Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Alleghany County Public Schools

General school information

Division: Alleghany County Public Schools
Division Number: 3
Address: 100 Central Circle Low Moor, VA 24457
Superintendent: Eugene P. Kotulka
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Callaghan ElementaryAccredited
Mountain View ElementaryAccredited
Sharon ElementaryAccredited
Middle Schools
Clifton MiddleAccredited with Conditions
High Schools
Alleghany HighAccredited with Conditions

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 74 26 10 64 74 26 7 62 70 30
Female 10 68 78 22 9 68 76 24 8 64 72 28
Male 12 59 71 29 12 61 72 28 7 61 68 32
American Indian < < 100 0 < < < < < < < <
Asian 27 45 73 27 < < < < < < < <
Black 3 59 63 38 2 45 48 52 2 57 59 41
Hispanic 8 67 75 25 17 67 83 17 13 53 67 33
White 12 64 76 24 11 66 77 23 7 63 70 30
Two or more races 8 54 63 38 10 51 62 38 7 62 69 31
Students with Disabilities 10 20 30 70 12 33 44 56 4 35 39 61
Students without Disabilities 11 70 81 19 10 69 79 21 8 67 75 25
Economically Disadvantaged 8 58 66 34 8 58 66 34 5 54 59 41
Not Economically Disadvantaged 15 70 85 15 12 68 81 19 9 70 79 21
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care - 45 45 55 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 59 70 30 6 60 66 34 7 52 60 40
Female 9 59 69 31 8 63 71 29 9 54 63 37
Male 12 59 71 29 4 58 62 38 5 51 56 44
Asian < < 100 0
Black < < < < 8 31 38 62 < < < <
Hispanic < < < < < < < <
White 11 61 72 28 5 65 71 29 7 54 61 39
Two or more races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 4 42 46 54 - 19 19 81
Students without Disabilities 13 62 75 25 6 64 70 30 8 57 66 34
Economically Disadvantaged 5 53 58 42 1 51 52 48 2 44 46 54
Not Economically Disadvantaged 21 70 91 9 9 68 77 23 12 60 72 28
Homeless < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 73 27 7 66 73 27 8 60 68 32
Female 8 62 69 31 2 71 73 27 10 66 76 24
Male 23 52 75 25 11 61 73 27 5 53 59 41
Asian < < < < < < 100 0
Black < < < < < < < < - 60 60 40
Hispanic < < 100 0 < < < < < < < <
White 19 56 75 25 7 68 75 25 8 60 68 32
Two or more races < < < < < < < < < < < <
Students with Disabilities 26 26 53 47 8 42 50 50 4 37 41 59
Students without Disabilities 16 60 76 24 6 71 78 22 8 65 73 27
Economically Disadvantaged 13 51 64 36 6 53 59 41 6 49 54 46
Not Economically Disadvantaged 23 61 84 16 7 78 85 15 9 69 78 22
English Learners < < 100 0 < < 100 0
Homeless < < < < < < 100 0
Foster Care < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 18 56 74 26 13 66 79 21
Female 15 64 80 20 19 55 74 26 14 69 83 17
Male 17 57 74 26 17 57 74 26 12 64 76 24
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 17 59 76 24 19 57 76 24 14 65 78 22
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 10 5 15 85 9 36 45 55 4 58 62 38
Students without Disabilities 17 68 86 14 19 60 79 21 15 68 83 17
Economically Disadvantaged 11 57 68 32 10 57 67 33 6 66 72 28
Not Economically Disadvantaged 23 63 86 14 24 56 80 20 21 66 87 13
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 57 73 27 14 61 75 25 9 60 69 31
Female 13 62 75 25 11 65 76 24 10 49 59 41
Male 19 53 71 29 16 59 74 26 9 66 74 26
Asian < < 100 0 < < < < < < 100 0
Black 6 33 39 61 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 16 61 77 23 15 61 77 23 9 60 69 31
Two or more races < < < < < < < <
Students with Disabilities 3 15 18 82 11 26 37 63 13 22 35 65
Students without Disabilities 19 67 86 14 14 68 83 17 8 67 75 25
Economically Disadvantaged 12 54 65 35 8 59 67 33 8 49 57 43
