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Appomattox County Public Schools

General school information

Division: Appomattox County Public Schools
Division Number: 6
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Appomattox ElementaryAccredited
Appomattox PrimaryAccredited
Middle Schools
Appomattox MiddleAccredited
High Schools
Appomattox County HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 15 67 81 19 13 64 77 23
Female 14 70 83 17 15 69 84 16 13 67 80 20
Male 14 65 79 21 14 65 79 21 12 61 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 59 64 36 8 59 68 32 6 56 61 39
Hispanic 18 54 71 29 17 57 73 27 9 68 76 24
White 16 71 88 12 17 69 86 14 16 67 83 17
Two or more races 16 62 78 22 11 67 78 22 9 63 72 28
Students with Disabilities 12 31 43 57 23 25 48 52 21 18 40 60
Students without Disabilities 14 71 85 15 14 71 84 16 12 68 80 20
Economically Disadvantaged 10 63 73 27 9 64 73 27 8 61 70 30
Not Economically Disadvantaged 17 72 88 12 20 70 89 11 18 67 86 14
English Learners < < 100 0 < < < < < < < <
Homeless < < < < 7 71 79 21 < < < <
Military Connected 5 85 90 10 6 76 82 18
Foster Care 8 83 92 8 - 80 80 20
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 59 70 30 13 57 70 30 14 57 71 29
Female 13 60 74 26 9 59 68 32 14 61 75 25
Male 8 57 65 35 16 55 71 29 14 53 66 34
Black 3 47 50 50 13 54 67 33 5 56 60 40
Hispanic < < < < < < < < < < < <
White 12 65 77 23 14 60 74 26 21 58 79 21
Two or more races 18 47 65 35 7 47 53 47 - 57 57 43
Students with Disabilities - 43 43 57 25 25 50 50 21 29 50 50
Students without Disabilities 12 60 72 28 12 59 71 29 13 60 73 27
Economically Disadvantaged 7 55 62 38 11 49 60 40 6 56 63 38
Not Economically Disadvantaged 15 63 79 21 15 65 81 19 24 59 83 17
English Learners < < 100 0 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 81 19 18 59 77 23 11 57 68 32
Female 18 61 79 21 22 58 80 20 5 64 69 31
Male 14 69 83 17 13 60 73 27 16 52 68 32
Black 4 57 61 39 - 50 50 50 6 47 53 47
Hispanic < < < < < < < < < < < <
White 21 70 91 9 24 63 87 13 15 62 76 24
Two or more races 18 59 76 24 19 52 71 29 - 64 64 36
Students with Disabilities 31 15 46 54 12 47 59 41 17 17 33 67
Students without Disabilities 15 69 83 17 18 60 79 21 10 60 71 29
Economically Disadvantaged 9 66 75 25 7 60 67 33 5 54 59 41
Not Economically Disadvantaged 22 64 86 14 31 58 89 11 18 62 81 19
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 16 66 82 18 21 62 83 17
Female 15 67 82 18 14 71 86 14 26 55 82 18
Male 21 63 84 16 18 61 79 21 14 70 84 16
Asian < < 100 0
Black 6 50 56 44 6 58 65 35 - 69 69 31
Hispanic < < < < < < < < - 80 80 20
White 18 75 93 7 21 66 88 13 27 60 87 13
Two or more races 46 31 77 23 15 80 95 5 29 53 82 18
Students with Disabilities 30 20 50 50 22 17 39 61 17 33 50 50
Students without Disabilities 17 68 85 15 16 71 87 13 21 64 85 15
Economically Disadvantaged 18 57 75 25 4 72 77 23 13 64 78 22
Not Economically Disadvantaged 18 74 92 8 30 58 88 12 32 59 91 9
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 84 16 14 71 85 15 13 64 77 23
Female 15 69 85 15 14 71 86 14 13 65 78 22
Male 20 63 83 17 14 71 85 15 13 63 76 24
Black 11 62 73 27 6 63 69 31 4 50 54 46
Hispanic < < < < < < 100 0 < < < <
White 21 67 88 12 16 75 91 9 19 70 88 12
Two or more races - 80 80 20 21 57 79 21 - 77 77 23
Students with Disabilities 7 29 36 64 23 23 46 54 31 6 38 63
Students without Disabilities 19 70 89 11 13 75 89 11 11 70 81 19
