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Appomattox County Public Schools

General school information

Division: Appomattox County Public Schools
Address: 316 Court Street Appomattox, VA 24522
Superintendent: Dr. Annette A. Bennett
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 80 68 20 14 81 67 19 15 81 67 19
Female 12 85 73 15 14 83 70 17 15 84 69 16
Male 13 76 63 24 14 79 65 21 14 79 65 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 69 62 31 5 64 59 36 8 68 59 32
Hispanic 9 68 59 32 18 71 54 29 17 73 57 27
White 15 85 70 15 16 88 71 12 17 86 69 14
Two or more races 10 79 69 21 16 78 62 22 11 78 67 22
Students with Disabilities 14 40 26 60 12 43 31 57 23 48 25 52
Economically Disadvantaged 9 72 64 28 10 73 63 27 9 73 64 27
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 75 66 25 11 70 59 30 13 70 57 30
Female 7 80 73 20 13 74 60 26 9 68 59 32
Male 11 71 60 29 8 65 57 35 16 71 55 29
Black 2 55 53 45 3 50 47 50 13 67 54 33
Hispanic < < < < < < < < < < < <
White 13 86 73 14 12 77 65 23 14 74 60 26
Two or more races 6 76 71 24 18 65 47 35 7 53 47 47
Students with Disabilities - 23 23 77 - 43 43 57 25 50 25 50
Economically Disadvantaged 4 65 61 35 7 62 55 38 11 60 49 40
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 12 80 68 20 16 81 65 19 18 77 59 23
Female 13 82 69 18 18 79 61 21 22 80 58 20
Male 11 79 67 21 14 83 69 17 13 73 60 27
Black 3 67 63 33 4 61 57 39 - 50 50 50
Hispanic < < < < < < < < < < < <
White 16 87 72 13 21 91 70 9 24 87 63 13
Two or more races 9 55 45 45 18 76 59 24 19 71 52 29
Students with Disabilities < < < < 31 46 15 54 12 59 47 41
Economically Disadvantaged 10 71 60 29 9 75 66 25 7 67 60 33
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 19 84 65 16 18 83 65 17 16 82 66 18
Female 18 91 72 9 15 82 67 18 14 86 71 14
Male 19 78 59 22 21 84 63 16 18 79 61 21
Black 17 66 49 34 6 56 50 44 6 65 58 35
Hispanic < 100 < 0 < < < < < < < <
White 20 89 69 11 18 93 75 7 21 88 66 13
Two or more races < < < < 46 77 31 23 15 95 80 5
Students with Disabilities 9 55 45 45 30 50 20 50 22 39 17 61
Economically Disadvantaged 12 73 61 27 18 75 57 25 4 77 72 23
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 16 86 70 14 18 84 66 16 14 85 71 15
Female 16 92 75 8 15 85 69 15 14 86 71 14
Male 15 79 65 21 20 83 63 17 14 85 71 15
Black 7 75 68 25 11 73 62 27 6 69 63 31
Hispanic < < < < < < < < < 100 < 0
White 19 89 70 11 21 88 67 12 16 91 75 9
Two or more races - 91 91 9 - 80 80 20 21 79 57 21
Students with Disabilities 21 57 36 43 7 36 29 64 23 46 23 54
Economically Disadvantaged 8 82 74 18 10 73 63 27 13 78 65 22
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 17 82 65 18 15 88 74 12 21 89 67 11
Female 14 86 71 14 20 92 73 8 26 91 66 9
Male 19 78 59 22 9 84 75 16 18 86 68 14
Black 4 76 72 24 8 84 76 16 18 79 62 21
Hispanic < < < < < 100 < 0 < 100 < 0
White 21 85 65 15 17 89 72 11 24 91 67 9
Two or more races 40 80 40 20 - 83 83 17 - 91 91 9
Students with Disabilities 33 62 29 38 7 53 47 47 25 42 17 58
Economically Disadvantaged 18 78 60 23 8 85 76 15 15 82 68 18
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 10 72 61 28 15 73 58 27 12 84 72 16
Female 10 79 70 21 13 77 65 23 13 85 72 15
Male 11 63 52 37 18 69 51 31 11 82 71 18
Black 10 64 55 36 4 61 57 39 8 80 72 20
Hispanic < 100 < 0 < < < < < < < <
White 11 74 63 26 19 79 60 21 14 86 72 14
Two or more races 8 69 62 31 < < < < - 75 75 25
Students with Disabilities 17 17 - 83 9 35 26 65 25 56 31 44
Economically Disadvantaged 4 67 63 33 13 57 44 43 8 75 68 25
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 84 77 16 4 89 85 11 8 84 76 16