Not Economically Disadvantaged 23 64 86 14 19 63 82 18 10 72 82 18
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 73 86 14 14 65 79 21 8 60 68 32
Female 16 74 90 10 10 71 81 19 11 63 74 26
Male 9 73 81 19 18 60 78 22 6 58 64 36
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black - 71 71 29 6 47 53 47 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 14 73 87 13 13 68 81 19 7 60 67 33
Two or more races < < < < < < 100 0
Students with Disabilities 28 28 56 44 14 29 43 57 8 31 38 62
Students without Disabilities 10 79 90 10 14 72 86 14 8 66 74 26
Economically Disadvantaged 10 70 80 20 9 68 77 23 6 47 53 47
Not Economically Disadvantaged 15 77 92 8 18 63 82 18 9 70 80 20
English Learners < < 100 0 < < < <
Homeless < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 60 65 35 9 62 71 29 5 61 66 34
Female 6 63 70 30 7 68 74 26 1 68 70 30
Male 4 57 62 38 10 58 68 32 8 55 63 37
Asian < < 100 0 < < 100 0
Black - 53 53 47 - 31 31 69 - 20 20 80
Hispanic < < < < < < 100 0 < < < <
White 6 61 67 33 10 65 75 25 3 67 70 30
Two or more races < < < < < < < <
Students with Disabilities 9 13 22 78 19 19 38 62 - 32 32 68
Students without Disabilities 5 67 72 28 7 69 76 24 6 66 72 28
Economically Disadvantaged 4 53 58 42 13 48 61 39 2 54 57 43
Not Economically Disadvantaged 7 73 80 20 6 71 77 23 7 68 75 25
English Learners < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 74 77 24 5 73 78 22 4 74 78 22
Female 4 84 88 12 6 76 82 18 2 73 75 25
Male 2 62 64 36 5 71 75 25 5 75 80 20
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 5 74 79 21 - 47 47 53 < < 100 0
Hispanic < < 100 0 < < 100 0
White 3 74 77 23 6 76 82 18 4 73 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities - 13 13 87 20 33 53 47 - 38 38 62
Students without Disabilities 3 78 82 18 4 76 80 20 4 77 81 19
Economically Disadvantaged 2 71 73 27 6 66 72 28 7 66 72 28
Not Economically Disadvantaged 4 76 80 20 5 78 83 17 2 79 81 19
Homeless < < < < < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 56 69 31 14 58 72 28 10 53 63 37
Female 17 63 80 20 18 65 82 18 11 57 68 32
Male 8 49 57 43 11 52 63 37 9 48 57 43
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 53 53 47 4 43 48 52 4 44 48 52
Hispanic < < < < < < < < 18 55 73 27
White 14 56 70 30 15 60 74 26 10 53 64 36
Two or more races < < < < < < < < 6 47 53 47
Students with Disabilities 8 14 22 78 - 30 30 70 2 15 17 83
Students without Disabilities 13 61 74 26 16 61 76 24 11 57 68 32
Economically Disadvantaged 9 52 60 40 10 55 65 35 9 42 51 49
Not Economically Disadvantaged 18 61 79 21 16 60 76 24 10 61 71 29
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 48 62 38 13 59 71 29 9 46 55 45
Female 20 48 68 32 16 67 84 16 9 55 63 37
Male 9 47 56 44 9 52 61 39 10 38 48 52
Asian < < 100 0 < < 100 0
Black - 44 44 56 8 46 54 46 10 10 20 80
Hispanic < < < < < < 100 0 < < < <
White 16 49 64 36 13 60 73 27 9 48 56 44
Two or more races < < < < < < < <
Students with Disabilities 12 12 24 76 - 33 33 67 4 7 11 89
Students without Disabilities 14 54 68 32 14 63 77 23 10 53 64 36
Economically Disadvantaged 9 45 54 46 8 55 63 37 7 39 46 54
Not Economically Disadvantaged 23 53 77 23 15 61 76 24 11 52 64 36
English Learners < < 100 0 < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 16 57 73 27 10 57 67 33
Female 15 74 89 11 19 62 81 19 13 58 71 29
Male 7 50 57 43 13 52 65 35 7 56 63 37
American Indian < < 100 0 < < < <
Black - 61 61 39 - 40 40 60 - 65 65 35
Hispanic < < < < < < < <
White 13 63 76 24 17 59 76 24 11 57 68 32