Economically Disadvantaged 10 63 73 27 13 65 78 22 9 59 67 33
Not Economically Disadvantaged 24 67 91 9 15 78 93 7 19 71 90 10
Military Connected < < 100 0 < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 74 88 12 21 67 89 11 11 73 85 15
Female 20 73 92 8 26 66 91 9 9 79 88 12
Male 9 75 84 16 18 68 86 14 14 67 82 18
Asian < < 100 0
Black 8 76 84 16 18 62 79 21 3 60 63 37
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 72 89 11 24 67 91 9 14 78 92 8
Two or more races - 83 83 17 - 91 91 9 13 60 73 27
Students with Disabilities 7 47 53 47 25 17 42 58 29 21 50 50
Students without Disabilities 15 76 92 8 21 72 93 7 10 78 88 12
Economically Disadvantaged 8 76 85 15 15 68 82 18 9 67 76 24
Not Economically Disadvantaged 19 72 91 9 26 67 93 7 14 81 94 6
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 73 27 12 72 84 16 11 66 77 23
Female 13 65 77 23 13 72 85 15 16 65 81 19
Male 18 51 69 31 11 71 82 18 7 66 73 27
Black 4 57 61 39 8 72 80 20 13 53 66 34
Hispanic < < < < < < < < < < < <
White 19 60 79 21 14 72 86 14 10 71 81 19
Two or more races < < < < - 75 75 25 9 73 82 18
Students with Disabilities 9 26 35 65 25 31 56 44 20 20 40 60
Students without Disabilities 16 63 80 20 10 76 86 14 10 71 81 19
Economically Disadvantaged 13 44 57 43 8 68 75 25 9 63 72 28
Not Economically Disadvantaged 17 69 85 15 15 76 90 10 13 69 82 18
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 85 89 11 8 76 84 16 7 70 77 23
Female 3 89 92 8 8 84 93 7 6 81 88 13
Male 5 80 85 15 7 69 77 23 7 58 65 35
Asian < < 100 0 < < 100 0 < < 100 0
Black - 71 71 29 8 63 70 30 8 61 69 31
Hispanic < < < < < < 100 0 < < 100 0
White 5 89 95 5 8 80 89 11 6 73 79 21
Two or more races - 92 92 8 - 82 82 18 < < < <
Students with Disabilities < < < < 29 14 43 57 13 7 20 80
Students without Disabilities 4 86 90 10 6 82 88 12 6 78 84 16
Economically Disadvantaged 6 78 84 16 6 67 73 27 5 70 75 25
Not Economically Disadvantaged 3 89 92 8 9 82 90 10 8 71 79 21
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 20 65 84 16 13 68 81 19
Female 16 67 83 17 25 65 90 10 18 67 85 15
Male 16 61 77 23 14 65 78 22 7 70 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 57 63 37 11 66 77 23 10 60 70 30
Hispanic 40 40 80 20 < < < < < < < <
White 18 67 85 15 24 63 87 13 14 70 85 15
Two or more races 23 68 91 9 - 78 78 22 5 74 79 21
Students with Disabilities 26 26 52 48 32 16 48 52 18 5 23 77
Students without Disabilities 15 68 82 18 18 69 87 13 12 74 86 14
Economically Disadvantaged 13 56 70 30 15 59 74 26 10 64 74 26
Not Economically Disadvantaged 17 70 87 13 22 69 91 9 15 73 88 12
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28 19 61 80 20 12 62 74 26
Female 16 61 78 23 22 64 86 14 18 62 79 21
Male 14 53 67 33 15 58 74 26 7 63 70 30
Black 11 53 64 36 13 58 71 29 13 50 63 37
Hispanic < < < < < < < < < < < <
White 16 60 77 23 22 61 83 17 12 66 79 21
Two or more races 30 50 80 20 - 75 75 25 - 73 73 27
Students with Disabilities 26 22 48 52 25 19 44 56 19 - 19 81
Students without Disabilities 13 63 76 24 18 66 84 16 11 70 81 19
Economically Disadvantaged 17 41 58 42 14 58 72 28 7 56 63 37
Not Economically Disadvantaged 13 70 83 17 22 64 86 14 17 68 86 14
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 88 13 20 69 89 11 13 76 89 11
Female 15 72 87 13 28 66 94 6 18 72 89 11
Male 18 70 88 12 12 72 84 16 8 81 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black - 62 62 38 9 72 81 19 7 72 79 21
