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Amelia County Public Schools

General school information

Division: Amelia County Public Schools
Address: 8701 Otterburn Road, Suite 101 Amelia, VA 23002
Superintendent: Dr. K. David Smith
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 76 64 24 15 78 63 22 12 76 64 24
Female 13 81 68 19 18 82 65 18 14 80 66 20
Male 12 72 60 28 12 73 60 27 10 73 63 27
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 61 57 39 6 61 55 39 5 64 60 36
Hispanic 8 78 70 23 10 78 68 23 9 77 68 23
White 16 82 66 18 19 83 64 17 15 81 66 19
Two or more races - 63 63 37 7 76 69 24 7 63 56 37
Students with Disabilities 8 39 31 61 5 32 27 68 10 37 27 63
Economically Disadvantaged 9 68 59 32 9 68 58 32 8 67 59 33
English Learners - 76 76 24 11 71 61 29 4 81 78 19
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 17 72 56 28 15 76 61 24 14 72 58 28
Female 18 73 55 27 19 81 62 19 9 69 60 31
Male 15 72 57 28 11 71 61 29 18 75 57 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 52 44 48 4 67 63 33 - 54 54 46
Hispanic < 100 < 0 < < < < < < < <
White 21 78 57 22 20 79 59 21 21 80 58 20
Two or more races < < < < < < < < - 64 64 36
Students with Disabilities - 42 42 58 17 33 17 67 8 58 50 42
Economically Disadvantaged 12 69 57 31 10 66 56 34 4 68 63 32
English Learners < 100 < 0 < < < < < < < <
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 16 73 56 27 20 83 63 17 13 73 60 27
Female 24 81 58 19 25 85 60 15 17 78 62 22
Male 10 65 56 35 15 82 67 18 8 66 58 34
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 3 58 55 43 8 64 56 36 11 67 56 33
Hispanic < < < < < < < < < < < <
White 23 79 56 21 26 89 62 11 12 74 62 26
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 43 43 57 18 35 18 65
Economically Disadvantaged 10 68 57 32 14 78 64 22 12 63 51 37
English Learners < < < < < 100 < 0 < < < <
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 74 60 26 13 62 49 38 18 72 54 28
Female 15 82 68 18 17 70 53 30 24 79 55 21
Male 12 64 53 36 10 55 45 45 11 64 53 36
Black - 50 50 50 3 53 50 47 8 50 42 50
Hispanic < < < < < < < < < < < <
White 19 84 65 16 19 68 49 32 23 78 54 22
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 27 20 73 10 20 10 80 7 13 7 87
Economically Disadvantaged 7 65 58 35 7 57 51 43 12 65 53 35
English Learners < < < < < < < < < 100 < 0
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 18 75 57 25 19 78 59 22 15 76 62 24
Female 19 81 62 19 22 83 60 17 17 80 64 20
Male 16 68 52 32 15 73 58 27 13 73 60 27
Black 8 56 48 44 11 52 41 48 - 68 68 32
Hispanic < 100 < 0 < < < < < 100 < 0
White 22 79 57 21 24 86 62 14 20 79 58 21
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 23 15 77 - 28 28 72 9 27 18 73
Economically Disadvantaged 12 66 53 34 10 69 59 31 8 67 59 33
English Learners < 100 < 0 < < < < < 100 < 0
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 12 79 67 21 18 83 65 17 13 77 64 23
Female 10 84 74 16 23 93 70 7 16 84 67 16
Male 13 73 60 27 14 74 60 26 9 70 61 30
Black - 62 62 38 8 67 58 33 7 60 53 40
Hispanic < < < < < < < < < < < <
White 17 87 70 13 21 89 68 11 15 83 69 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 9 64 55 36 8 38 31 62 6 50 44 50
Economically Disadvantaged 7 67 59 33 11 75 64 25 5 66 61 34
English Learners < < < < < < < < < < < <
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 9 68 60 32 15 72 57 28 9 74 65 26
Female 4 73 70 27 13 75 63 25 13 80 67 20
Male 12 66 53 34 18 70 52 30 5 67 62 33
Asian < 100 < 0 < 100 < 0
Black 10 51 41 49 8 52 44 48 12 54 42 46
Hispanic 10 50 40 50 < < < < < < < <
White 7 77 69 23 19 81 63 19 10 84 74 16
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 26 37 11 63 6 31 25 69 8 17 8 83
Economically Disadvantaged 5 58 53 43 10 54 44 46 7 60 53 40
English Learners < < < < < < < < < < < <
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 6 91 85 9 5 87 82 13 4 90 86 10