Two or more races < < < < < < < < - 50 50 50
Students with Disabilities - 17 17 83 - 25 25 75 - 25 25 75
Students without Disabilities 12 66 79 21 17 59 76 24 11 59 70 30
Economically Disadvantaged 8 60 68 32 13 55 67 33 11 44 55 45
Not Economically Disadvantaged 15 66 80 20 17 58 76 24 10 65 75 25
Homeless < < < < < < 100 0
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 61 70 30 11 61 72 28 6 63 69 31
Female 7 66 73 27 8 67 75 25 5 66 71 29
Male 10 57 67 33 14 55 69 31 6 61 67 33
American Indian < < < < < < < < < < < <
Asian 36 18 55 45 55 18 73 27 40 60 100 0
Black 2 52 55 45 3 48 52 48 2 48 50 50
Hispanic - 65 65 35 6 75 81 19 - 69 69 31
White 9 63 73 27 12 62 74 26 6 65 71 29
Two or more races 3 32 35 65 6 52 58 42 2 56 58 42
Students with Disabilities 8 27 35 65 12 28 40 60 9 27 36 64
Students without Disabilities 9 66 75 25 11 66 77 23 5 70 75 25
Economically Disadvantaged 5 56 61 39 6 57 64 36 5 53 59 41
Not Economically Disadvantaged 13 68 81 19 15 63 78 22 6 72 78 22
English Learners < < < < < < < < 30 60 90 10
Homeless < < 100 0 - 45 45 55 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care - 60 60 40 < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 69 31 7 52 59 41 6 65 71 29
Female - 71 71 29 6 56 63 37 9 62 71 29
Male 14 55 68 32 7 48 56 44 3 68 71 29
Asian < < 100 0
Black < < < < - 8 8 92 < < < <
Hispanic < < < < < < 100 0
White 8 66 74 26 8 56 64 36 6 66 73 27
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 43 48 52 12 35 46 54 - 31 31 69
Students without Disabilities 7 66 74 26 6 56 62 38 7 69 77 23
Economically Disadvantaged 2 54 57 43 3 44 46 54 4 47 51 49
Not Economically Disadvantaged 15 77 92 8 10 59 69 31 9 79 88 12
Homeless < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 65 35 14 58 72 28 9 70 79 21
Female 6 60 65 35 5 77 82 18 7 70 77 23
Male 14 51 65 35 21 41 63 37 10 70 81 19
Asian < < < < < < 100 0
Black < < < < < < < < - 70 70 30
Hispanic < < < < < < 100 0 < < < <
White 12 54 66 34 14 58 73 27 10 70 80 20
Two or more races < < < < < < < < < < < <
Students with Disabilities 16 16 32 68 13 29 42 58 14 43 57 43
Students without Disabilities 10 60 70 30 14 65 79 21 8 76 83 17
Economically Disadvantaged 5 45 50 50 8 53 61 39 6 68 73 27
Not Economically Disadvantaged 19 66 84 16 19 63 82 18 11 72 83 17
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < < <
Foster Care < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 60 74 26 17 54 72 28 11 71 81 19
Female 17 57 73 27 6 71 76 24 8 83 91 9
Male 11 63 74 26 24 45 69 31 14 59 73 27
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 14 62 76 24 20 54 74 26 12 71 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 15 20 80 20 15 35 65 12 38 50 50
Students without Disabilities 15 67 82 18 17 60 77 23 11 78 88 12
Economically Disadvantaged 9 58 67 33 6 61 67 33 11 61 72 28
Not Economically Disadvantaged 19 63 81 19 27 49 76 24 10 81 91 9
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 13 62 75 25 3 59 63 37
Female 10 78 89 11 14 62 76 24 2 61 63 37
Male 16 70 86 14 12 63 74 26 4 59 63 37
Asian < < 100 0 < < < < < < 100 0
Black 5 74 79 21 < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 15 74 88 12 14 62 76 24 4 60 64 36
Two or more races < < < < < < < <
Students with Disabilities 3 39 42 58 11 25 36 64 13 17 30 70
Students without Disabilities 16 82 97 3 13 70 83 17 2 68 69 31
Economically Disadvantaged 8 75 83 17 8 60 68 32 4 48 52 48
Not Economically Disadvantaged 22 72 94 6 17 64 81 19 3 73 76 24