Hispanic < < 100 0 < < 100 0 < < 100 0
White 19 74 93 7 26 65 92 8 16 75 92 8
Two or more races 17 83 100 0 - 82 82 18 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 16 72 88 12 19 72 91 9 13 79 92 8
Economically Disadvantaged 9 73 82 18 16 60 76 24 14 73 88 13
Not Economically Disadvantaged 21 70 91 9 22 73 95 5 13 78 90 10
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 71 82 18 14 69 82 18 14 70 84 16
Female 9 75 84 16 12 73 85 15 14 72 87 13
Male 13 68 81 19 16 64 80 20 14 67 81 19
Asian < < 100 0 < < 100 0 < < < <
Black 6 65 71 29 5 70 75 25 7 66 74 26
Hispanic 19 52 70 30 11 67 78 22 13 65 78 23
White 12 74 87 13 17 69 86 14 17 71 89 11
Two or more races 11 67 78 22 14 65 79 21 11 70 82 18
Students with Disabilities 11 32 43 57 21 29 50 50 17 36 53 47
Students without Disabilities 11 75 86 14 13 73 86 14 14 73 87 13
Economically Disadvantaged 7 66 73 27 9 65 74 26 11 66 77 23
Not Economically Disadvantaged 14 76 90 10 19 72 91 9 18 74 92 8
English Learners < < 100 0 < < < < < < < <
Homeless - 75 75 25 6 53 59 41 < < < <
Military Connected 17 67 83 17 23 73 95 5
Foster Care - 47 47 53 - 70 70 30
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 15 59 75 25 27 61 89 11
Female 11 61 72 28 7 68 75 25 26 60 86 14
Male 8 64 72 28 23 52 74 26 28 64 92 8
Black 3 50 53 47 4 61 65 35 12 60 71 29
Hispanic < < < < < < < < < < < <
White 12 69 81 19 20 61 81 19 33 64 97 3
Two or more races 6 47 53 47 13 47 60 40 22 65 87 13
Students with Disabilities 7 29 36 64 42 25 67 33 21 71 93 7
Students without Disabilities 10 65 75 25 13 62 75 25 28 61 88 12
Economically Disadvantaged 4 59 63 37 7 59 66 34 18 64 81 19
Not Economically Disadvantaged 15 67 82 18 26 59 85 15 40 59 99 1
English Learners < < 100 0 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 60 74 26 12 61 73 27 10 67 76 24
Female 10 58 68 32 13 61 74 26 8 70 77 23
Male 18 62 80 20 12 61 73 27 12 64 76 24
Black 9 49 57 43 6 58 64 36 6 60 66 34
Hispanic < < < < < < < < < < < <
White 15 66 82 18 17 61 78 22 13 69 82 18
Two or more races 18 59 76 24 5 67 71 29 - 71 71 29
Students with Disabilities 29 7 36 64 6 24 29 71 17 25 42 58
Students without Disabilities 12 65 77 23 13 65 78 22 9 70 79 21
Economically Disadvantaged 8 52 60 40 7 58 65 35 9 60 70 30
Not Economically Disadvantaged 19 69 87 13 19 65 84 16 10 74 85 15
English Learners < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 84 16 17 56 73 27 14 68 83 17
Female 9 76 85 15 18 56 74 26 20 62 82 18
Male 14 69 83 17 17 55 72 28 9 76 84 16
Asian < < 100 0
Black 3 57 60 40 6 48 54 46 3 72 75 25
Hispanic < < 100 0 < < < < - 70 70 30
White 14 78 92 8 24 59 83 17 19 67 86 14
Two or more races 18 64 82 18 10 65 75 25 12 71 82 18
Students with Disabilities < < < < 22 6 28 72 - 58 58 42
Students without Disabilities 10 76 86 14 17 61 78 22 15 69 85 15
Economically Disadvantaged 8 67 75 25 4 55 60 40 9 68 77 23
Not Economically Disadvantaged 15 78 93 7 32 56 88 12 22 69 91 9
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 69 90 10 12 78 90 10 11 67 78 22
Female 15 78 93 7 11 85 96 4 13 67 80 20
Male 25 61 87 13 14 71 85 15 9 67 76 24
Black 14 68 81 19 3 80 83 17 9 56 64 36
Hispanic < < 100 0 < < 100 0 < < < <
White 21 71 92 8 13 81 94 6 14 72 85 15
Two or more races 20 70 90 10 31 54 85 15 - 85 85 15
Students with Disabilities - 50 50 50 23 38 62 38 31 6 38 63