Female 5 91 86 9 5 88 83 12 3 90 88 10
Male 7 92 84 8 5 86 81 14 5 89 84 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 90 90 10 - 73 73 27 - 85 85 15
Hispanic < 100 < 0 < 100 < 0 20 80 60 20
White 8 92 83 8 7 90 83 10 4 92 88 8
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 58 58 42 - 31 31 69 15 54 38 46
Economically Disadvantaged 8 85 77 15 4 75 71 25 6 83 77 17
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 10 67 56 33 15 78 62 22 14 80 65 20
Female 8 76 68 24 21 82 61 18 20 88 68 12
Male 12 60 48 40 10 74 64 26 9 71 63 29
Asian < < < < < 100 < 0 < 100 < 0
Black 9 61 52 39 7 60 53 40 5 58 54 42
Hispanic < < < < < 100 < 0 27 87 60 13
White 9 70 61 30 19 82 64 18 18 86 68 14
Two or more races < < < < 11 83 72 17 - 82 82 18
Students with Disabilities 25 50 25 50 3 38 35 62 10 19 10 81
Economically Disadvantaged 8 60 53 40 8 63 55 37 12 72 60 28
English Learners < < < < < 100 < 0 < 100 < 0
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 63 53 37 10 72 62 28 11 75 64 25
Female 8 77 70 23 14 77 63 23 18 85 68 15
Male 11 54 43 46 6 67 62 33 3 63 60 37
Asian < < < < < 100 < 0
Black 10 56 46 44 8 56 48 44 4 44 41 56
Hispanic < < < < < 100 < 0 < < < <
White 9 66 57 34 11 78 67 22 14 85 71 15
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 21 32 11 68 - 31 31 69 - 9 9 91
Economically Disadvantaged 6 53 47 47 4 60 55 40 8 67 60 33
English Learners < < < < < 100 < 0 < 100 < 0
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 11 78 67 22 19 82 63 18 18 84 66 16
Female 9 74 65 26 26 86 60 14 23 91 68 9
Male 13 83 70 17 13 79 65 21 13 77 65 23
Black 7 73 67 27 6 63 56 38 5 68 63 32
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 12 85 73 15 25 86 61 14 22 88 66 12
Two or more races < < < < 18 100 82 0 < 100 < 0
Students with Disabilities < < < < 6 44 39 56 20 30 10 70
Economically Disadvantaged 13 94 81 6 11 67 56 33 16 77 61 23
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 11 80 69 20 11 83 72 17 11 79 69 21
Female 11 84 73 16 11 86 76 14 11 83 72 17
Male 12 77 65 23 11 79 68 21 10 75 65 25
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 72 67 28 3 70 66 30 3 68 64 32
Hispanic 13 77 64 23 11 87 76 13 16 80 64 20
White 14 84 70 16 14 87 73 13 13 83 70 17
Two or more races - 59 59 41 2 76 73 24 11 80 70 20
Students with Disabilities 7 36 29 64 7 42 35 58 13 45 32 55
Economically Disadvantaged 8 72 64 28 8 76 68 24 8 71 63 29
English Learners 9 83 74 17 16 82 66 18 12 79 67 21
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 13 76 64 24 12 79 67 21 14 75 62 25
Female 10 76 66 24 12 84 72 16 10 78 67 22
Male 15 77 62 23 13 73 61 27 17 74 57 26
American Indian < 100 < 0 < 100 < 0 < < < <
Black 8 56 48 44 7 63 56 37 - 57 57 43
Hispanic < < < < < < < < < 100 < 0
White 15 82 67 18 14 85 71 15 15 81 65 19
Two or more races < < < < < < < < 27 82 55 18
Students with Disabilities - 42 42 58 25 42 17 58 25 67 42 33
Economically Disadvantaged 12 68 56 32 11 69 58 31 9 72 63 28
English Learners < < < < < < < < < < < <
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 27 79 51 21 19 80 61 20 19 76 57 24
Female 29 83 54 17 18 79 61 21 20 77 57 23
Male 26 75 49 25 20 82 62 18 17 73 56 27
Asian < 100 < 0 < 100 < 0
Black 18 69 51 31 4 64 60 36 15 63 48 37
Hispanic < < < < < 100 < 0 < < < <
White 34 85 51 15 24 86 62 14 21 81 61 19
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 23 23 77 18 47 29 53
Economically Disadvantaged 19 74 55 26 14 76 63 24 13 68 55 32
English Learners < < < < < 100 < 0 < < < <
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 80 63 20 22 74 53 26 24 80 56 20
Female 22 85 63 15 20 84 64 16 22 85 63 15
Male 12 75 63 25 24 66 43 34 25 75 50 25
Black - 66 66 34 3 69 67 31 4 62 58 38
Hispanic < < < < < < < < < < < <
White 24 87 64 13 31 78 47 22 29 84 56 16
Two or more races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 20 30 10 70 7 33 27 67
Economically Disadvantaged 9 70 61 30 13 66 53 34 21 74 53 26
English Learners < < < < < < < < < 100 < 0
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 9 84 75 16 11 90 79 10 4 77 73 23
Female 6 92 86 8 11 89 79 11 4 82 79 18
Male 13 77 64 23 12 90 78 10 5 73 68 27
Black - 80 80 20 7 81 74 19 3 84 82 16
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 84 71 16 15 92 77 8 5 74 68 26
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 25 25 75 - 53 53 47 18 45 27 55
Economically Disadvantaged 4 72 68 28 7 87 80 13 3 65 62 35
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 4 67 63 33 1 65 64 35 1 64 63 36
Female 3 70 68 30 3 75 72 25 - 74 74 26
Male 6 64 58 36 - 55 55 45 2 56 53 44
Black 5 57 52 43 5 60 55 40 - 46 46 54
Hispanic < < < < < < < < < 100 < 0
White 5 74 70 26 - 63 63 37 2 69 67 31
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 18 55 36 45 8 17 8 83 6 39 33 61
Economically Disadvantaged 2 61 59 39 - 63 63 37 - 50 50 50
English Learners < 100 < 0 < < < < < 100 < 0
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 10 82 72 18 7 86 79 14 11 86 76 14
Female 10 90 79 10 5 90 85 10 15 91 75 9
Male 11 76 66 24 9 82 74 18 5 81 76 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 11 74 63 26 4 61 57 39 4 75 71 25
Hispanic < < < < < < < < < < < <
White 12 86 74 14 7 95 88 5 11 91 80 9
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 28 56 28 44 6 53 47 47 10 30 20 70
Economically Disadvantaged 9 79 71 21 9 76 67 24 8 79 71 21
English Learners < 100 < 0 < < < < < < < <
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 5 86 81 14 6 83 76 17 3 78 75 22
Female 3 91 88 9 12 88 77 12 4 87 83 13
Male 6 83 76 17 2 78 76 22 3 70 67 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 95 95 5 - 68 68 32 - 60 60 40
Hispanic < < < < < < < < < < < <
White 6 86 80 14 10 86 76 14 5 85 80 15
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 8 31 23 69 - 48 48 52 - 38 38 62
Economically Disadvantaged 7 76 69 24 1 79 77 21 - 70 70 30
English Learners < < < < < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 79 73 21 5 92 87 8 4 82 78 18
Female 2 80 78 20 3 97 93 3 7 80 73 20
Male 9 78 69 22 6 88 82 12 2 83 82 17
Asian < 100 < 0 < 100 < 0
Black - 70 70 30 - 79 79 21 - 79 79 21
Hispanic < < < < < 100 < 0 < < < <
White 8 82 74 18 6 96 90 4 6 81 75 19
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 40 40 60 10 70 60 30 - 50 50 50
Economically Disadvantaged - 72 72 28 2 87 85 13 - 80 80 20
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 88 79 12 11 95 84 5 11 97 87 3
Female 6 85 79 15 6 94 88 6 5 95 90 5
Male 12 90 79 10 16 97 81 3 17 100 83 0
Asian < 100 < 0 < 100 < 0
Black 5 79 74 21 < < < < 8 92 83 8
Hispanic < < < < < 100 < 0 < 100 < 0
White 8 90 82 10 9 98 89 2 12 98 86 2
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged 5 86 82 14 7 100 93 0 11 100 89 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

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 18 84 66 16 20 85 65 15 16 81 65 19
Female 15 83 69 17 16 85 69 15 15 80 65 20
Male 21 85 64 15 24 84 60 16 17 82 64 18
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 74 68 26 10 74 64 26 10 72 62 28
Hispanic 19 87 68 13 19 91 72 9 14 86 71 14
White 23 89 65 11 25 88 63 12 19 84 65 16
Two or more races 5 81 76 19 13 90 77 10 9 74 65 26
Students with Disabilities 12 55 43 45 6 45 39 55 12 49 38 51
Economically Disadvantaged 10 75 65 25 13 78 65 22 13 72 59 28
English Learners 15 85 69 15 10 90 81 10 18 88 71 12
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 8 82 73 18 12 83 72 17 2 80 78 20
Female 4 75 71 25 8 84 76 16 - 76 76 24
Male 12 88 76 12 16 83 67 17 4 84 80 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 77 77 23 13 65 52 35 - 76 76 24
Hispanic < < < < < < < < 9 91 82 9
White 12 85 73 15 13 89 76 11 2 81 79 19
Two or more races < < < < - 90 90 10 < < < <
Students with Disabilities 8 50 42 50 20 60 40 40 - 30 30 70
Economically Disadvantaged 6 63 57 37 9 70 61 30 2 70 69 30
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 10 83 73 17 10 78 68 22 11 72 61 28
Female 4 84 80 16 5 77 72 23 7 73 66 27
Male 16 83 67 17 13 79 66 21 13 71 57 29
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 2 78 76 22 2 66 64 34 5 57 51 43
Hispanic 30 80 50 20 10 90 80 10 < < < <
White 13 86 74 14 14 82 68 18 13 77 65 23
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 36 36 64 - 36 36 64 4 58 54 42
Economically Disadvantaged 5 75 70 25 3 68 65 32 4 58 54 42
English Learners < < < < < 100 < 0 < < < <
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 22 96 73 4 21 94 73 6 10 88 78 12
Female 15 96 81 4 11 93 82 7 3 83 80 18
Male 32 95 62 5 30 95 65 5 17 93 76 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 84 84 16 9 88 79 12 - 76 76 24
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 33 98 66 2 25 97 72 3 12 90 78 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 10 90 81 10 16 91 74 9 3 83 80 17
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 18 83 65 17 21 89 68 11 24 89 65 11
Female 13 84 71 16 18 89 72 11 22 91 69 9
Male 21 83 62 17 24 89 65 11 26 87 61 13
Asian < 100 < 0 < 100 < 0
Black 6 60 54 40 12 80 68 20 4 80 76 20
Hispanic 10 100 90 0 < 100 < 0 < 100 < 0
White 22 89 67 11 24 91 66 9 31 93 63 7
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 47 47 53 6 56 50 44 - 27 27 73
Economically Disadvantaged 6 77 70 23 8 82 73 18 17 81 65 19
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 34 80 46 20 40 84 44 16 30 78 48 22
Female 40 81 40 19 36 85 49 15 31 78 47 22
Male 29 80 51 20 45 83 38 17 29 78 49 22
Asian < 100 < 0
Black 18 70 53 30 20 72 52 28 32 72 40 28
Hispanic < 100 < 0 < 100 < 0 < < < <
White 42 86 44 14 47 88 41 13 32 81 50 19
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 7 43 36 57 8 38 31 62
Economically Disadvantaged 19 73 55 27 28 83 56 17 25 73 48 27
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: 96.27 State: 89.72 Division: 94.31 State: 88.34 Division: 96.18 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten475349
Kindergarten133124125
Grade 1139141118
Grade 2140146153
Grade 3131140137
Grade 4134134143
Grade 5122133136
Grade 6120120132
Grade 7115121125
Grade 8151118127
Grade 9165160147
Grade 10152158140
Grade 11122107127
Grade 12156153133
Total Students1,8271,8081,792
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 Students182718081792
Female877866865
Male950942927
American Indian787
Asian10109
Black419419377
Hispanic829685
White124711861224
Two or more races628988
Students with Disabilities191187197
Not Students with Disabilities163616211595
Economically Disadvantaged936836807
Not Economically Disadvantaged891972985
English Learners496361
Not English Learners177817451731
Homeless21
Military Connected293947
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 71 49 1 1 6 6
State 50979 36013 2733 1046 5404 1786
Female Division 42 24 0 0 2 2
State 27837 15823 920 366 1922 656
Male Division 29 25 1 1 4 4
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 13 10 0 0 1 3
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < < <
State 5086 5583 317 105 2172 323
White Division 50 32 1 1 3 3
State 30218 16420 1139 617 1589 596
Two or more races Division 6 4 0 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 9 1 0 2 5
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 11 31 1 0 3 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students13412190.312794.864.5
Female706694.36897.122.9
Male645585.95992.246.3
Asian0<100<10000
Black272385.22592.613.7
Hispanic0<<<<<<
White908392.28796.733.3
Two or more races10101001010000
Students with Disabilities181161.11688.9211.1
