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Augusta County Public Schools

General school information

Division: Augusta County Public Schools
Address: 18 Government Center Lane Verona, VA 24482
Superintendent: Dr. Eric W. Bond
Region: 5
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 15 76 61 24 15 78 62 22 15 78 64 22
Female 17 78 61 22 18 81 62 19 17 81 64 19
Male 13 73 61 27 12 75 62 25 12 76 63 24
American Indian - 50 50 50 9 82 73 18 40 90 50 10
Asian 18 84 67 16 22 83 61 17 14 77 63 23
Black 10 63 53 37 8 73 66 27 8 72 63 28
Hispanic 9 68 59 32 6 64 58 36 8 71 63 29
Native Hawaiian < < < < < < < < < 100 < 0
White 15 77 61 23 16 79 63 21 15 79 64 21
Two or more races 8 68 60 32 13 70 57 30 13 73 60 27
Students with Disabilities 10 31 21 69 7 29 22 71 10 34 24 66
Economically Disadvantaged 8 62 55 38 8 65 57 35 9 68 59 32
English Learners 3 50 48 50 4 61 58 39 6 64 58 36
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 12 68 56 32 13 71 58 29 14 67 53 33
Female 13 70 57 30 17 77 59 23 15 69 54 31
Male 10 66 56 34 9 66 56 34 13 65 53 35
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < < < < < < < <
Black 6 50 44 50 4 70 65 30 - 67 67 33
Hispanic 7 61 54 39 - 61 61 39 8 65 57 35
White 12 69 57 31 14 72 58 28 15 67 52 33
Two or more races 11 53 42 47 21 54 32 46 9 66 56 34
Students with Disabilities 9 26 17 74 4 8 4 92 9 26 17 74
Economically Disadvantaged 7 55 49 45 7 57 50 43 8 55 47 45
English Learners - 53 53 47 - 60 60 40 3 63 60 37
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 74 58 26 17 73 56 27 15 76 61 24
Female 20 76 57 24 18 76 58 24 20 79 59 21
Male 13 72 59 28 15 70 55 30 10 73 64 27
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 10 80 70 20 < < < < < < < <
Black 29 53 24 47 6 56 50 44 8 76 68 24
Hispanic 6 63 56 38 5 51 47 49 6 64 58 36
White 17 75 58 25 17 75 58 25 16 77 62 23
Two or more races - 63 63 37 12 60 48 40 10 62 52 38
Students with Disabilities 15 31 16 69 9 28 18 72 3 20 17 80
Economically Disadvantaged 7 63 56 37 8 60 53 40 7 64 57 36
English Learners - 56 56 44 - 56 56 44 4 65 62 35
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 25 79 54 21 21 75 54 25 20 77 58 23
Female 27 79 51 21 26 76 51 24 24 81 57 19
Male 23 80 56 20 18 74 56 26 16 74 58 26
Asian < < < < 15 77 62 23 < < < <
Black 7 29 21 71 24 71 47 29 18 59 41 41
Hispanic 14 67 53 33 9 65 57 35 22 65 43 35
White 26 81 55 19 23 76 53 24 20 79 59 21
Two or more races 33 75 42 25 8 71 63 29 16 69 53 31
Students with Disabilities 16 27 11 73 9 31 23 69 11 36 25 64
Economically Disadvantaged 14 66 53 34 12 63 50 37 12 68 56 32
English Learners 10 62 52 38 8 69 62 31 9 63 54 37
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 76 58 24 25 81 56 19 17 79 62 21
Female 20 76 56 24 28 83 55 17 19 81 61 19
Male 16 76 59 24 22 80 58 20 15 78 63 22
American Indian < < < < < 100 < 0
Asian < 100 < 0 < < < < 23 77 54 23
Black 11 64 54 36 - 56 56 44 6 65 59 35
Hispanic 14 78 65 22 9 63 53 38 8 64 56 36
Native Hawaiian < 100 < 0 < 100 < 0
White 19 76 58 24 26 82 57 18 18 80 63 20
Two or more races 14 77 64 23 30 80 50 20 22 87 65 13
Students with Disabilities 14 32 18 68 11 32 21 68 4 31 27 69
Economically Disadvantaged 9 66 57 34 12 70 57 30 12 70 58 30
English Learners 7 43 36 57 12 65 53 35 8 65 58 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 13 76 63 24 13 79 66 21 19 82 64 18