Students without Disabilities 23 71 94 6 11 82 93 7 9 74 83 17
Economically Disadvantaged 11 71 83 17 10 77 87 13 5 65 70 30
Not Economically Disadvantaged 27 67 95 5 15 79 94 6 20 70 90 10
Military Connected < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 69 74 26 15 63 79 21 16 72 88 12
Female 5 74 79 21 17 66 83 17 13 83 95 5
Male 3 64 67 33 14 61 74 26 21 60 81 19
Asian < < < <
Black 8 67 75 25 12 64 76 24 6 71 77 23
Hispanic < < < < < < 100 0 < < 100 0
White 4 70 74 26 15 64 80 20 19 74 93 7
Two or more races - 73 73 27 17 58 75 25 15 62 77 23
Students with Disabilities 7 7 14 86 25 8 33 67 31 15 46 54
Students without Disabilities 4 76 80 20 14 68 83 17 15 77 92 8
Economically Disadvantaged 5 65 70 30 16 51 67 33 14 65 79 21
Not Economically Disadvantaged 4 73 77 23 15 73 88 12 19 78 97 3
Homeless < < < < < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 63 67 33 5 75 79 21 9 72 81 19
Female 2 69 71 29 2 79 81 19 14 79 93 7
Male 6 57 63 37 8 70 78 22 5 66 71 29
Black 5 61 66 34 4 74 78 22 6 72 78 22
Hispanic < < < < < < 100 0 < < < <
White 4 65 69 31 6 73 79 21 11 73 84 16
Two or more races < < < < - 82 82 18 < < < <
Students with Disabilities 14 23 36 64 25 19 44 56 20 27 47 53
Students without Disabilities 1 74 75 25 2 83 85 15 8 79 86 14
Economically Disadvantaged 7 52 59 41 6 64 70 30 11 67 77 23
Not Economically Disadvantaged - 76 76 24 3 85 89 11 8 79 87 13
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 90 94 6 6 84 90 10 6 78 84 16
Female 3 96 99 1 6 91 97 3 8 81 89 11
Male 5 84 89 11 6 78 84 16 4 75 79 21
Black - 98 98 2 - 88 88 12 6 66 72 28
Hispanic < < < < < < 100 0 < < < <
White 4 91 95 5 10 79 89 11 7 79 86 14
Two or more races 13 73 87 13 < < 100 0 6 88 94 6
Students with Disabilities - 63 63 37 5 62 67 33 - 43 43 57
Students without Disabilities 5 93 98 2 6 87 94 6 7 82 89 11
Economically Disadvantaged 2 90 93 7 5 78 83 17 4 70 74 26
Not Economically Disadvantaged 5 90 96 4 7 90 97 3 9 86 95 5
English Learners < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 71 92 8 11 84 95 5 20 65 85 15
Female 16 75 91 9 7 87 94 6 16 69 84 16
Male 26 67 93 7 17 79 96 4 27 60 87 13
Black - 86 86 14 - 91 91 9 - 81 81 19
Hispanic < < 100 0 < < 100 0
White 24 67 92 8 14 81 95 5 30 61 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 21 71 92 8 11 83 95 5 21 65 86 14
Economically Disadvantaged 15 67 82 18 8 85 94 6 18 62 79 21
Not Economically Disadvantaged 22 73 96 4 13 83 96 4 21 68 89 11
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 86 97 3 27 72 99 1 17 82 99 1
Female 9 89 98 2 22 76 98 2 12 88 100 0
Male 14 81 95 5 33 67 100 0 25 73 98 3
Black 14 71 86 14 - 100 100 0 13 88 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 10 90 100 0 30 69 99 1 17 81 99 1
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 11 85 97 3 27 72 99 1 18 81 99 1
Economically Disadvantaged 11 79 89 11 23 77 100 0 18 83 100 0
Not Economically Disadvantaged 11 89 100 0 29 70 99 1 17 81 98 2
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 86 14 14 67 81 19 14 70 85 15
Female 10 78 88 12 10 73 83 17 13 75 88 12
Male 16 68 83 17 17 62 79 21 16 65 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 70 76 24 3 63 66 34 6 68 74 26
Hispanic 6 69 75 25 10 60 70 30 23 45 68 32
White 15 75 90 10 17 69 86 14 17 72 89 11
Two or more races 17 61 78 22 13 70 83 17 16 71 86 14
Students with Disabilities 15 38 54 46 14 32 46 54 10 43 54 46