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 80 20 16 56 72 28 5 61 66 34
Female 15 71 86 14 11 59 70 30 3 66 69 31
Male 14 60 74 26 20 53 73 27 6 57 63 37
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - 69 69 31 6 35 41 59 < < < <
Hispanic < < 100 0 < < < <
White 15 66 80 20 15 59 74 26 4 62 67 33
Two or more races < < < < < < < <
Students with Disabilities 28 11 39 61 14 18 32 68 4 20 24 76
Students without Disabilities 13 72 85 15 16 63 79 21 5 69 74 26
Economically Disadvantaged 9 63 72 28 12 54 67 33 6 48 54 46
Not Economically Disadvantaged 21 67 88 12 18 57 76 24 3 71 74 26
English Learners < < 100 0 < < 100 0
Homeless < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 76 78 22 6 69 75 25 2 56 59 41
Female 2 82 84 16 6 77 83 17 2 57 59 41
Male 3 70 73 27 6 64 70 30 3 56 59 41
Asian < < 100 0
Black - 59 59 41 - 75 75 25 10 40 50 50
Hispanic < < < < < < 100 0 < < < <
White 3 79 82 18 7 68 76 24 2 57 59 41
Two or more races < < < < < < < <
Students with Disabilities 9 39 48 52 19 19 38 62 8 16 24 76
Students without Disabilities 1 84 85 15 3 80 84 16 1 67 68 32
Economically Disadvantaged 2 69 71 29 10 67 77 23 3 50 53 47
Not Economically Disadvantaged 3 94 97 3 3 70 74 26 2 65 67 33
English Learners < < 100 0 < < < <
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 50 57 43 11 68 78 22 2 65 67 33
Female 7 61 67 33 13 68 82 18 - 72 72 28
Male 8 42 50 50 8 67 76 24 5 58 63 37
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 3 34 38 62 - 56 56 44 - 45 45 55
Hispanic < < < < < < < < < < 100 0
White 8 55 63 37 11 70 82 18 1 66 68 32
Two or more races < < < < < < < < < < < <
Students with Disabilities - 24 24 76 - 50 50 50 - 22 22 78
Students without Disabilities 8 53 61 39 12 70 82 18 3 70 73 27
Economically Disadvantaged 5 44 49 51 6 59 65 35 3 54 57 43
Not Economically Disadvantaged 11 60 71 29 13 74 88 13 2 73 75 25
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < < <
Foster Care < < < < < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 50 53 47 6 61 67 33 - 67 67 33
Female 2 55 57 43 4 69 73 27 - 69 69 31
Male 4 46 50 50 7 54 61 39 - 65 65 35
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black 4 36 40 60 - 30 30 70 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 3 53 56 44 5 63 68 32 - 71 71 29
Two or more races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 - 42 42 58 < < < <
Students without Disabilities 3 52 55 45 7 63 70 30 - 68 68 32
Economically Disadvantaged 3 40 43 57 - 57 57 43 - 59 59 41
Not Economically Disadvantaged 3 62 65 35 11 65 76 24 - 72 72 28
English Learners < < 100 0
Homeless < < < < < < < <
Foster Care < < 100 0 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 78 22 9 70 78 22 14 52 66 34
Female 5 67 72 28 3 70 73 27 11 49 60 40
Male 12 76 88 12 17 69 86 14 19 57 76 24
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black - 73 73 27 < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 8 70 79 21 9 71 80 20 14 53 67 33
Two or more races < < < <
Students with Disabilities < < 100 0
Students without Disabilities 8 70 78 22 9 70 78 22 14 52 66 34
Economically Disadvantaged 4 65 69 31 3 73 76 24 13 33 47 53
Not Economically Disadvantaged 10 74 83 17 12 68 80 20 15 59 73 27
English Learners < < 100 0
Homeless < < < <
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 63 73 27 11 68 79 21 9 66 75 25
Female 8 64 72 28 7 71 78 22 6 68 74 26
Male 11 62 73 27 14 66 80 20 13 63 77 23
Asian < < < < < < 100 0 < < 100 0
Black 1 52 53 47 4 60 65 35 12 30 42 58
Hispanic 7 47 53 47 < < < < - 73 73 27