Female 17 83 66 17 17 84 67 16 20 86 66 14
Male 10 70 60 30 9 75 65 25 17 79 62 21
Asian < < < < < < < < < < < <
Black 5 75 70 25 7 87 80 13 - 67 67 33
Hispanic 6 56 50 44 5 78 73 22 3 76 74 24
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 14 78 64 22 14 79 65 21 20 83 64 17
Two or more races - 53 53 47 - 82 82 18 25 70 45 30
Students with Disabilities - 23 23 77 10 33 23 67 7 34 27 66
Economically Disadvantaged 8 60 52 40 8 73 65 27 10 70 60 30
English Learners < < < < 8 69 62 31 5 68 63 32
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 12 69 57 31 12 74 62 26 10 77 67 23
Female 15 72 58 28 16 78 62 22 11 80 70 20
Male 10 66 56 34 8 70 62 30 9 73 64 27
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 7 79 71 21 5 74 68 26 11 78 67 22
Hispanic 15 74 59 26 8 55 48 45 4 80 76 20
White 12 68 56 32 12 75 63 25 10 76 66 24
Two or more races 5 81 76 19 16 58 42 42 - 82 82 18
Students with Disabilities - 32 32 68 - 24 24 76 12 32 21 68
Economically Disadvantaged 4 53 49 47 6 55 49 45 6 69 63 31
English Learners < < < < - 55 55 45 9 45 36 55
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 7 87 80 13 6 90 84 10 8 89 81 11
Female 8 90 82 10 7 90 83 10 7 91 84 9
Male 6 85 79 15 5 89 85 11 8 87 79 13
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black - 92 92 8 9 87 78 13 10 100 90 0
Hispanic 3 82 79 18 6 81 75 19 3 83 80 17
White 7 88 80 12 6 90 84 10 8 89 82 11
Two or more races - 73 73 27 5 91 86 9 14 86 71 14
Students with Disabilities 16 45 29 55 8 48 40 52 20 53 33 47
Economically Disadvantaged 4 73 69 27 3 84 81 16 2 82 80 18
English Learners < < < < - 54 54 46 < < < <
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 18 74 55 26 20 77 57 23 21 79 57 21
Female 24 79 56 21 27 84 57 16 27 85 58 15
Male 13 68 55 32 14 71 58 29 17 74 57 26
American Indian < < < < < < < < < < < <
Asian 18 100 82 0 50 93 43 7 30 80 50 20
Black 7 75 68 25 14 64 50 36 16 76 59 24
Hispanic 10 70 60 30 7 65 59 35 14 65 51 35
White 19 74 54 26 21 78 57 22 22 80 58 20
Two or more races 14 77 63 23 11 70 59 30 16 70 55 30
Students with Disabilities 11 28 16 72 1 22 21 78 12 38 26 62
Economically Disadvantaged 7 61 53 39 13 64 51 36 13 69 56 31
English Learners - 27 27 73 - 60 60 40 - 58 58 42
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 16 64 47 36 16 69 53 31 17 71 53 29
Female 21 68 47 32 23 79 55 21 21 79 58 21
Male 11 59 48 41 10 60 50 40 14 64 50 36
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black - 64 64 36 5 55 50 45 19 73 54 27
Hispanic 12 62 50 38 5 59 54 41 11 60 49 40
White 17 63 46 37 17 70 53 30 18 72 54 28
Two or more races 10 75 65 25 10 50 40 50 13 61 48 39
Students with Disabilities 10 15 6 85 - 11 11 89 10 25 15 75
Economically Disadvantaged 5 50 45 50 10 54 44 46 12 62 51 38
English Learners < < < < - 64 64 36 - 50 50 50
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 21 83 63 17 24 86 62 14 26 87 62 13
Female 26 90 64 10 31 89 59 11 32 91 59 9
Male 15 77 61 23 18 83 65 17 20 84 64 16
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 14 86 71 14 23 73 50 27 9 82 73 18
Hispanic 8 76 68 24 9 74 65 26 18 73 55 27
White 21 84 62 16 25 87 62 13 26 88 62 12
Two or more races 20 80 60 20 13 88 75 13 19 81 62 19
Students with Disabilities 13 40 26 60 2 33 31 67 15 55 40 45
Economically Disadvantaged 10 72 62 28 17 78 62 22 16 79 63 21