Students without Disabilities 13 76 88 12 14 71 85 15 15 73 88 12
Economically Disadvantaged 11 69 79 21 9 62 71 29 9 68 78 22
Not Economically Disadvantaged 14 76 90 10 18 72 90 10 20 72 92 8
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 17 58 75 25 33 67 100 0
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 59 84 16 19 58 78 22 29 59 89 11
Female 17 68 85 15 14 61 75 25 32 57 88 12
Male 33 50 83 17 23 56 80 20 27 63 89 11
Asian < < 100 0
Black 6 58 64 36 6 54 60 40 9 66 75 25
Hispanic < < < < < < < < 40 30 70 30
White 30 62 92 8 26 62 88 13 34 60 94 6
Two or more races 33 50 83 17 10 65 75 25 29 59 88 12
Students with Disabilities < < < < 22 17 39 61 17 50 67 33
Students without Disabilities 24 62 86 14 19 63 82 18 30 60 90 10
Economically Disadvantaged 20 58 78 23 9 57 66 34 17 68 85 15
Not Economically Disadvantaged 30 62 92 8 31 60 90 10 49 46 94 6
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 9 76 85 15 15 69 84 16
Female 10 73 83 17 5 81 86 14 11 77 88 12
Male 23 58 81 19 13 71 85 15 18 63 81 19
Black 7 70 76 24 4 68 72 28 8 61 69 31
Hispanic < < < < < < < < < < < <
White 20 65 86 14 11 78 89 11 16 72 89 11
Two or more races < < < < - 75 75 25 18 73 91 9
Students with Disabilities 30 35 65 35 23 38 62 38 14 29 43 57
Students without Disabilities 14 71 85 15 8 80 87 13 15 73 88 12
Economically Disadvantaged 16 59 75 25 9 66 75 25 10 69 79 21
Not Economically Disadvantaged 17 70 87 13 9 85 94 6 19 69 88 12
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 77 83 17 15 64 79 21 9 69 78 22
Female 7 79 86 14 15 71 86 14 7 80 87 13
Male 6 75 81 19 15 58 73 27 11 56 67 33
Black 5 74 79 21 - 61 61 39 2 60 62 38
Hispanic < < < < < < 100 0 < < < <
White 7 81 89 11 20 64 84 16 11 74 85 15
Two or more races 6 50 56 44 21 64 86 14 < < < <
Students with Disabilities - 46 46 54 - 24 24 76 4 38 42 58
Students without Disabilities 7 79 86 14 17 68 85 15 10 75 84 16
Economically Disadvantaged 3 72 75 25 10 62 72 28 6 61 67 33
Not Economically Disadvantaged 8 80 88 12 19 66 85 15 12 77 89 11
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 81 97 3 4 82 86 14 30 60 90 10
Female 13 84 97 3 5 81 86 14 < < < <
Male 20 76 96 4 3 83 86 14 < < 100 0
Black 8 79 88 13 - 75 75 25 < < 100 0
Hispanic < < < < < < 100 0
White 19 81 100 0 6 82 88 12 < < < <
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 16 82 97 3 4 82 86 14 30 60 90 10
Economically Disadvantaged 12 83 95 5 - 79 79 21 < < 100 0
Not Economically Disadvantaged 17 80 97 3 6 83 89 11 < < < <
Homeless < < < <
Military Connected < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 81 85 15 14 65 79 21 4 84 88 12
Female 5 84 89 11 9 76 84 16 2 88 90 10
Male 2 78 80 20 20 55 75 25 6 79 85 15
Black 2 73 75 25 - 69 69 31 - 90 90 10
Hispanic < < 100 0 < < < < < < < <
White 4 83 87 13 20 63 83 17 5 82 88 12
Two or more races 8 83 92 8 23 69 92 8 - 85 85 15
Students with Disabilities - 44 44 56 - 48 48 52 - 67 67 33
Students without Disabilities 4 85 89 11 16 68 84 16 4 85 89 11
Economically Disadvantaged 3 77 80 20 8 59 67 33 2 76 78 22
Not Economically Disadvantaged 5 84 89 11 19 71 90 10 5 91 96 4
English Learners < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 64 86 14 23 64 88 12 21 61 82 18
Female 19 67 86 14 20 69 89 11 14 67 81 19
Male 27 60 86 14 27 60 86 14 27 54 82 18
Black 10 70 80 20 12 72 84 16 9 59 68 32
Hispanic 15 85 100 0 13 70 83 17 31 44 75 25