White 11 65 76 24 12 68 80 20 10 69 78 22
Two or more races - 82 82 18 - 73 73 27 - 42 42 58
Students with Disabilities 6 28 34 66 9 39 48 52 9 37 46 54
Students without Disabilities 10 67 77 23 11 72 83 17 10 70 80 20
Economically Disadvantaged 6 60 66 34 7 69 76 24 8 59 67 33
Not Economically Disadvantaged 13 68 81 19 13 68 81 19 11 71 82 18
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care - 54 54 46 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 54 68 32 18 60 78 22 12 64 76 24
Female 15 48 63 37 9 62 72 28 9 66 75 25
Male 13 57 70 30 22 59 81 19 14 62 76 24
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 16 52 68 32 19 59 78 22 11 66 78 22
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 25 30 70 23 27 50 50 12 46 58 42
Students without Disabilities 15 58 73 27 17 66 82 18 12 68 80 20
Economically Disadvantaged 10 53 63 37 12 61 73 27 10 58 68 32
Not Economically Disadvantaged 19 54 73 27 23 59 81 19 13 71 84 16
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 63 70 30 6 69 75 25 10 63 72 28
Female 4 63 67 33 5 74 80 20 4 67 71 29
Male 11 63 74 26 6 65 70 30 15 58 73 27
Asian < < 100 0 < < 100 0
Black - 58 58 42 - 54 54 46 10 30 40 60
Hispanic < < < < < < 100 0 < < < <
White 9 64 72 28 6 71 76 24 10 66 75 25
Two or more races < < < < < < < <
Students with Disabilities 13 22 35 65 - 33 33 67 4 36 40 60
Students without Disabilities 7 69 76 24 6 74 81 19 10 67 78 22
Economically Disadvantaged 5 60 65 35 2 66 68 32 7 57 64 36
Not Economically Disadvantaged 12 68 80 20 8 71 79 21 11 68 79 21
English Learners < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 62 71 29 18 65 83 17 14 63 77 23
Female 8 65 73 27 15 68 83 17 9 69 77 23
Male 8 60 69 31 22 62 84 16 20 57 77 23
Asian < < < <
Black - 38 38 63 - 73 73 27 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 9 66 75 25 20 63 84 16 15 65 80 20
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 29 29 71 - 44 44 56 18 27 45 55
Students without Disabilities 9 65 74 26 20 68 88 12 14 66 80 20
Economically Disadvantaged 6 54 60 40 12 65 77 23 11 61 72 28
Not Economically Disadvantaged 10 71 81 19 23 66 89 11 17 64 81 19
English Learners < < < <
Homeless < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 69 75 25 5 74 78 22 5 41 45 55
Female 7 67 74 26 4 74 77 23 6 39 44 56
Male 7 73 80 20 7 73 80 20 < < < <
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < <
White 8 70 78 22 5 73 77 23 6 44 50 50
Two or more races < < < <
Students with Disabilities < < < <
Students without Disabilities 7 69 76 24 5 74 78 22 5 41 45 55
Economically Disadvantaged 5 69 74 26 4 79 83 17 < < < <
Not Economically Disadvantaged 8 68 77 23 5 71 76 24 - 54 54 46
Homeless < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 80 20 6 74 80 20 3 78 81 19
Female 9 74 83 17 2 73 76 24 1 78 80 20
Male 11 66 78 22 9 75 84 16 4 78 82 18
Asian < < < < < < 100 0
Black 4 65 70 30 7 60 67 33 - 40 40 60
Hispanic < < < < < < < < < < < <
White 11 73 84 16 6 75 82 18 3 82 85 15
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 4 48 52 48 - 35 35 65
Students without Disabilities 12 75 86 14 6 78 84 16 3 84 87 13
Economically Disadvantaged 5 65 70 30 1 78 79 21 - 71 71 29
Not Economically Disadvantaged 17 75 93 7 9 71 81 19 4 83 87 13
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0
Foster Care - 55 55 45
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 81 19 16 64 79 21 18 54 71 29
Female 14 68 82 18 11 66 77 23 12 58 69 31
Male 21 60 81 19 20 62 82 18 24 49 73 27