Female 7 88 81 12 3 92 89 8 8 93 84 7
Male 6 80 74 20 5 85 80 15 7 77 69 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 80 78 20 - 71 71 29 8 70 63 30
Hispanic < < < < < < < < < 100 < 0
White 8 84 76 16 5 95 89 5 8 89 80 11
Two or more races 7 93 86 7 - 92 92 8 - 82 82 18
Students with Disabilities - 27 27 73 < < < < 29 43 14 57
Economically Disadvantaged 4 71 67 29 6 84 78 16 6 73 67 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

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 12 71 58 29 16 80 64 20 20 84 65 16
Female 14 77 63 23 16 83 67 17 25 90 65 10
Male 11 65 54 35 16 77 61 23 14 78 65 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 60 52 40 6 63 57 37 11 77 66 23
Hispanic < < < < 40 80 40 20 < < < <
White 15 74 60 26 18 85 67 15 24 87 63 13
Two or more races 7 81 74 19 23 91 68 9 - 78 78 22
Students with Disabilities 17 21 3 79 26 52 26 48 32 48 16 52
Economically Disadvantaged 10 61 51 39 13 70 56 30 15 74 59 26
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 8 63 55 37 15 72 57 28 19 80 61 20
Female 10 71 61 29 16 78 61 23 22 86 64 14
Male 6 54 49 46 14 67 53 33 15 74 58 26
Black 12 52 40 48 11 64 53 36 13 71 58 29
Hispanic < < < < < < < < < < < <
White 6 66 60 34 16 77 60 23 22 83 61 17
Two or more races 8 77 69 23 30 80 50 20 - 75 75 25
Students with Disabilities 17 17 - 83 26 48 22 52 25 44 19 56
Economically Disadvantaged 7 57 50 43 17 58 41 42 14 72 58 28
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 77 61 23 16 88 71 13 20 89 69 11
Female 18 83 65 17 15 87 72 13 28 94 66 6
Male 15 72 57 28 18 88 70 12 12 84 72 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 67 62 33 - 62 62 38 9 81 72 19
Hispanic < < < < < 100 < 0 < 100 < 0
White 21 80 59 20 19 93 74 7 26 92 65 8
Two or more races 7 86 79 14 17 100 83 0 - 82 82 18
Students with Disabilities 18 24 6 76 < < < < < < < <
Economically Disadvantaged 12 64 52 36 9 82 73 18 16 76 60 24
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 16 85 69 15 11 82 71 18 14 82 69 18
Female 14 88 74 12 9 84 75 16 12 85 73 15
Male 18 82 64 18 13 81 68 19 16 80 64 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 77 70 23 6 71 65 29 5 75 70 25
Hispanic 23 77 54 23 19 70 52 30 11 78 67 22
White 19 88 68 12 12 87 74 13 17 86 69 14
Two or more races 14 85 71 15 11 78 67 22 14 79 65 21
Students with Disabilities 12 43 31 57 11 43 32 57 21 50 29 50
Economically Disadvantaged 12 78 66 22 7 73 66 27 9 74 65 26
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 74 64 26 9 72 63 28 15 75 59 25
Female 8 69 61 31 11 72 61 28 7 75 68 25
Male 12 79 67 21 8 72 64 28 23 74 52 26
Black 4 60 56 40 3 53 50 47 4 65 61 35
Hispanic < < < < < < < < < < < <
White 14 81 66 19 12 81 69 19 20 81 61 19
Two or more races - 82 82 18 6 53 47 47 13 60 47 40
Students with Disabilities 8 46 38 54 7 36 29 64 42 67 25 33
Economically Disadvantaged 4 63 59 37 4 63 59 37 7 66 59 34
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 26 83 57 17 14 74 60 26 12 73 61 27
Female 20 86 66 14 10 68 58 32 13 74 61 26
Male 32 80 48 20 18 80 62 20 12 73 61 27
Black 9 78 69 22 9 57 49 43 6 64 58 36
Hispanic < < < < < < < < < < < <
White 31 87 56 13 15 82 66 18 17 78 61 22
Two or more races 27 64 36 36 18 76 59 24 5 71 67 29
Students with Disabilities < < < < 29 36 7 64 6 29 24 71
Economically Disadvantaged 20 78 58 23 8 60 52 40 7 65 58 35
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 23 85 62 15 11 84 72 16 17 73 56 27
Female 22 92 71 8 9 85 76 15 18 74 56 26
Male 24 79 55 21 14 83 69 17 17 72 55 28
Black 14 74 60 26 3 60 57 40 6 54 48 46
Hispanic < < < < < 100 < 0 < < < <
White 25 91 66 9 14 92 78 8 24 83 59 17
Two or more races < < < < 18 82 64 18 10 75 65 25
Students with Disabilities 18 45 27 55 < < < < 22 28 6 72
Economically Disadvantaged 13 75 61 25 8 75 67 25 4 60 55 40
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 26 90 64 10 21 90 69 10 12 90 78 10
Female 24 97 72 3 15 93 78 7 11 96 85 4
Male 28 83 55 17 25 87 61 13 14 85 71 15
Black 7 79 71 21 14 81 68 19 3 83 80 17
Hispanic < < < < < 100 < 0 < 100 < 0
White 32 92 60 8 21 92 71 8 13 94 81 6
Two or more races 8 100 92 0 20 90 70 10 31 85 54 15
Students with Disabilities 21 57 36 43 - 50 50 50 23 62 38 38
Economically Disadvantaged 22 85 64 15 11 83 71 17 10 87 77 13
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 73 63 27 4 74 69 26 15 79 63 21
Female 8 78 70 22 5 79 74 21 17 83 66 17
Male 12 67 55 33 3 67 64 33 14 74 61 26
Black 7 67 60 33 8 75 67 25 12 76 64 24
Hispanic < < < < < < < < < 100 < 0
White 10 74 63 26 4 74 70 26 15 80 64 20
Two or more races < 100 < 0 - 73 73 27 17 75 58 25
Students with Disabilities 29 48 19 52 7 14 7 86 25 33 8 67
Economically Disadvantaged 13 66 53 34 5 70 65 30 16 67 51 33
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 4 79 75 21 4 67 63 33 5 79 75 21
Female 3 89 85 11 2 71 69 29 2 81 79 19
Male 6 69 63 31 6 63 57 37 8 78 70 22
Black 6 71 66 29 5 66 61 34 4 78 74 22
Hispanic < 100 < 0 < < < < < 100 < 0
White 3 81 78 19 4 69 65 31 6 79 73 21
Two or more races 9 91 82 9 < < < < - 82 82 18
Students with Disabilities 8 25 17 75 14 36 23 64 25 44 19 56
Economically Disadvantaged 6 83 76 17 7 59 52 41 6 70 64 30
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 18 92 74 8 4 94 90 6 6 90 84 10
Female 21 96 74 4 3 99 96 1 6 97 91 3
Male 15 89 74 11 5 89 84 11 6 84 78 16
Asian < 100 < 0
Black 9 94 85 6 - 98 98 2 - 88 88 12
Hispanic < 100 < 0 < < < < < 100 < 0
White 20 91 71 9 4 95 91 5 10 89 79 11
Two or more races 20 87 67 13 13 87 73 13 < 100 < 0
Students with Disabilities - 40 40 60 - 63 63 37 5 67 62 33
Economically Disadvantaged 12 90 78 10 2 93 90 7 5 83 78 17
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 92 83 8 20 92 71 8 11 95 84 5
Female 8 92 84 8 16 91 75 9 7 94 87 6
Male 12 93 81 7 26 93 67 7 17 96 79 4
Asian < 100 < 0 < 100 < 0
Black 9 87 78 13 - 86 86 14 - 91 91 9
Hispanic < 100 < 0 < 100 < 0
White 10 95 85 5 24 92 67 8 14 95 81 5
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Economically Disadvantaged 7 81 74 19 15 82 67 18 8 94 85 6
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 14 95 82 5 11 97 86 3 27 99 72 1
Female 9 93 84 7 9 98 89 2 22 98 76 2
Male 20 98 78 2 14 95 81 5 33 100 67 0
Asian < 100 < 0 < 100 < 0
Black 7 100 93 0 14 86 71 14 - 100 100 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 93 78 7 10 100 90 0 30 99 69 1
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Economically Disadvantaged 10 95 86 5 11 89 79 11 23 100 77 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 11 86 75 14 13 86 73 14 14 81 67 19
Female 8 88 79 13 10 88 78 12 10 83 73 17
Male 14 84 70 16 16 83 68 17 17 79 62 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 74 67 26 5 76 70 24 3 66 63 34
Hispanic 13 100 88 0 6 75 69 25 10 70 60 30
White 13 90 77 10 15 90 75 10 17 86 69 14
Two or more races 9 80 71 20 17 78 61 22 13 83 70 17
Students with Disabilities 7 35 27 65 15 54 38 46 14 46 32 54
Economically Disadvantaged 7 77 69 23 11 79 69 21 9 71 62 29
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 24 90 66 10 25 84 59 16 19 78 58 22
Female 17 92 75 8 17 85 68 15 14 75 61 25
Male 30 89 59 11 33 83 50 17 23 80 56 20
Black 17 80 63 20 6 64 58 36 6 60 54 40
Hispanic < 100 < 0 < < < < < < < <
White 28 95 67 5 30 92 62 8 26 88 62 13
Two or more races < < < < 33 83 50 17 10 75 65 25
Students with Disabilities 9 64 55 36 < < < < 22 39 17 61
Economically Disadvantaged 13 81 67 19 20 78 58 23 9 66 57 34
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 6 81 75 19 17 82 65 18 9 85 76 15
Female 6 85 79 15 10 83 73 17 5 86 81 14
Male 5 77 72 23 23 81 58 19 13 85 71 15
Black 5 64 60 36 7 76 70 24 4 72 68 28
Hispanic < 100 < 0 < < < < < < < <
White 6 88 82 12 20 86 65 14 11 89 78 11
Two or more races 8 83 75 17 < < < < - 75 75 25
Students with Disabilities 8 31 23 69 30 65 35 35 23 62 38 38
Economically Disadvantaged 1 75 74 25 16 75 59 25 9 75 66 25
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 83 76 17 6 83 77 17 15 79 64 21
Female 5 84 79 16 7 86 79 14 15 86 71 14
Male 8 81 73 19 6 81 75 19 15 73 58 27
Asian < 100 < 0 < 100 < 0
Black 2 65 63 35 5 79 74 21 - 61 61 39
Hispanic < 100 < 0 < < < < < 100 < 0
White 8 88 80 12 7 89 81 11 20 84 64 16
Two or more races 17 83 67 17 6 56 50 44 21 86 64 14
Students with Disabilities - 10 10 90 - 46 46 54 - 24 24 76
Economically Disadvantaged 6 72 66 28 3 75 72 25 10 72 62 28
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 96 81 4 16 97 81 3 4 86 82 14
Female 8 95 87 5 13 97 84 3 5 86 81 14
Male 27 98 71 2 20 96 76 4 3 86 83 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 100 88 0 8 88 79 13 - 75 75 25
Hispanic < 100 < 0 < < < < < 100 < 0
White 16 95 78 5 19 100 81 0 6 88 82 12
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 17 97 79 3 12 95 83 5 - 79 79 21
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 84 77 16 4 85 81 15 14 79 65 21
Female 7 85 78 15 5 89 84 11 9 84 76 16
Male 7 84 76 16 2 80 78 20 20 75 55 25
Asian < 100 < 0 < 100 < 0
Black 2 80 78 20 2 75 73 25 - 69 69 31
Hispanic < 100 < 0 < 100 < 0 < < < <
White 10 87 77 13 4 87 83 13 20 83 63 17
Two or more races - 64 64 36 8 92 83 8 23 92 69 8
Students with Disabilities - 20 20 80 - 44 44 56 - 48 48 52
Economically Disadvantaged 3 71 68 29 3 80 77 20 8 67 59 33
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 22 85 64 15 23 86 64 14 23 88 64 12
Female 18 88 70 12 19 86 67 14 20 89 69 11
Male 25 83 58 17 27 86 60 14 27 86 60 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 77 67 23 10 80 70 20 12 84 72 16
Hispanic 12 88 76 12 15 100 85 0 13 83 70 17
White 25 88 63 12 27 89 62 11 29 90 61 10
Two or more races 22 82 60 18 29 85 56 15 14 80 66 20
Students with Disabilities 14 44 31 56 19 54 34 46 19 59 40 41
Economically Disadvantaged 17 78 60 22 17 79 62 21 17 81 64 19
English Learners < < < < < 100 < 0 < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 80 70 20 13 87 74 13 12 86 74 14
Female 6 80 74 20 9 85 77 15 14 86 73 14
Male 13 79 67 21 17 89 72 11 10 85 75 15
Black - 65 65 35 2 78 76 22 8 87 79 13
Hispanic < 100 < 0 < 100 < 0 < < < <
White 12 84 72 16 14 90 76 10 15 86 71 14
Two or more races 20 80 60 20 23 85 62 15 - 80 80 20
Students with Disabilities 8 38 31 62 - 31 31 69 - 27 27 73
Economically Disadvantaged 6 69 63 31 11 82 71 18 13 77 64 23
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 9 80 71 20 6 81 75 19 12 84 72 16
Female 9 86 77 14 6 85 79 15 5 90 85 10
Male 9 75 66 25 6 78 72 22 19 78 59 22
Asian < 100 < 0 < 100 < 0
Black 5 73 68 27 - 76 76 24 2 76 75 24
Hispanic < 100 < 0 < 100 < 0 < < < <
White 11 83 72 17 8 82 74 18 17 87 70 13
Two or more races - 64 64 36 8 92 85 8 13 87 73 13
Students with Disabilities - 22 22 78 - 47 47 53 - 57 57 43
Economically Disadvantaged 4 63 60 37 3 80 78 20 9 73 64 27
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 21 93 71 7 23 92 68 8 16 93 76 7
Female 14 93 79 7 20 91 71 9 16 91 76 9
Male 33 91 58 9 28 93 65 7 18 95 77 5
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 81 73 19 16 95 79 5 10 100 90 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 25 96 72 4 25 91 66 9 18 91 73 9
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < 100 < 0 < < < <
Economically Disadvantaged 24 91 67 9 19 81 62 19 13 93 80 8
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 88 61 12 32 89 56 11 36 95 59 5
Female 27 90 63 10 28 91 63 9 37 96 60 4
Male 28 86 58 14 37 86 49 14 35 93 59 7
Asian < 100 < 0
Black 20 85 65 15 5 84 80 16 14 91 77 9
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 29 89 60 11 43 92 48 8 43 97 54 3
Two or more races 33 92 58 8 < < < < 17 83 67 17
Students with Disabilities - 31 31 69 13 63 50 38 < < < <
Economically Disadvantaged 17 84 67 16 20 80 59 20 23 90 67 10
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 45 90 46 10 39 84 45 16 33 84 51 16
Female 35 90 55 10 35 81 46 19 26 82 56 18
Male 56 91 35 9 43 88 44 12 40 86 45 14
Black 19 84 65 16 23 72 49 28 22 78 56 22
Hispanic < < < < < 100 < 0 < < < <
White 54 94 40 6 47 90 43 10 40 88 48 12
Two or more races 36 82 45 18 35 82 47 18 10 70 60 30
Students with Disabilities < < < < < < < < 20 60 40 40
Economically Disadvantaged 35 86 51 14 29 73 44 28 19 77 59 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

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: 94.48 State: 89.72 Division: 89.94 State: 88.34 Division: 95.29 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division001
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten7310062
Kindergarten169155175
Grade 1168159156
Grade 2187168164
Grade 3183180176
Grade 4155173178
Grade 5152155176
Grade 6171153156
Grade 7161173150
Grade 8157170177
Grade 9188171174
Grade 10185181159
Grade 11189186186
Grade 12156180181
Total Students2,2942,3042,270
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 Students229423042270
Female115211541116
Male114211501154
American Indian1
Asian977
Black552558535
Hispanic515561
White149314901473
Two or more races188194194
Students with Disabilities226220226
Not Students with Disabilities206820842044
Economically Disadvantaged108010231111
Not Economically Disadvantaged121412811159
English Learners579
Not English Learners228922972261
Homeless281917
Military Connected284250
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 98 82 2 3 7 2
State 50979 36013 2733 1046 5404 1786
Female Division 63 37 1 1 3 1
State 27837 15823 920 366 1922 656
Male Division 35 45 1 2 4 1
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 14 26 1 0 1 0
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 69 48 1 3 6 1
State 30218 16420 1139 617 1589 596
Two or more races Division 9 6 0 0 0 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 8 2 1 3 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 32 42 1 1 4 0
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Foster Care Division < < < < < <
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 Students19418293.818595.473.6
Female10610195.310296.232.8
Male8881928394.344.5
Asian0<100<10000
Black424197.64197.612.4
Hispanic0<100<10000
White12811892.212194.564.7
Two or more races161593.81593.800
Students with Disabilities151173.31280320
Economically Disadvantaged807593.8769545
English Learners0<100<10000
Foster Care0<<<<<<
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 Taken53 / 7.38%19 / 2.65%31 / 4.43%
Advanced Placement Course Enrollment68 / 9.47%35 / 4.87%67 / 9.57%
Dual Enrollment43 / 5.99%58 / 8.08%88 / 12.57%
Governor’s School Enrollment - 6 / .84%8 / 1.14%
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 146 79 46
State 82482 57560 30
Female Division 84 50 40
State 41546 31230 25
Male Division 62 29 53
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 34 15 56
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 96 58 40
State 46319 33154 28
Two or more races Division 13 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 63 25 60
State 23515 13119 44
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 AssessmentsDivision5717
 State413936233471
State LicensuresDivision1966
 State179019641412
Industry CertificationDivision140275240
 State100544109590103892
Workplace ReadinessDivision--1
 State307754231350242
Total Credentials EarnedDivision164288264
 State137248157490159017
Students Earning One or More CredentialsDivision145254235
 State109089126113127744
CTE CompletersDivision98108116
 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 39 69 18 26.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 47 75 19 25.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 47 77 28 36.4%
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
64.9 66.8 64.7

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
2014-20152,479.005,814.00744.00
2015-20162,479.005,921.00704.00
2016-20172,626.006,229.00832.00

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 Students20531524562208911046702039153507220501405058
Female1031822130104462283110228225361015573127
Male1022702432104548183910177125361035831931
American Indian00000000
Asian12000901000000000
Black487341312493221213474351316463311819
Hispanic34013482155525155423
White136910828411365782844133110429471344922825
Two or more races1501036174748172123818113211
Students with Disabilities182274918611510199159111952768
Economically Disadvantaged925104353898473364592811035449621034044
English Learners0000000000009100
Homeless2250046222183019832
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 50
Offenses Against Staff 14
Weapons Offenses <
Property Offenses <
All Other Offenses 21
Other Offenses Against Persons 98
Disorderly or Disruptive Behavior Offenses 147
Alcohol, Tobacco, and Other Drug Offenses 15
Technology Offenses 22
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 Indian0.0430.0440.83
Asian0.5210.3920.304
Black24.46937.124.06343.5724.21942.42
Hispanic1.2152.2232.92.3870.43
Native Hawaiian
White66.33451.6165.08343.5764.6747.62
Two or more races7.41911.298.1959.138.429.52
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 Indian0.0430.044
Asian0.5210.3920.304
Black24.46966.6724.06333.3324.219
Hispanic1.2152.2232.38716.67
Native Hawaiian
White66.33433.3365.08366.6764.6733.33
Two or more races7.4198.1958.4250
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 Indian0.0430.044
Asian0.5210.3920.304
Black24.4692024.06324.219
Hispanic1.2152.2232.387
Native Hawaiian
White66.3344065.08310064.67
Two or more races7.419408.1958.42
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 47.6148.2445.23
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

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 30.6831.9151.37
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 71.5869.2970.51
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.98 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.13 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional6%6%
Provisional Special Education1%2%
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
2015-201657%40%1%2%
2016-201756%40%1%3%
2017-201858%37%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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