White 27 62 89 11 29 61 90 10 25 61 86 14
Two or more races 29 56 85 15 14 66 80 20 14 68 82 18
Students with Disabilities 19 34 54 46 19 40 59 41 14 37 51 49
Students without Disabilities 23 66 89 11 24 67 91 9 22 63 85 15
Economically Disadvantaged 17 62 79 21 17 64 81 19 13 60 73 27
Not Economically Disadvantaged 27 65 92 8 29 65 94 6 29 61 90 10
Homeless < < < < < < < < < < < <
Military Connected 15 85 100 0 45 55 100 0
Foster Care 10 20 30 70 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 87 13 12 74 86 14 - 56 56 44
Female 9 77 85 15 14 73 86 14 - 64 64 36
Male 17 72 89 11 10 75 85 15 - 50 50 50
Black 2 76 78 22 8 79 87 13 - 50 50 50
Hispanic < < 100 0 < < < < < < 100 0
White 14 76 90 10 15 71 86 14 - 56 56 44
Two or more races 23 62 85 15 - 80 80 20 < < < <
Students with Disabilities - 31 31 69 - 27 27 73 < < < <
Students without Disabilities 13 78 91 9 13 77 90 10 - 64 64 36
Economically Disadvantaged 11 71 82 18 13 64 77 23 - 55 55 45
Not Economically Disadvantaged 13 77 91 9 11 81 92 8 - 58 58 42
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 75 81 19 12 72 84 16 8 76 84 16
Female 6 79 85 15 5 85 90 10 3 84 87 13
Male 6 72 78 22 19 59 78 22 13 68 81 19
Black - 76 76 24 2 75 76 24 3 70 73 27
Hispanic < < 100 0 < < < < < < < <
White 8 74 82 18 17 70 87 13 9 79 88 12
Two or more races 8 85 92 8 13 73 87 13 - 77 77 23
Students with Disabilities - 47 47 53 - 57 57 43 - 46 46 54
Students without Disabilities 6 79 85 15 14 74 88 12 8 79 87 13
Economically Disadvantaged 3 78 80 20 9 64 73 27 5 67 72 28
Not Economically Disadvantaged 8 74 82 18 15 78 93 7 10 86 96 4
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 68 92 8 16 76 93 7 26 54 79 21
Female 20 71 91 9 16 76 91 9 14 59 73 27
Male 28 65 93 7 18 77 95 5 43 47 89 11
Black 16 79 95 5 10 90 100 0 4 52 57 43
Hispanic < < 100 0 < < 100 0 < < 100 0
White 25 66 91 9 18 73 91 9 30 55 86 14
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 23 68 92 8 17 79 96 4 26 53 79 21
Economically Disadvantaged 19 62 81 19 13 80 93 8 21 48 69 31
Not Economically Disadvantaged 25 71 95 5 19 74 93 7 28 57 85 15
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 56 89 11 36 59 95 5 29 62 91 9
Female 28 63 91 9 37 60 96 4 29 65 94 6
Male 37 49 86 14 35 59 93 7 29 59 88 12
Black 5 80 84 16 14 77 91 9 12 62 74 26
Hispanic < < 100 0 < < 100 0 < < 100 0
White 43 48 92 8 43 54 97 3 35 62 97 3
Two or more races < < < < 17 67 83 17 27 64 91 9
Students with Disabilities 13 50 63 38 < < < < - 30 30 70
Students without Disabilities 35 57 92 8 38 58 96 4 31 64 96 4
Economically Disadvantaged 20 59 80 20 23 67 90 10 16 68 84 16
Not Economically Disadvantaged 41 54 95 5 46 53 99 1 41 56 97 3
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 45 84 16 33 51 84 16 27 51 78 22
Female 35 46 81 19 26 56 82 18 18 58 76 24
Male 43 44 88 12 40 45 86 14 34 45 79 21
Black 23 49 72 28 22 56 78 22 5 61 66 34
Hispanic < < 100 0 < < < < < < < <
White 47 43 90 10 40 48 88 12 38 44 82 18
Two or more races 35 47 82 18 10 60 70 30 7 79 86 14
Students with Disabilities < < < < 20 40 60 40 < < < <
Students without Disabilities 40 48 88 12 34 52 86 14 28 51 79 21
Economically Disadvantaged 29 44 73 28 19 59 77 23 12 58 70 30
Not Economically Disadvantaged 48 47 95 5 50 41 91 9 45 42 87 13
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division-14
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten626361