Economically Disadvantaged494387.84693.936.1
English Learners0<<<<<<
Foster Care0<100<10000
Military Connected0<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 Taken101 / 16.97%80 / 13.84%100 / 18.28%
Advanced Placement Course Enrollment103 / 17.31%82 / 14.19%100 / 18.28%
Dual Enrollment93 / 15.63%105 / 18.17%121 / 22.12%
Governor’s School Enrollment26 / 4.37%24 / 4.15%24 / 4.39%
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 142 69 51
State 82482 57560 30
Female Division 66 41 38
State 41546 31230 25
Male Division 76 28 63
State 40936 26330 36
Black Division 28 11 61
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 112 58 48
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 15 < 100
State 5986 3008 50
Economically Disadvantaged Division 58 21 64
State 23515 13119 44
English Learners Division 0 < 100
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 AssessmentsDivision---
 State413936233471
State LicensuresDivision1-1
 State179019641412
Industry CertificationDivision154161196
 State100544109590103892
Workplace ReadinessDivision617254
 State307754231350242
Total Credentials EarnedDivision216233251
 State137248157490159017
Students Earning One or More CredentialsDivision184206201
 State109089126113127744
CTE CompletersDivision128136117
 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 57 76 36 47.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 95 111 41 36.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 71 75 16 21.3%
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
65.7 66.4 63.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20152,693.005,708.00784.00
2015-20162,812.005,820.00787.00
2016-20173,230.006,113.00758.00

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 Students15561695464158314670761441200899015152075956
Female7397823287626431367119439337361022523
Male81791313682182394073010650577791053433
American Indian0000000000007210
Asian8011901090010000
Black40146911394221912350332420331311312
Hispanic70531742237765477722
White1033112384910511134659926152546110181533840
Two or more races375324892271954711242
Students with Disabilities15030101515825723129321527144351217
Economically Disadvantaged75399384078283385267610145596991184234
English Learners42000490005840063301
Homeless000000000000
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 22
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 13
Other Offenses Against Persons 51
Disorderly or Disruptive Behavior Offenses 57
Alcohol, Tobacco, and Other Drug Offenses 30
Technology Offenses <
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 Indian0.4420.740.3830.440.442
Asian0.6080.5470.553
Black25.13833.3322.93428.1923.17524.83
Hispanic3.9781.854.4881.325.312.01
Native Hawaiian
White67.34860.3768.25466.0865.59770.47
Two or more races2.4863.73.3943.964.9232.68
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 Indian0.4420.3830.442
Asian0.6080.5470.553
Black25.13822.93423.175
Hispanic3.9784.4885.31
Native Hawaiian
White67.34810068.25410065.597
Two or more races2.4863.3944.923
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 Indian0.4420.3830.442
Asian0.6080.5470.553
Black25.13822.93423.175
Hispanic3.9784.4885.31
Native Hawaiian
White67.34868.25465.597
Two or more races2.4863.3944.923
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 47.2545.2945.67
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 52.2849.6454.01
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 67.7568.8966.91
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: 15.59 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 12.77 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%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
2015-201652%44%2%2%
2016-201750%44%2%4%
2017-201855%40%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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