 87 58 13 22 85 64 15 24 90 67 10
Students with Disabilities 6 40 34 61 5 36 31 64 5 39 34 61
Economically Disadvantaged 4 58 54 42 5 55 50 45 5 58 53 42
English Learners 2 45 43 55 4 46 42 54 5 47 42 53
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 21 68 47 32 20 69 48 31 19 72 53 28
Female 22 68 46 32 20 69 48 31 19 73 53 27
Male 20 67 48 33 20 69 48 31 19 71 52 29
American Indian < < < < < 100 < 0 < < < <
Asian 13 76 63 24 26 68 42 32 25 77 52 23
Black 12 66 53 34 14 68 54 32 12 71 59 29
Hispanic 7 50 43 50 9 51 43 49 8 56 48 44
Native Hawaiian < < < < < 100 < 0 < < < <
White 45 89 43 11 38 88 50 12 36 91 54 9
Two or more races 48 81 33 19 30 83 52 17 43 89 46 11
Students with Disabilities 7 35 28 65 9 42 33 58 8 48 40 52
Economically Disadvantaged 8 55 47 45 9 55 46 45 8 61 52 39
English Learners 5 43 39 57 9 55 46 45 9 59 50 41
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 11 67 56 33 9 65 56 35 9 68 59 32
Female 10 66 56 34 9 67 58 33 9 71 62 29
Male 12 67 55 33 8 62 54 38 9 65 55 35
American Indian < 100 < 0 < < < <
Asian 18 88 71 12 20 66 45 34 20 85 66 15
Black 3 59 56 41 4 58 54 42 4 61 57 39
Hispanic 3 53 50 47 2 52 50 48 3 53 50 47
White 31 93 62 7 22 89 67 11 20 88 67 13
Two or more races 42 89 47 11 12 81 69 19 - 84 84 16
Students with Disabilities 7 39 32 61 6 34 28 66 7 26 20 74
Economically Disadvantaged 3 54 52 46 3 51 48 49 3 55 52 45
English Learners 1 33 33 67 - 34 34 66 1 36 35 64
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 70 60 30 11 64 53 36 11 64 52 36
Female 12 73 61 27 11 70 59 30 11 69 58 31
Male 9 67 58 33 11 59 48 41 11 58 47 42
Asian 6 79 73 21 7 78 71 22 11 73 61 27
Black 6 72 66 28 2 66 64 34 3 61 57 39
Hispanic 5 55 50 45 4 47 44 53 3 48 45 52
Native Hawaiian < < < <
White 29 92 63 8 40 92 52 8 34 91 56 9
Two or more races 8 88 80 12 21 86 64 14 23 95 73 5
Students with Disabilities - 40 40 60 1 23 22 77 3 33 30 67
Economically Disadvantaged 4 60 56 40 3 52 50 48 3 51 48 49
English Learners - 46 46 54 - 39 39 61 1 33 32 67
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 82 70 18 27 87 60 13 23 81 58 19
Female 11 85 74 15 25 88 63 12 21 83 62 17
Male 13 79 66 21 28 86 58 14 25 79 54 21
Asian 18 85 68 15 33 87 53 13 27 82 55 18
Black 3 70 67 30 9 80 72 20 10 74 64 26
Hispanic 7 81 74 19 14 78 64 22 10 74 65 26
Native Hawaiian < 100 < 0 < 100 < 0
White 21 93 72 7 46 97 51 3 46 93 47 7
Two or more races 25 85 60 15 33 92 58 8 29 93 64 7
Students with Disabilities < < < < 13 53 40 47 6 53 47 47
Economically Disadvantaged 4 75 71 25 15 78 64 22 10 75 64 25
English Learners 2 75 73 25 7 71 64 29 12 61 49 39
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 3 66 63 34 2 63 61 37 2 63 61 37
Female 2 70 68 30 1 62 61 38 3 67 64 33
Male 3 62 59 38 3 64 61 36 1 60 58 40
Asian 4 72 68 28 - 74 74 26 4 72 68 28
Black 1 63 63 37 1 65 65 35 1 61 60 39
Hispanic 1 55 53 45 1 54 53 46 - 49 49 51
Native Hawaiian < 100 < 0 < 100 < 0
White 9 92 83 8 8 84 76 16 9 94 85 6
Two or more races < 100 < 0 15 92 77 8 - 92 92 8
Students with Disabilities 2 42 40 58 1 41 40 59 - 31 31 69
Economically Disadvantaged 1 57 56 43 1 56 55 44 1 55 54 45
English Learners 1 44 44 56 - 41 41 59 - 42 42 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 21 77 56 23 23 76 53 24 23 75 51 25
Female 20 77 57 23 23 79 56 21 24 76 52 24
Male 22 76 54 24 23 73 50 27 23 74 51 26
American Indian 40 100 60 0 < < < < 8 54 46 46
Asian 27 88 61 12 28 87 59 13 35 85 50 15