English Learners < < < < - 57 57 43 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 85 70 15 15 84 69 16 17 84 67 16
Female 13 83 71 17 15 84 69 16 17 84 67 16
Male 17 86 69 14 16 84 68 16 18 84 66 16
American Indian < < < < < < < < < < < <
Asian 19 94 75 6 18 89 71 11 23 86 63 14
Black 5 71 67 29 10 65 56 35 10 80 70 20
Hispanic 6 82 75 18 9 72 63 28 11 75 64 25
Native Hawaiian < 100 < 0 < < < < < < < <
White 15 85 70 15 16 85 69 15 18 85 67 15
Two or more races 14 87 72 13 10 76 66 24 11 76 65 24
Students with Disabilities 8 44 36 56 4 44 40 56 5 46 41 54
Economically Disadvantaged 8 76 68 24 8 71 64 29 9 74 65 26
English Learners 2 66 64 34 4 60 57 40 4 66 61 34
Migrant < < < < < < < <
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 26 81 55 19 21 77 56 23 20 80 60 20
Female 22 76 54 24 20 75 55 25 20 82 62 18
Male 29 85 56 15 22 78 56 22 21 79 58 21
Asian < < < < 15 77 62 23 < < < <
Black 7 36 29 64 - 38 38 63 9 64 55 36
Hispanic 17 78 61 22 7 59 52 41 7 73 67 27
White 26 82 55 18 23 79 56 21 22 82 60 18
Two or more races 23 69 46 31 13 67 54 33 12 67 55 33
Students with Disabilities 14 39 25 61 12 38 26 62 5 43 39 57
Economically Disadvantaged 14 69 55 31 10 64 54 36 12 71 59 29
English Learners 5 71 67 29 8 54 46 46 9 71 63 29
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 9 79 70 21 9 78 69 22 8 77 68 23
Female 8 75 67 25 10 80 70 21 7 77 71 23
Male 9 82 73 18 8 77 69 23 10 76 66 24
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black - 67 67 33 11 72 61 28 4 81 78 19
Hispanic 4 70 67 30 11 58 47 42 4 68 64 32
White 9 79 70 21 9 80 71 20 9 77 68 23
Two or more races 11 89 78 11 - 70 70 30 5 82 77 18
Students with Disabilities 2 37 35 63 - 28 28 72 4 35 31 65
Economically Disadvantaged 3 67 64 33 5 64 58 36 5 66 61 34
English Learners < < < < - 36 36 64 - 42 42 58
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 89 75 11 19 87 69 13 24 87 63 13
Female 13 90 76 10 18 88 70 12 24 85 61 15
Male 14 87 73 13 19 87 67 13 23 88 65 12
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 5 90 85 10 20 70 50 30 25 81 56 19
Hispanic 4 86 82 14 14 94 80 6 19 85 67 15
White 14 89 74 11 19 87 68 13 24 87 63 13
Two or more races 18 94 76 6 13 83 71 17 21 71 50 29
Students with Disabilities - 47 47 53 2 47 45 53 4 49 45 51
Economically Disadvantaged 7 83 76 17 10 79 69 21 14 76 63 24
English Learners - 45 45 55 - 90 90 10 < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 89 74 11 14 95 81 5 22 93 72 7
Female 11 86 75 14 12 94 82 6 18 94 76 6
Male 19 93 74 8 16 95 79 5 26 92 66 8
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < 100 < 0 < 100 < 0
Hispanic - 86 86 14 8 92 83 8 26 84 58 16
White 15 89 74 11 14 95 81 5 22 94 72 6
Two or more races < 100 < 0 18 82 64 18 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 5 85 80 15 7 92 85 8 14 90 75 10
English Learners < 100 < 0 < 100 < 0 < < < <
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 11 89 77 11 13 88 74 12 15 88 74 12
Female 9 89 80 11 14 85 72 15 16 87 71 13
Male 14 89 75 11 13 90 76 10 13 90 76 10
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 36 91 55 9
Black - 77 77 23 6 67 61 33 8 88 80 12
Hispanic 3 89 86 11 7 77 70 23 13 74 61 26
Native Hawaiian < 100 < 0 < < < <
White 12 89 77 11 14 88 75 12 15 90 74 10
Two or more races 5 86 82 14 9 82 73 18 - 82 82 18
Students with Disabilities 4 45 41 55 - 64 64 36 1 50 49 50
Economically Disadvantaged 6 83 77 17 6 76 70 24 5 80 76 20