Kindergarten175164181
Grade 1156175166
Grade 2164152176
Grade 3176164154
Grade 4178173171
Grade 5176172178
Grade 6156162179
Grade 7150159169
Grade 8177148167
Grade 9174185169
Grade 10159168185
Grade 11186151173
Grade 12181185150
Total Students2,2702,2212,279

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students227022212279
Female111610831128
Male115411381151
Asian774
Black535510503
Hispanic616875
White147314481490
Two or more races194188206
Students with Disabilities226237240
Students without Disabilities204419842039
Economically Disadvantaged111111621094
Not Economically Disadvantaged115910591185
English Learners91623
Not English Learners226122052256
Homeless17149
Military Connected504030
Foster Care262016
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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

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

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

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

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 91 78 10 4 8 1
State 50715 36614 2715 1064 5504 1801
Female Division 55 23 3 1 4 1
State 27679 16161 917 351 2003 680
Male Division 36 55 7 3 4 0
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 17 19 2 0 1 0
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 68 52 7 2 6 1
State 29845 16400 1112 631 1440 605
Two or more races Division 3 5 1 1 1 0
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 10 10 0 2 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 28 38 5 3 6 1
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
Foster Care Division < < < < 0 <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students192179931839584
Female878193829445
Male10598931019644
Asian<<100<10000
Black393897389713
Hispanic<<<<<00
White136127931299564
Two or more races11982109119
Students with Disabilities222091209129
Economically Disadvantaged817188749167
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken19 / 2.65%31 / 4.43%24 / 3.48%
Advanced Placement Course Enrollment35 / 4.87%67 / 9.57%33 / 4.79%
Dual Enrollment58 / 8.08%88 / 12.57%91 / 13.21%
Governor's School Enrollment6 / .84%8 / 1.14%9 / 1.31%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1809846
State85,89957,72533
FemaleDivision1006634
State43,22531,59927
MaleDivision803260
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision401660
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision1176743
State46,44832,34030
Two or more racesDivision15<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision743257
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsDivision717-
 State3,6233,5254,095
State LicensuresDivision6176
 State2,2791,8812,231
Industry CertificationDivision275229156
 State109,275104,601107,234
Total Credentials EarnedDivision288264172
 State157,490160,248158,452
Students Earning One or More CredentialsDivision254235151
 State126,113128,672126,041
CTE CompletersDivision108116127
 State40,51641,43840,209
Workplace ReadinessDivision-110
 State42,31350,24144,892
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,479.005,921.00704.00
State6,084.004,849.00812.00
2016-2017Division2,626.006,229.00832.00
State6,248.005,052.00871.00
2017-2018Division2,712.006,542.00868.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,9452671,9792281,971197
Female97413998410797486
Male971128995121997111
Asian<<<<<<