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 8 61 69 31 6 55 61 39 8 51 59 41
Hispanic < < < < - 82 82 18 23 31 54 46
White 19 64 83 17 17 64 81 19 18 54 73 27
Two or more races 38 38 77 23 - 64 64 36 13 46 58 42
Students with Disabilities 9 36 45 55 12 38 49 51 11 27 37 63
Students without Disabilities 18 67 85 15 16 67 83 17 19 58 77 23
Economically Disadvantaged 13 61 74 26 11 65 75 25 13 50 63 37
Not Economically Disadvantaged 23 67 90 10 19 63 82 18 22 57 78 22
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care - 43 43 57 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 70 77 23 6 68 74 26 5 58 63 37
Female 6 71 77 23 3 68 72 28 3 58 61 39
Male 8 70 78 22 9 68 77 23 7 59 66 34
American Indian < < 100 0 < < 100 0
Asian < < 100 0
Black - 68 68 32 5 37 42 58 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 8 71 79 21 7 72 79 21 5 59 64 36
Two or more races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 < < < < - 25 25 75
Students without Disabilities 7 73 80 20 7 71 77 23 6 64 70 30
Economically Disadvantaged 6 63 69 31 3 71 74 26 6 53 59 41
Not Economically Disadvantaged 8 77 86 14 8 66 75 25 4 62 66 34
Homeless < < < < < < < <
Foster Care - 27 27 73 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 69 94 6 2 80 83 17 17 63 80 20
Female 29 68 97 3 3 75 78 22 6 69 75 25
Male 20 70 90 10 - 93 93 7 29 57 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 26 70 96 4 3 78 80 20 17 62 79 21
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 26 70 96 4 2 84 86 14 18 68 86 14
Economically Disadvantaged 22 70 91 9 - 88 88 13 5 62 67 33
Not Economically Disadvantaged 29 68 97 3 3 77 80 20 23 64 87 13
English Learners < < 100 0
Homeless < < 100 0
Foster Care < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 81 19 12 73 84 16 9 44 53 47
Female 8 63 70 30 6 74 79 21 3 44 46 54
Male 25 69 94 6 24 71 94 6 16 44 60 40
American Indian < < 100 0
Black < < < < < < 100 0 10 40 50 50
Hispanic < < < <
White 17 67 84 16 14 67 81 19 10 43 53 47
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 15 65 81 19 12 74 86 14 10 47 56 44
Economically Disadvantaged 8 60 68 32 7 67 74 26 10 36 46 54
Not Economically Disadvantaged 19 68 87 13 17 79 96 4 8 50 58 42
Homeless < < < <
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 69 75 25 3 71 74 26 6 58 65 35
Female 4 75 79 21 1 66 67 33 5 65 70 30
Male 7 63 70 30 6 74 80 20 8 51 59 41
American Indian < < 100 0 < < 100 0
Asian < < 100 0
Black 8 54 62 38 - 53 53 47 < < < <
Hispanic < < < < < < < < < < < <
White 6 71 76 24 4 72 76 24 7 61 68 32
Two or more races < < < < < < < <
Students with Disabilities 6 33 39 61 - 39 39 61 7 21 29 71
Students without Disabilities 6 72 78 22 4 74 78 22 6 67 73 27
Economically Disadvantaged 2 61 63 37 1 67 68 32 - 48 48 52
Not Economically Disadvantaged 10 80 91 9 5 73 79 21 11 65 76 24
English Learners < < < <
Homeless < < < < < < < <
Foster Care < < < < < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 62 86 14 31 57 88 12 27 54 81 19
Female 15 71 86 14 27 64 91 9 22 54 76 24
Male 30 55 85 15 33 52 85 15 33 54 87 13
Asian < < 100 0 < < 100 0
Black 16 63 79 21 8 69 77 23 < < < <
Hispanic < < < < < < 100 0 < < < <
White 24 63 87 13 32 58 90 10 28 55 83 17
Two or more races < < < < < < < <
Students with Disabilities 11 32 42 58 6 44 50 50 5 43 48 52
Students without Disabilities 25 66 91 9 33 59 92 8 31 55 86 14
Economically Disadvantaged 19 63 81 19 25 61 86 14 19 52 71 29
Not Economically Disadvantaged 32 62 93 7 34 55 89 11 35 55 91 9
English Learners < < 100 0 < < 100 0 < < < <