Black 15 71 57 29 15 73 58 27 15 73 58 27
Hispanic 9 67 58 33 11 64 53 36 12 62 50 38
Native Hawaiian 31 69 38 31 21 86 64 14 70 90 20 10
White 43 94 51 6 49 94 45 6 45 91 46 9
Two or more races 31 93 62 7 37 90 53 10 31 93 62 7
Students with Disabilities 6 46 40 54 9 47 38 53 7 45 38 55
Economically Disadvantaged 11 68 57 32 12 67 55 33 12 66 53 34
English Learners 8 59 51 41 9 61 52 39 10 56 46 44
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 10 70 60 30 18 73 55 27 24 77 53 23
Female 9 72 62 28 19 76 57 24 25 77 52 23
Male 10 69 58 31 17 69 53 31 23 76 53 24
American Indian < 100 < 0 < < < <
Asian 18 84 67 16 20 80 59 20 33 98 65 2
Black 6 64 58 36 9 72 63 28 13 79 65 21
Hispanic 3 61 58 39 9 59 50 41 10 60 51 40
Native Hawaiian < < < < < 100 < 0 < < < <
White 22 89 66 11 45 92 47 8 53 92 39 8
Two or more races 24 95 71 5 35 88 53 12 40 100 60 0
Students with Disabilities 3 42 39 58 1 33 32 67 4 42 38 58
Economically Disadvantaged 4 61 58 39 8 63 55 37 12 71 59 29
English Learners 1 41 39 59 4 47 43 53 5 45 40 55
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 77 61 23 15 72 58 28 14 66 52 34
Female 17 78 61 22 13 77 63 23 14 69 55 31
Male 16 76 61 24 16 69 53 31 13 63 50 37
Asian 26 87 62 13 25 98 73 2 20 82 62 18
Black 14 74 60 26 7 72 65 28 9 66 57 34
Hispanic 6 69 63 31 7 59 52 41 5 55 50 45
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 37 94 57 6 41 96 55 4 36 85 49 15
Two or more races 27 95 68 5 24 82 59 18 17 96 78 4
Students with Disabilities 3 45 42 55 - 36 36 64 5 42 37 58
Economically Disadvantaged 9 70 61 30 7 64 57 36 6 58 51 42
English Learners 4 64 60 36 2 60 57 40 3 46 42 54
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 10 70 60 30 19 75 56 25 18 73 55 27
Female 9 70 61 30 19 77 58 23 16 73 57 27
Male 11 70 59 30 19 73 54 27 20 72 53 28
Asian 12 83 71 17 30 96 66 4 29 83 54 17
Black 5 63 59 37 11 72 61 28 10 71 61 29
Hispanic 5 59 54 41 9 62 53 38 9 59 51 41
Native Hawaiian < 100 < 0 < < < <
White 25 90 65 10 41 94 52 6 41 92 50 8
Two or more races 19 95 76 5 29 94 65 6 30 95 65 5
Students with Disabilities - 33 33 67 6 42 36 58 3 38 35 62
Economically Disadvantaged 5 58 53 42 10 65 55 35 8 64 56 36
English Learners 3 46 43 54 2 54 52 46 4 51 47 49
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 27 83 56 17 25 79 55 21 31 82 51 18
Female 24 84 60 16 25 83 58 17 32 84 52 16
Male 30 82 53 18 25 75 51 25 30 80 51 20
American Indian < 100 < 0 < 100 < 0
Asian 45 97 52 3 22 81 58 19 52 89 36 11
Black 18 81 63 19 19 74 55 26 25 78 53 22
Hispanic 14 73 59 27 11 73 62 27 20 73 52 27
White 54 98 44 2 49 94 45 6 46 95 49 5
Two or more races 50 94 44 6 35 85 50 15 15 85 70 15
Students with Disabilities 4 47 43 53 6 44 37 56 2 36 33 64
Economically Disadvantaged 15 76 62 24 12 70 58 30 22 76 54 24
English Learners 6 63 57 38 4 58 54 42 14 68 54 32
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 38 82 44 18 37 80 44 20 31 77 45 23
Female 35 81 46 19 39 83 44 17 31 76 45 24
Male 41 82 41 18 35 78 43 22 31 77 46 23
American Indian < 100 < 0 < < < < < 100 < 0
Asian 50 94 44 6 39 80 41 20 37 68 32 32
Black 31 74 44 26 25 75 49 25 21 72 51 28
Hispanic 17 69 53 31 21 70 49 30 18 65 47 35
Native Hawaiian < 100 < 0 < < < <
White 60 96 36 4 61 95 34 5 52 91 40 9
Two or more races 39 87 48 13 48 97 48 3 45 91 47 9
Students with Disabilities 17 51 34 49 19 60 42 40 10 47 37 53
Economically Disadvantaged 21 70 49 30 21 71 50 29 17 65 48 35
English Learners 20 73 52 27 25 75 50 25 21 69 49 31
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: 86.02 State: 89.72 Division: 82.67 State: 88.34 Division: 85.22 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division180256165
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten409588593
Kindergarten1,4781,4591,475
Grade 11,4061,4561,416
Grade 21,3681,3501,412
Grade 31,3841,3131,310
Grade 41,2041,3441,272
Grade 51,1091,2001,296
Grade 69681,0231,128
Grade 79639431,004
Grade 8932953922
Grade 99841,0831,218
Grade 101,0761,0291,001
Grade 11823890891
Grade 12753787864
Total Students14,85715,41815,802
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 Students148571541815802
Female718873987593
Male766980208209
American Indian403234
Asian692712803
Black446945164349
Hispanic524055445790
Native Hawaiian323226
White403541934372
Two or more races349389428
Students with Disabilities169917361745
Not Students with Disabilities131581368214057
Economically Disadvantaged839987929818
Not Economically Disadvantaged645866265984
English Learners512861706431
Not English Learners972992489371
Homeless674978
Military Connected5154313
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 322 429 36 24 102 64
State 50979 36013 2733 1046 5404 1786
Female Division 187 211 7 7 34 22
State 27837 15823 920 366 1922 656
Male Division 135 218 29 17 68 42
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < < <
State 144 124 8 2 27 9
Asian Division 29 14 2 0 1 2
State 5026 1194 70 18 91 37
Black Division 85 178 21 8 7 15
State 7955 11090 1111 244 1359 744
Hispanic Division 76 171 8 12 87 45
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 115 60 4 4 5 2
State 30218 16420 1139 617 1589 596
Two or more races Division 14 4 1 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 2 34 36 1 8 5
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 126 294 27 19 91 51
State 10704 17342 1680 460 2640 1096
English Learners Division 28 178 10 4 82 41
State 1418 3757 272 31 1847 115
Homeless Division 4 8 0 0 3 0
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
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 Students97778780.681283.110210.4
Female46840586.541288347.3
Male5093827540078.66813.4
American Indian0<<<<<<
Asian484593.84593.812.1
Black31428490.42929372.2
Hispanic39925563.926867.28721.8
Native Hawaiian0<100<10000
White19017994.218396.352.6
Two or more races19191001910000
Students with Disabilities877282.87485.189.2
Economically Disadvantaged60844773.546676.69115
English Learners34521662.622164.18223.8
Homeless1512801280320
Foster Care0<100<10000
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 Taken526 / 14.49%905 / 23.92%976 / 24.63%
Advanced Placement Course Enrollment526 / 14.49%905 / 23.92%976 / 24.63%
Dual Enrollment375 / 10.33%381 / 10.07%414 / 10.45%
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 605 428 29
State 82482 57560 30
Female Division 327 254 22
State 41546 31230 25
Male Division 278 174 37
State 40936 26330 36
Asian Division 45 37 18
State 5492 4724 14
Black Division 221 156 29
State 18272 11640 36
Hispanic Division 175 91 48
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 157 137 13
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 28 19 32
State 5986 3008 50
Economically Disadvantaged Division 329 203 38
State 23515 13119 44
English Learners Division 152 79 48
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 AssessmentsDivision202522
 State413936233471
State LicensuresDivision15194
 State179019641412
Industry CertificationDivision566792773
 State100544109590103892
Workplace ReadinessDivision367111130
 State307754231350242
Total Credentials EarnedDivision968947929
 State137248157490159017
Students Earning One or More CredentialsDivision611828791
 State109089126113127744
CTE CompletersDivision262334387
 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 929 1970 1213 61.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 901 1965 1081 55%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 780 1699 973 57.3%
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
63.1 64.5 64.2

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
2014-201513,897.002,642.00907.00
2015-201613,483.002,721.00888.00
2016-201713,772.002,737.001,024.00

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 Students13423866333463137509383705831423991937970114956742262405
Female6552395148198669547116924868584601723157241344128177
Male6871471185265705546720133573814592073867715398134228
American Indian37410381033410041000
Asian63645915665411819701402421760531912
Black41162411201664131291100185410427810418841862074891
Hispanic4605375152207477039219130950074091804195281316147248
Native Hawaiian35301311102520031300
White36671814669378819851623994172646442321484547
Two or more races3271755327149537417794251537
Students with Disabilities1451134457214271216111114761205410615771043452
Economically Disadvantaged7671599251354786066528843787366872965899122542201314
English Learners5020334126166514236815024262113991773686443379141233
Homeless13319102411722113090171619135251521
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 77
Offenses Against Staff 16
Weapons Offenses 21
Property Offenses 15
All Other Offenses 52
Other Offenses Against Persons 243
Disorderly or Disruptive Behavior Offenses 301
Alcohol, Tobacco, and Other Drug Offenses 50
Technology Offenses 14
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 Indian0.4850.2720.209
Asian4.3472.094.6981.924.6531.63
Black31.16959.6830.34258.1929.51451.27
Hispanic34.97531.5235.57628.8136.23336.59
Native Hawaiian0.2530.120.2170.209
White27.4555.7927.3959.627.4037.43
Two or more races2.3210.812.3691.472.5423.08
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 Indian0.4850.2720.209
Asian4.3474.6984.653
Black31.16910030.34210029.51442.86
Hispanic34.97535.57636.23328.57
Native Hawaiian0.2530.2170.209
White27.45527.39527.40328.57
Two or more races2.3212.3692.542
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 Indian0.4850.2720.209
Asian4.3474.6984.653
Black31.16930.34229.514
Hispanic34.97535.57636.233
Native Hawaiian0.2530.2170.209
White27.45527.39527.403
Two or more races2.3212.3692.542
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 60.3458.9459.45
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 4041.8647.79
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 83.0984.3981.8
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: 14.48 : 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 iconstudent ratio iconstudent ratio iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 8.12 : 1

student 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
Provisional6%5%
Provisional Special Education1%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
2015-201622%75%1%2%
2016-201722%74%1%3%
2017-201823%73%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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