Black454594446643752
Hispanic466535603
White1,2791811,3041341,303122
Two or more races160211712316420
Students with Disabilities183371863518533
Economically Disadvantaged887196911178989153
English Learners<<<<150
Homeless153812122
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 46
Disorderly or Disruptive Behavior Offenses 180
Other Offenses Against Persons 57
All Other Offenses 17
Property Offenses <
Weapons Offenses 12
Offenses Against Staff 11
Offenses Against Student 64
Technology Offenses 23

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian0.30.30.40.3
Black24.242.423.644.22335.1
Hispanic2.40.42.723.14.5
Native Hawaiian------
White64.747.664.946.265.250.7
Two or more races8.49.58.57.28.59.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.30.30.3
Black24.223.662.52316.7
Hispanic2.416.72.712.53.116.7
Native Hawaiian
White64.733.364.912.565.266.7
Two or more races8.4508.512.58.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian0.30.30.3
Black24.223.623
Hispanic2.42.73.1
Native Hawaiian------
White64.764.965.2
Two or more races8.48.58.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 45.249.548.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 51.454.452.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 70.566.867.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 12.71 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 12.33 : 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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division7.4%0.5%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201754%42%1%3%
2017-201856%40%1%3%
2018-201955%41%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%80%73%75%
Asian<<87%75%
Black62%65%60%75%
Hispanic73%71%63%75%
White86%86%81%75%
Economically Disadvantaged70%72%62%75%
English Learners<62%53%75%
Students with Disabilities46%47%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%83%74%70%
Asian<<89%70%
Black76%73%60%70%
Hispanic69%72%64%70%
White91%87%81%70%
Economically Disadvantaged79%75%63%70%
English Learners<60%57%70%
Students with Disabilities58%50%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students88%
Asian<
Black75%
Hispanic75%
White92%
Economically Disadvantaged83%
English Learners<
Students with Disabilities54%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students80%87%
Asian<<
Black63%78%
Hispanic74%79%
White88%92%
Economically Disadvantaged73%81%
English Learners<<
Students with Disabilities54%66%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students92%84%84%
Asian<90%84%
Black98%82%84%
Hispanic<81%84%
White90%86%84%
Economically Disadvantaged91%78%84%
English Learners<65%84%
Students with Disabilities56%56%84%
Homeless---
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%11%9%10%
Asian<-5%10%
Black11%12%9%10%
Hispanic5%8%9%10%
White9%10%9%10%
Economically Disadvantaged13%16%13%10%
English Learners--8%10%
Students with Disabilities15%16%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency8%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency1128%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%100%99%
Asian<<<
Black100%100%99%
Hispanic97%97%100%
White100%100%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%100%100%
English Learners<100%<
Students with Disabilities97%100%93%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%99%99%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience