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Arlington County Public Schools

General school information

Division: Arlington County Public Schools
Address: 2110 Washington Blvd. Arlington, VA 22204
Superintendent: Dr. Patrick K. Murphy
Region: 4
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 29 87 58 13 29 87 57 13 27 84 58 16
Female 32 88 56 12 33 89 56 11 30 86 56 14
Male 25 85 60 15 26 85 59 15 24 82 59 18
American Indian 16 73 57 27 12 71 59 29 10 65 55 35
Asian 26 90 64 10 28 90 62 10 25 87 62 13
Black 12 74 62 26 14 76 63 24 11 73 62 27
Hispanic 14 73 59 27 15 73 58 27 11 67 56 33
Native Hawaiian < 100 < 0 36 91 55 9 25 92 67 8
White 39 95 56 5 40 95 55 5 37 95 57 5
Two or more races 37 93 56 7 39 95 56 5 39 94 55 6
Students with Disabilities 17 60 43 40 16 60 45 40 12 55 43 45
Economically Disadvantaged 12 71 59 29 13 70 57 30 8 63 55 37
English Learners 13 66 53 34 13 69 56 31 8 61 54 39
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 28 89 60 11 30 85 55 15 25 80 55 20
Female 32 90 58 10 33 86 54 14 28 83 55 17
Male 25 87 62 13 28 84 56 16 23 78 55 22
American Indian 29 79 50 21 20 80 60 20 < < < <
Asian 27 92 65 8 32 92 59 8 26 86 60 14
Black 10 79 69 21 13 78 65 22 9 67 58 33
Hispanic 23 79 56 21 22 72 50 28 12 61 49 39
White 34 94 61 6 37 91 55 9 34 92 57 8
Two or more races 40 93 53 7 42 95 54 5 39 89 50 11
Students with Disabilities 24 70 45 30 25 65 40 35 9 51 42 49
Economically Disadvantaged 20 78 58 22 19 71 52 29 7 57 50 43
English Learners 24 80 56 20 22 74 51 26 8 61 54 39
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 32 86 54 14 34 87 53 13 30 83 53 17
Female 35 86 51 14 39 89 51 11 33 84 51 16
Male 29 85 56 15 30 85 55 15 26 81 55 19
American Indian < < < < < < < < 9 64 55 36
Asian 27 91 64 9 35 89 54 11 33 87 54 13
Black 15 75 60 25 16 77 61 23 12 74 62 26
Hispanic 15 70 55 30 16 72 56 28 14 63 49 37
Native Hawaiian < 100 < 0 < 100 < 0
White 45 95 50 5 46 96 51 4 39 93 53 7
Two or more races 42 97 55 3 49 93 44 7 45 95 50 5
Students with Disabilities 15 61 46 39 19 67 47 33 16 53 36 47
Economically Disadvantaged 11 69 58 31 16 72 55 28 9 61 52 39
English Learners 11 68 57 32 16 72 56 28 11 62 52 38
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 43 89 46 11 39 89 50 11 38 86 48 14
Female 48 90 43 10 42 89 48 11 40 87 47 13
Male 39 88 49 12 37 89 52 11 35 85 49 15
American Indian < 100 < 0 < < < < 27 73 45 27
Asian 38 93 55 7 36 93 58 7 39 90 51 10
Black 17 77 61 23 27 83 56 17 21 78 57 22
Hispanic 21 77 56 23 21 77 56 23 12 68 56 32
White 58 95 38 5 52 96 44 4 53 96 43 4
Two or more races 48 93 44 7 51 98 47 2 55 94 39 6
Students with Disabilities 22 63 41 37 15 62 48 38 15 57 42 43
Economically Disadvantaged 16 74 59 26 18 76 58 24 13 67 54 33
English Learners 14 73 59 27 17 77 60 23 12 67 55 33
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 33 83 50 17 34 86 52 14 29 86 57 14
Female 38 86 47 14 40 89 49 11 33 87 54 13
Male 29 80 52 20 29 83 54 17 25 86 60 14
American Indian < < < < < 100 < 0 < < < <
Asian 29 89 59 11 33 90 57 10 24 85 61 15
Black 19 72 53 28 13 69 56 31 11 77 66 23
Hispanic 16 62 47 38 12 66 54 34 11 70 59 30
White 45 93 49 7 47 96 48 4 44 97 53 3
Two or more races 43 95 52 5 37 93 56 7 43 100 57 0
Students with Disabilities 17 47 30 53 14 53 40 47 8 54 46 46
Economically Disadvantaged 12 60 48 40 10 63 53 37 8 66 58 34
English Learners 10 49 38 51 9 64 56 36 7 65 59 35
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 24 87 63 13 26 86 60 14 27 86 59 14
Female 30 89 59 11 31 88 57 12 32 89 58 11
Male 19 86 67 14 21 83 62 17 23 82 59 18
American Indian < < < < < < < < < < < <
Asian 25 90 65 10 22 89 68 11 24 90 66 10
Black 9 76 67 24 17 73 56 27 7 68 61 32
Hispanic 12 75 63 25 13 70 57 30 10 70 60 30
White 34 96 62 4 34 95 61 5 38 95 56 5
Two or more races 33 93 60 7 37 96 59 4 35 91 57 9
Students with Disabilities 15 59 45 41 14 53 39 47 13 57 44 43
Economically Disadvantaged 8 69 61 31 10 65 55 35 8 66 57 34
English Learners 8 54 46 46 8 64 56 36 5 64 60 36
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 22 83 62 17 26 85 59 15 22 83 61 17
Female 25 87 62 13 30 88 57 12 24 86 62 14
Male 19 80 61 20 21 82 61 18 21 80 59 20
American Indian < 100 < 0 < < < < < < < <
Asian 20 86 65 14 27 86 59 14 23 85 62 15
Black 11 66 54 34 9 74 64 26 12 71 59 29
Hispanic 7 68 61 32 11 72 61 28 11 66 55 34
White 32 95 64 5 37 93 57 7 30 94 64 6
Two or more races 30 89 59 11 34 93 59 7 36 96 61 4
Students with Disabilities 14 52 38 48 13 48 35 52 13 53 41 47
Economically Disadvantaged 8 64 56 36 8 65 57 35 11 62 51 38
English Learners 8 44 36 56 6 55 50 45 9 48 40 52
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 13 89 76 11 11 89 78 11 11 86 75 14
Female 16 90 74 10 13 91 78 9 13 88 74 12
Male 10 89 79 11 9 87 78 13 8 84 76 16
American Indian < < < < < < < < < < < <
Asian 9 90 81 10 6 88 82 12 6 85 79 15
Black 3 74 70 26 3 80 77 20 4 75 70 25
Hispanic 3 81 77 19 4 82 78 18 4 70 66 30
White 21 98 77 2 18 96 77 4 17 97 80 3
Two or more races 23 95 72 5 15 98 83 3 17 96 78 4
Students with Disabilities 11 67 57 33 7 73 66 27 5 59 54 41
Economically Disadvantaged 4 77 73 23 3 76 72 24 3 67 64 33
English Learners 1 65 64 35 3 68 65 32 1 51 50 49
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 36 85 49 15 39 86 47 14 39 86 47 14
Female 42 88 46 12 45 89 44 11 46 89 43 11
Male 31 82 51 18 33 83 50 17 31 83 51 17
American Indian 18 73 55 27 < < < < < < < <
Asian 33 88 55 12 40 89 49 11 35 89 54 11
Black 14 71 57 29 18 72 54 28 19 73 55 27
Hispanic 17 71 55 29 20 76 56 24 17 72 55 28
White 54 95 41 5 55 94 40 6 54 94 40 6
Two or more races 45 93 48 7 53 93 40 7 50 93 43 7
Students with Disabilities 16 51 35 49 13 57 43 43 12 53 41 47
Economically Disadvantaged 11 69 58 31 13 70 57 30 13 71 58 29
English Learners 5 55 50 45 8 64 56 36 9 60 52 40
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 38 83 45 17 40 86 46 14 38 84 46 16
Female 43 88 45 12 47 89 42 11 46 88 42 12
Male 33 78 45 22 33 83 51 17 30 80 50 20
American Indian < 100 < 0 < < < < < < < <
Asian 37 89 52 11 40 90 50 10 44 87 42 13
Black 18 66 48 34 17 69 51 31 20 71 51 29
Hispanic 19 66 47 34 22 75 53 25 19 71 52 29
White 52 94 42 6 52 95 42 5 48 92 44 8
Two or more races 47 92 44 8 53 93 40 7 51 90 39 10
Students with Disabilities 18 43 26 57 13 51 38 49 13 44 32 56
Economically Disadvantaged 13 63 51 37 16 68 52 32 16 69 53 31
English Learners 12 46 34 54 11 63 53 37 14 58 45 42
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 35 87 52 13 39 86 47 14 39 87 48 13
Female 41 89 47 11 44 89 45 11 47 91 43 9
Male 29 85 56 15 34 83 49 17 32 85 52 15
American Indian < < < < < 100 < 0 < < < <
Asian 29 87 58 13 40 88 48 12 27 91 64 9
Black 11 76 65 24 19 75 56 25 17 76 58 24
Hispanic 14 76 62 24 18 77 59 23 15 74 58 26
White 56 96 40 4 58 94 36 6 61 97 36 3
Two or more races 42 94 52 6 52 94 41 6 48 97 48 3
Students with Disabilities 13 58 45 42 14 61 48 39 12 61 49 39
Economically Disadvantaged 10 74 64 26 11 71 60 29 10 74 63 26
English Learners 1 60 59 40 6 64 58 36 5 62 57 38
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 26 87 60 13 26 86 60 14 26 83 58 17
Female 26 87 61 13 26 87 61 13 26 84 59 16
Male 27 86 59 14 26 86 59 14 26 83 57 17
American Indian 12 80 67 20 10 76 66 24 9 64 55 36
Asian 30 91 61 9 30 91 60 9 31 89 59 11
Black 10 75 65 25 10 76 66 24 11 71 60 29
Hispanic 12 75 64 25 11 74 62 26 11 69 58 31
Native Hawaiian 23 92 69 8 19 94 75 6 < < < <
White 37 94 57 6 36 94 58 6 35 93 58 7
Two or more races 38 93 55 7 37 93 56 7 38 91 53 9
Students with Disabilities 11 62 51 38 12 60 48 40 11 55 44 45
Economically Disadvantaged 11 73 62 27 9 72 63 28 10 68 58 32
English Learners 11 72 60 28 11 73 62 27 11 68 58 32
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 29 86 57 14 27 83 56 17 26 80 54 20
Female 27 85 57 15 24 81 58 19 23 79 56 21
Male 30 87 57 13 30 84 54 16 28 81 52 19
American Indian 14 79 64 21 10 70 60 30 < < < <
Asian 32 86 54 14 31 88 57 12 30 88 58 12
Black 10 80 70 20 8 72 64 28 10 65 55 35
Hispanic 12 71 58 29 14 67 53 33 12 62 50 38
White 38 94 56 6 35 91 56 9 35 91 56 9
Two or more races 46 93 48 7 45 94 49 6 38 88 50 12
Students with Disabilities 13 57 44 43 18 54 36 46 13 48 36 52
Economically Disadvantaged 11 70 59 30 9 66 57 34 10 61 51 39
English Learners 13 72 59 28 12 69 57 31 12 66 54 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 41 89 48 11 37 87 50 13 35 84 49 16
Female 40 88 48 12 34 87 53 13 32 83 52 17
Male 42 90 48 10 41 87 46 13 39 85 46 15
American Indian < < < < < < < < 9 64 55 36
Asian 42 94 52 6 43 90 47 10 41 92 50 8
Black 23 78 55 22 15 79 65 21 15 70 55 30
Hispanic 19 79 60 21 14 70 55 30 15 66 51 34
Native Hawaiian < 100 < 0 < 100 < 0
White 55 95 40 5 52 96 44 4 47 94 47 6
Two or more races 56 97 41 3 50 95 45 5 53 95 42 5
Students with Disabilities 15 63 47 37 17 58 41 42 20 55 36 45
Economically Disadvantaged 18 77 59 23 13 70 57 30 13 66 53 34
English Learners 18 78 60 22 15 72 58 28 16 70 55 30
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 42 88 45 12 41 88 47 12 40 84 44 16
Female 42 88 46 12 40 89 48 11 39 84 44 16
Male 43 87 44 13 42 88 46 12 41 85 43 15
American Indian < 100 < 0 < < < < 18 45 27 55
Asian 47 91 44 9 45 97 52 3 50 91 41 9
Black 22 77 55 23 24 76 52 24 15 70 55 30
Hispanic 22 73 52 27 21 76 55 24 16 68 51 32
White 53 95 42 5 54 95 41 5 55 94 39 6
Two or more races 55 92 37 8 55 96 41 4 60 94 34 6
Students with Disabilities 17 62 45 38 13 56 43 44 13 50 37 50
Economically Disadvantaged 21 73 53 27 19 75 56 25 18 66 49 34
English Learners 18 73 55 27 20 77 57 23 17 68 52 32
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 22 87 65 13 20 87 67 13 14 81 67 19
Female 22 89 66 11 22 89 67 11 15 81 66 19
Male 22 85 63 15 18 85 67 15 12 80 68 20
American Indian < < < < < 100 < 0 < < < <
Asian 27 91 64 9 27 94 67 6 14 88 74 12
Black 8 75 67 25 9 81 72 19 10 72 61 28
Hispanic 10 78 68 22 6 74 68 26 7 70 63 30
White 33 95 62 5 31 94 64 6 21 91 70 9
Two or more races 23 93 70 7 20 92 72 8 21 96 75 4
Students with Disabilities 13 60 48 40 10 62 51 38 7 48 42 52
Economically Disadvantaged 9 74 65 26 6 75 69 25 6 68 62 32
English Learners 9 68 59 32 6 77 70 23 7 71 64 29
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 22 78 57 22 27 80 53 20 25 76 51 24
Female 20 79 58 21 28 80 53 20 25 80 55 20
Male 23 78 55 22 27 80 53 20 25 73 48 27
American Indian < < < < < < < < < < < <
Asian 23 82 59 18 31 79 48 21 32 84 52 16
Black 6 58 52 42 9 63 54 37 13 66 53 34
Hispanic 10 66 57 34 12 63 51 37 9 55 46 45
White 32 91 59 9 38 92 54 8 35 89 54 11
Two or more races 39 88 49 12 32 93 61 7 34 86 52 14
Students with Disabilities 10 44 34 56 14 48 34 52 9 41 31 59
Economically Disadvantaged 8 60 53 40 11 59 48 41 8 54 46 46
English Learners 7 57 50 43 11 60 49 40 9 55 47 45
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 17 86 69 14 15 84 68 16 10 77 67 23
Female 16 88 72 12 17 86 69 14 13 78 65 22
Male 17 83 66 17 14 81 68 19 8 76 68 24
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 23 98 75 2 22 87 65 13 12 82 70 18
Black 8 68 60 32 5 71 66 29 13 60 47 40
Hispanic 10 74 65 26 6 74 68 26 7 65 58 35
White 21 94 73 6 22 92 70 8 12 87 76 13
Two or more races 26 98 71 2 23 86 63 14 9 84 76 16
Students with Disabilities 15 58 43 42 10 46 36 54 12 46 34 54
Economically Disadvantaged 10 71 60 29 5 69 64 31 8 63 56 37
English Learners 11 62 51 38 7 74 67 26 8 62 54 38
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 12 87 75 13 14 90 77 10 18 88 70 12
Female 14 90 75 10 16 92 75 8 22 91 69 9
Male 10 85 75 15 11 89 78 11 15 86 71 14
American Indian < < < < < < < < < < < <
Asian 15 88 73 12 19 95 76 5 24 94 70 6
Black 3 82 79 18 5 82 78 18 4 78 74 22
Hispanic 4 81 77 19 4 84 80 16 7 79 72 21
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 20 94 74 6 21 96 75 4 27 95 69 5
Two or more races 19 90 71 10 23 96 73 4 29 91 62 9
Students with Disabilities 1 72 71 28 1 75 74 25 3 73 70 27
Economically Disadvantaged 3 81 77 19 4 84 80 16 6 78 72 22
English Learners 1 79 78 21 4 82 78 18 5 79 75 21
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 85 64 15 19 86 67 14 20 86 65 14
Female 21 86 65 14 20 86 67 14 22 88 66 12
Male 20 83 64 17 19 86 67 14 19 84 65 16
American Indian < < < < < 100 < 0 < < < <
Asian 22 94 72 6 20 89 69 11 24 87 62 13
Black 6 67 61 33 8 74 66 26 8 71 62 29
Hispanic 5 68 63 32 8 74 66 26 9 74 65 26
Native Hawaiian < 100 < 0 < < < <
White 31 96 65 4 27 96 69 4 29 96 68 4
Two or more races 32 89 57 11 37 92 54 8 34 92 59 8
Students with Disabilities 6 62 56 38 5 68 63 32 3 62 59 38
Economically Disadvantaged 5 67 63 33 5 71 66 29 7 73 66 27
English Learners 3 59 57 41 5 67 62 33 4 66 62 34
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 25 91 65 9 27 90 63 10 28 89 61 11
Female 27 92 65 8 27 92 65 8 29 90 61 10
Male 24 89 66 11 26 88 62 12 27 89 61 11
American Indian < 100 < 0 < < < < < 100 < 0
Asian 28 94 66 6 27 94 68 6 32 92 60 8
Black 10 81 71 19 9 81 73 19 12 80 68 20
Hispanic 14 84 70 16 11 79 68 21 18 80 62 20
Native Hawaiian < 100 < 0 < 100 < 0
White 33 94 61 6 36 95 59 5 36 96 60 4
Two or more races 35 98 63 2 34 90 56 10 33 87 54 13
Students with Disabilities 6 83 76 17 15 79 63 21 18 81 63 19
Economically Disadvantaged 13 82 69 18 11 79 68 21 14 80 66 20
English Learners 14 78 64 22 7 76 69 24 12 76 64 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

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

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: 93.06 State: 89.72 Division: 93.8 State: 88.34 Division: 92.2 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division202228129
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten9871,0481,052
Kindergarten2,1522,1272,253
Grade 12,2052,2202,169
Grade 22,1752,1782,201
Grade 32,1762,1982,206
Grade 41,8872,1682,187
Grade 51,9821,9082,167
Grade 61,8331,9641,882
Grade 71,6881,8521,978
Grade 81,6271,6601,837
Grade 91,7611,7861,743
Grade 101,6531,7711,781
Grade 111,5531,6571,788
Grade 121,6861,6391,731
Total Students25,36526,17626,975
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 Students253652617626975
Female122511269313108
Male131141348313867
American Indian988979
Asian229423962505
Black267426752704
Hispanic731874737728
Native Hawaiian202124
White116171203312232
Two or more races134414891703
Students with Disabilities339535723811
Not Students with Disabilities219702260423164
Economically Disadvantaged840686358899
Not Economically Disadvantaged169591754118076
English Learners714874848145
Not English Learners182171869218830
Homeless94100133
Military Connected210595763
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 956 463 26 1 79 43
State 50979 36013 2733 1046 5404 1786
Female Division 512 210 9 0 19 19
State 27837 15823 920 366 1922 656
Male Division 444 253 17 1 60 24
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < < <
State 144 124 8 2 27 9
Asian Division 105 42 1 0 2 5
State 5026 1194 70 18 91 37
Black Division 74 84 4 0 3 8
State 7955 11090 1111 244 1359 744
Hispanic Division 210 193 16 0 70 24
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 521 114 4 1 2 3
State 30218 16420 1139 617 1589 596
Two or more races Division 44 26 1 0 0 3
State 2468 1542 87 58 163 73
Students with Disabilities Division 54 143 26 1 8 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 170 206 13 0 5 20
State 10704 17342 1680 460 2640 1096
English Learners Division 91 150 13 0 59 5
State 1418 3757 272 31 1847 115
Homeless Division 3 6 3 0 1 1
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 19 6 0 0 0 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 Students1568144592.2145192.5795
Female76973195.173595.6192.5
Male79971489.471689.6607.5
American Indian0<<<<<<
Asian15514895.515096.821.3
Black17316293.616494.831.7
Hispanic51341981.742081.97013.6
Native Hawaiian0<100<10000
White64563999.164099.22.3
Two or more races747195.97195.900
Students with Disabilities23422395.322596.283.4
Economically Disadvantaged4143899439394.951.2
English Learners33725475.425976.95917.5
Homeless141285.71392.917.1
Foster Care0<100<10000
Military Connected25251002510000
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 Taken2,452 / 36.86%2,590 / 37.79%2,707 / 38.44%
Advanced Placement Course Enrollment2,454 / 36.89%2,595 / 37.87%2,707 / 38.44%
Dual Enrollment360 / 5.41%504 / 7.35%514 / 7.3%
Governor’s School Enrollment - - -
IB Course Enrollment674 / 10.13%683 / 9.97%725 / 10.29%
Senior Enrolled in IB Program78 / 1.17%72 / 1.05%70 / .99%
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 1265 1043 18
State 82482 57560 30
Female Division 605 512 15
State 41546 31230 25
Male Division 660 531 20
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 119 105 12
State 5492 4724 14
Black Division 172 131 24
State 18272 11640 36
Hispanic Division 303 242 20
State 8547 5341 38
White Division 612 521 15
State 46319 33154 28
Two or more races Division 58 44 24
State 3521 2499 29
Students with Disabilities Division 131 97 26
State 5986 3008 50
Economically Disadvantaged Division 312 248 21
State 23515 13119 44
English Learners Division 263 192 27
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision92627
 State413936233471
State LicensuresDivision210-
 State179019641412
Industry CertificationDivision139315811737
 State100544109590103892
Workplace ReadinessDivision5437081262
 State307754231350242
Total Credentials EarnedDivision194723253026
 State137248157490159017
Students Earning One or More CredentialsDivision170620252524
 State109089126113127744
CTE CompletersDivision254329344
 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 2465 5095 3191 62.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2562 5394 3504 65%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2613 5282 3342 63.3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.4 66.9 67.7

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
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

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 Students243001206613524008828351470245821115315460251501066305502
Female11827502553116213871732001195554514319312245504144217
Male12473704182123874411782701262757017226712905562161285
American Indian103100803447591369403
Asian223094132180953136230698284023571012641
Black256621162324989958462469134395124701253560
Hispanic6891673983669930916428667784681402686868452149293
Native Hawaiian26000181002010024010
White11205195131124627781871152235910283117883437586
Two or more races127932312874413111412465151574411919
Students with Disabilities36392811183434173719735312377697370325765127
Economically Disadvantaged7870532843726231913310674644641411597435477129161
English Learners6429644185618330114926969814601432777211437146286
Homeless183318161125515421419146291017
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 56
Offenses Against Staff 22
Weapons Offenses 30
Property Offenses 18
All Other Offenses 10
Other Offenses Against Persons 203
Disorderly or Disruptive Behavior Offenses 123
Alcohol, Tobacco, and Other Drug Offenses 50
Technology Offenses 13
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 Indian0.4280.660.3860.340.32
Asian9.063.999.0443.279.1535.68
Black10.68935.5510.54330.0710.21924.61
Hispanic28.96331.8928.85238.2428.54940.38
Native Hawaiian0.0940.0790.080.63
White45.58417.9445.80124.5145.9724.92
Two or more races5.1929.975.2993.925.6883.47
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.4280.3860.34
Asian9.069.0449.153
Black10.68910.54310.219
Hispanic28.96328.85228.549
Native Hawaiian0.0940.0790.08
White45.58445.80145.97
Two or more races5.1925.2995.688
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 Indian0.4280.3860.34
Asian9.06259.0449.153
Black10.68910.54310.219
Hispanic28.9632528.85228.549
Native Hawaiian0.0940.0790.08
White45.5845045.80145.97
Two or more races5.1925.2995.688
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 31.4230.1330.26
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 24.5525.9530.76
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 71.6373.671.54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 9.42 : 1

student 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: 11.07 : 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
Provisional5%6%
Provisional Special Education1%1%
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
2015-201624%72%2%2%
2016-201725%71%2%2%
2017-201826%71%2%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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