Foster Care < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 48 87 13 30 50 80 20 27 57 84 16
Female 36 52 88 12 24 57 80 20 19 72 91 9
Male 42 45 87 13 33 46 79 21 35 44 79 21
Asian < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 39 46 86 14 31 50 81 19 28 58 86 14
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 12 29 41 59 11 39 50 50 17 39 57 43
Students without Disabilities 43 50 93 7 32 52 84 16 29 61 90 10
Economically Disadvantaged 30 54 84 16 17 55 71 29 15 60 75 25
Not Economically Disadvantaged 51 40 91 9 41 46 87 13 40 54 94 6
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division---
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten7784104
Kindergarten180178186
Grade 1128135131
Grade 2132128136
Grade 3153130132
Grade 4134159124
Grade 5145134147
Grade 6163146150
Grade 7187156143
Grade 8162172155
Grade 9180164170
Grade 10174165148
Grade 11180143141
Grade 12195190157
Total Students2,1902,0842,024

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students219020842024
Female1026986963
Male116410981061
American Indian555
Asian151417
Black13910084
Hispanic232837
White192318501786
Two or more races858795
Students with Disabilities306305300
Students without Disabilities188417791724
Economically Disadvantaged939876853
Not Economically Disadvantaged125112081171
English Learners91018
Not English Learners218120742006
Homeless5177
Military Connected454
Foster Care29117
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 71 96 10 0 6 6
State 50715 36614 2715 1064 5504 1801
Female Division 42 41 2 0 2 5
State 27679 16161 917 351 2003 680
Male Division 29 55 8 0 4 1
State 23036 20453 1798 713 3501 1121
Black Division 3 8 1 0 1 1
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 67 85 8 0 5 5
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 1 6 10 0 2 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 18 42 5 0 5 6
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Foster Care Division < < < < < <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students189177941779463
Female928592859222
Male979295929544
Black141286128617
Hispanic<<100<10000
White170160941609453
Two or more races<<100<10000
Students with Disabilities1917901790211
Economically Disadvantaged766586658657
Homeless<<<<<00
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - - 1 / .15%
Advanced Placement Course Enrollment12 / 1.59%1 / .14%2 / .3%
Dual Enrollment90 / 11.94%69 / 9.47%42 / 6.34%
Governor's School Enrollment26 / 3.45%25 / 3.43%22 / 3.32%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision17810640
State85,89957,72533
FemaleDivision1027427
State43,22531,59927
MaleDivision763258
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
BlackDivision13<100
State18,86811,29840
WhiteDivision1579639
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision633151
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
HispanicDivision--100
State10,1025,82642
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
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
2016-20172017-20182018-2019
NOCTI AssessmentsDivision373128
 State3,6233,5254,095
State LicensuresDivision171010
 State2,2791,8812,231
Industry CertificationDivision375368206
 State109,275104,601107,234
Total Credentials EarnedDivision429409244
 State157,490160,248158,452
Students Earning One or More CredentialsDivision355377236
 State126,113128,672126,041
CTE CompletersDivision121121117
 State40,51641,43840,209
Workplace ReadinessDivision---
 State42,31350,24144,892
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide 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
  Type Local Funding State Federal
2015-2016Division4,272.006,544.00918.00
State6,084.004,849.00812.00
2016-2017Division4,340.006,801.00865.00
State6,248.005,052.00871.00
2017-2018Division4,136.006,876.00935.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

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
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,8163201,7563541,579413
Female840146825165761187
Male976174931189818226
American Indian<<<<<<
Asian111150113
Black12821107257420
Hispanic206203218
White1,5812761,5473061,407360
Two or more races701664186420
Students with Disabilities233702217420383
Economically Disadvantaged894254701233643269
English Learners10012085
Homeless8417797
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 38
Disorderly or Disruptive Behavior Offenses 101
Other Offenses Against Persons 41
All Other Offenses <
Property Offenses <
Weapons Offenses 12
Offenses Against Staff <
Offenses Against Student 49
Technology Offenses <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.20.20.5
Asian0.70.70.7
Black7.219.96.310.94.86.6
Hispanic1.23.21.11.33.6
Native Hawaiian------
White86.672.487.883.788.886.3
Two or more races44.53.95.44.23
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.20.2
Asian0.70.70.7
Black7.25.66.38.34.820
Hispanic1.21.18.31.3
Native Hawaiian
White86.694.487.883.388.880
Two or more races43.94.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.20.2
Asian0.70.70.7
Black7.26.34.8
Hispanic1.21.11.3
Native Hawaiian------
White86.687.810088.8
Two or more races43.94.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 51.853.355
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 37.636.936.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 67.164.863.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.39 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 8.11 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division8.3%0.6%
State7.3%1.8%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201743%56%0%1%
2017-201844%53%0%3%
2018-201947%51%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%74%73%75%
Asian<77%87%75%
Black52%56%60%75%
Hispanic64%71%63%75%
White72%76%81%75%
Economically Disadvantaged60%65%62%75%
English Learners<82%53%75%
Students with Disabilities40%39%39%75%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%75%74%70%
Asian<81%89%70%
Black50%59%60%70%
Hispanic71%76%64%70%
White75%77%81%70%
Economically Disadvantaged62%67%63%70%
English Learners<91%57%70%
Students with Disabilities37%38%42%70%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students77%
Asian<
Black46%
Hispanic<
White80%
Economically Disadvantaged70%
English Learners<
Students with Disabilities47%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students73%75%
Asian<<
Black66%66%
Hispanic58%67%
White74%76%
Economically Disadvantaged64%66%
English Learners<<
Students with Disabilities51%46%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian<90%84%
Black81%82%84%
Hispanic<81%84%
White87%86%84%
Economically Disadvantaged75%78%84%
English Learners<65%84%
Students with Disabilities31%56%84%
Homeless<--
Foster Care<--

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students21%17%9%10%
Asian21%10%5%10%
Black21%18%9%10%
Hispanic28%22%9%10%
White20%17%9%10%
Economically Disadvantaged30%25%13%10%
English Learners38%14%8%10%
Students with Disabilities29%26%14%10%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available