English Learners < < < < < < < < - 71 71 29
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 26 89 63 11 27 88 61 12 26 88 62 12
Female 22 87 66 13 24 87 63 13 24 87 63 13
Male 29 90 61 10 30 90 60 10 28 89 61 11
American Indian < < < < < < < < < < < <
Asian 46 100 54 0 34 95 61 5 29 94 65 6
Black 8 76 68 24 21 75 55 25 19 81 62 19
Hispanic 16 84 68 16 20 80 61 20 18 84 67 16
Native Hawaiian < < < < < < < < < < < <
White 26 89 63 11 28 89 61 11 27 88 62 12
Two or more races 20 92 72 8 23 88 66 12 26 86 60 14
Students with Disabilities 11 53 43 47 9 46 36 54 11 52 40 48
Economically Disadvantaged 14 80 66 20 16 78 62 22 16 80 64 20
English Learners 14 73 59 27 12 71 59 29 11 79 67 21
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 89 72 11 21 90 69 10 16 88 72 12
Female 14 87 73 13 16 88 72 12 13 85 72 15
Male 21 91 70 9 26 92 66 8 19 90 71 10
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 83 75 17 - 76 76 24 8 83 75 17
Hispanic 6 84 77 16 14 79 66 21 6 88 81 13
White 18 89 71 11 21 90 69 10 16 88 71 12
Two or more races 7 80 73 20 27 91 64 9 21 89 68 11
Students with Disabilities - 61 61 39 8 55 47 45 2 39 37 61
Economically Disadvantaged 9 79 71 21 11 84 73 16 7 79 72 21
English Learners < < < < 13 67 53 33 < < < <
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 43 92 49 8 36 89 53 11 43 83 40 18
Female 43 95 52 5 37 95 58 5 45 86 41 14
Male 42 88 45 12 36 82 46 18 39 78 39 22
Black < < < < < < < <
Hispanic < 100 < 0 < 100 < 0
White 44 93 49 7 37 92 56 8 44 82 38 18
Two or more races < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 27 88 62 12 23 82 59 18 44 69 25 31
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 25 95 70 5 27 95 68 5 34 92 59 8
Female 15 94 78 6 20 93 73 7 25 90 64 10
Male 36 97 61 3 35 97 63 3 42 95 53 5
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 18 88 71 12 22 94 72 6 32 84 53 16
White 25 95 70 5 27 95 68 5 35 93 58 7
Two or more races 25 100 75 0 31 100 69 0 20 80 60 20
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 12 90 79 10 22 89 67 11 22 86 64 14
English Learners < < < < < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 90 75 10 15 87 72 13 16 88 72 12
Female 13 89 77 11 13 83 70 17 17 87 70 13
Male 19 91 73 9 17 91 74 9 16 89 73 11
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < < < < 40 90 50 10
Black - 82 82 18 - 71 71 29 12 69 58 31
Hispanic 3 88 85 13 16 81 65 19 14 86 71 14
Native Hawaiian < 100 < 0 < < < <
White 17 91 74 9 15 88 72 12 17 89 72 11
Two or more races 17 96 78 4 4 92 88 8 14 86 71 14
Students with Disabilities - 42 42 58 6 54 48 46 2 46 44 54
Economically Disadvantaged 9 83 74 17 5 74 69 26 7 79 72 21
English Learners - 70 70 30 < < < < - 85 85 15
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 26 86 60 14 29 86 56 14 23 87 64 13
Female 25 84 59 16 31 87 56 13 22 88 66 12
Male 26 87 61 13 28 85 57 15 25 86 61 14
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 93 87 7 26 89 63 11 27 92 65 8
Hispanic 23 81 58 19 17 83 67 17 11 78 67 22
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 27 85 59 15 30 86 56 14 24 87 63 13
Two or more races 11 95 84 5 32 79 47 21 29 95 67 5
Students with Disabilities 5 48 43 52 7 38 31 62 5 40 35 60
Economically Disadvantaged 11 74 64 26 16 72 56 28 13 80 66 20
English Learners < < < < - 91 91 9 - 64 64 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 42 86 44 14 42 86 44 14 42 87 45 13
Female 37 83 46 17 40 84 44 16 42 88 46 12
Male 46 89 43 11 45 89 44 11 42 86 44 14
Asian < 100 < 0 42 92 50 8 < 100 < 0
Black 20 47 27 53 33 73 40 27 27 77 50 23
Hispanic 31 80 49 20 24 71 47 29 32 88 56 12
White 42 87 45 13 44 88 43 12 44 87 44 13
Two or more races 40 87 47 13 25 83 58 17 35 81 45 19
Students with Disabilities 8 53 45 47 9 36 27 64 9 57 48 43
Economically Disadvantaged 24 77 52 23 25 79 54 21 30 82 52 18
English Learners 30 80 50 20 16 72 56 28 25 86 61 14
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: 95.02 State: 89.72 Division: 94.86 State: 88.34 Division: 91.36 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division589
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten232283274
Kindergarten666669734
Grade 1711683684
Grade 2725724705
Grade 3806741746
Grade 4789812739
Grade 5798787839
Grade 6803810795
Grade 7853803811
Grade 8797850817
Grade 9833829869
Grade 10845814792
Grade 11809802782
Grade 12807779776
Total Students10,47410,38610,363
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 Students104741038610363
Female503949954977
Male543553915386
American Indian362726
Asian869097
Black234248272
Hispanic509530521
Native Hawaiian5611
White933191419056
Two or more races273344380
Students with Disabilities686698747
Not Students with Disabilities978896889616
Economically Disadvantaged393338934126
Not Economically Disadvantaged654164936237
English Learners202208240
Not English Learners102721017810123
Migrant913
Homeless355947
Military Connected2367143
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 434 296 21 11 21 9
State 50979 36013 2733 1046 5404 1786
Female Division 249 123 10 2 5 3
State 27837 15823 920 366 1922 656
Male Division 185 173 11 9 16 6
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 9 6 2 2 0 1
State 7955 11090 1111 244 1359 744
Hispanic Division 13 9 1 2 3 0
State 5086 5583 317 105 2172 323
White Division 392 271 18 7 17 8
State 30218 16420 1139 617 1589 596
Two or more races Division 15 8 0 0 1 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 24 21 0 6 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 78 109 11 6 16 7
State 10704 17342 1680 460 2640 1096
English Learners Division 3 7 0 0 1 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
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 Students79275194.876296.2212.7
Female39238297.43849851.3
Male40036992.337894.5164
American Indian0<100<10000
Asian0<100<10000
Black201785199500
Hispanic282382.12589.3310.7
White71368195.568896.5172.4
Two or more races242395.82395.814.2
Students with Disabilities524688.54688.5611.5
Economically Disadvantaged22719887.220489.9167
English Learners111090.91090.919.1
Homeless0<100<10000
Foster Care0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken276 / 8.38%312 / 9.68%317 / 9.85%
Advanced Placement Course Enrollment350 / 10.63%315 / 9.78%319 / 9.91%
Dual Enrollment256 / 7.77%227 / 7.05%371 / 11.53%
Governor’s School Enrollment29 / .88%136 / 4.22%138 / 4.29%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 740 430 42
State 82482 57560 30
Female Division 367 255 31
State 41546 31230 25
Male Division 373 175 53
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 16 11 31
State 18272 11640 36
Hispanic Division 23 14 39
State 8547 5341 38
White Division 685 395 42
State 46319 33154 28
Two or more races Division 13 < 100
State 3521 2499 29
Students with Disabilities Division 21 < 100
State 5986 3008 50
Economically Disadvantaged Division 163 63 61
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision88118106
 State413936233471
State LicensuresDivision242621
 State179019641412
Industry CertificationDivision105312121156
 State100544109590103892
Workplace ReadinessDivision--11
 State307754231350242
Total Credentials EarnedDivision116513561294
 State137248157490159017
Students Earning One or More CredentialsDivision96010521026
 State109089126113127744
CTE CompletersDivision588554557
 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 270 415 246 59.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 264 416 272 65.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 259 428 299 69.9%
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
71.8 71.8 71

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
2014-20154,091.005,116.00844.00
2015-20164,135.005,183.00905.00
2016-20174,225.005,392.00986.00

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 Students9770582200239961961420624694186342142929454601236301
Female4731276911114654268961184528309961324555262124136
Male5039306109128496534611012848903251181604899339112165
American Indian20422272012330224201
Asian68221910019120091600
Black231256112082791723320101725818915
Hispanic41225621466338164894451651431914
Native Hawaiian0000000000009101
White8806512179195856553218019782855361912398225519205252
Two or more races22514592572091229028818333241318
Students with Disabilities657631922638671825686672132737753438
Economically Disadvantaged3636363139169353939614216534134061452103581416176228
English Learners192837175113621820112531056
Homeless57125105815812671515135711116
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 48
Offenses Against Staff <
Weapons Offenses 22
Property Offenses 15
All Other Offenses 53
Other Offenses Against Persons 218
Disorderly or Disruptive Behavior Offenses 444
Alcohol, Tobacco, and Other Drug Offenses 109
Technology Offenses 33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3440.260.240.2510.24
Asian0.8210.8670.9360.24
Black2.2354.632.3884.352.6255.88
Hispanic4.8613.195.1043.875.0283.24
Native Hawaiian0.0480.0580.240.1060.12
White89.10488.5288.0385.8587.39683.91
Two or more races2.6073.673.3135.443.6676.36
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3440.260.251
Asian0.8210.8670.936
Black2.235502.3882.62533.33
Hispanic4.8615.1045.028
Native Hawaiian0.0480.0580.106
White89.1045088.0310087.39666.67
Two or more races2.6073.3133.667
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3440.260.251
Asian0.8210.8670.936
Black2.2352.3882.625
Hispanic4.8615.1045.028
Native Hawaiian0.0480.0580.106
White89.10488.0310087.396100
Two or more races2.6073.3133.667
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 38.9438.6939.29
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 34.4139.6649.91
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 77.6675.8775.53
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: 12.87 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.56 : 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
Provisional2%2%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201650%47%1%2%
2016-201750%46%1%3%
2017-201849%48%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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