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Bedford County Public Schools

General school information

Division: Bedford County Public Schools
Address: 310 S. Bridge St Bedford, VA 24523
Superintendent: Dr. Douglas R. Schuch
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 16 81 64 19 18 82 64 18 16 81 66 19
Female 19 83 64 17 21 85 64 15 18 84 66 16
Male 14 78 64 22 15 80 65 20 13 79 66 21
American Indian < < < < < < < < 20 100 80 0
Asian 24 85 60 15 25 86 61 14 29 90 61 10
Black 6 62 56 38 9 68 59 32 6 65 59 35
Hispanic 14 73 59 27 13 71 59 29 12 76 64 24
Native Hawaiian < 100 < 0 < < < < < < < <
White 17 83 66 17 19 84 66 16 16 83 67 17
Two or more races 11 70 60 30 15 71 56 29 17 72 55 28
Students with Disabilities 12 40 28 60 10 41 31 59 13 46 33 54
Economically Disadvantaged 9 69 60 31 11 73 62 27 9 71 62 29
English Learners 9 62 53 38 10 67 57 33 7 65 58 35
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 76 64 24 16 76 60 24 13 72 59 28
Female 15 76 61 24 15 75 59 25 16 74 58 26
Male 9 76 67 24 17 78 61 22 11 71 60 29
American Indian < 100 < 0 < 100 < 0
Asian 36 82 45 18 6 81 75 19 < < < <
Black 6 52 46 48 6 66 60 34 4 43 39 57
Hispanic 15 78 63 22 8 67 58 33 12 71 59 29
Native Hawaiian < 100 < 0 < < < <
White 12 79 67 21 18 79 61 21 14 75 61 25
Two or more races 7 59 52 41 7 49 41 51 15 68 54 32
Students with Disabilities 13 28 15 72 12 36 25 64 14 38 24 63
Economically Disadvantaged 5 64 59 36 13 69 56 31 8 60 52 40
English Learners 13 60 47 40 4 70 65 30 - 67 67 33
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 21 79 57 21 23 82 59 18 17 79 62 21
Female 26 81 54 19 25 83 59 17 20 78 58 22
Male 16 76 60 24 21 82 60 18 15 80 65 20
Asian 29 79 50 21 50 83 33 17 21 86 64 14
Black 8 56 48 44 11 64 54 36 7 61 54 39
Hispanic 25 63 38 38 12 88 77 12 11 75 64 25
White 23 82 59 18 24 85 61 15 19 83 64 17
Two or more races 7 70 63 30 32 68 36 32 16 49 33 51
Students with Disabilities 26 40 13 60 13 41 28 59 9 44 35 56
Economically Disadvantaged 13 68 55 32 14 73 59 27 12 70 58 30
English Learners 11 74 63 26 13 73 60 27 < < < <
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 26 81 56 19 29 86 57 14 24 83 59 17
Female 33 86 54 14 33 89 56 11 27 84 57 16
Male 20 77 57 23 25 83 58 17 22 83 61 17
American Indian < 100 < 0 < 100 < 0
Asian 33 89 56 11 20 80 60 20 64 100 36 0
Black 8 60 52 40 13 68 55 32 14 67 53 33
Hispanic 24 82 59 18 37 68 32 32 17 79 62 21
White 28 84 56 16 31 88 58 12 25 85 60 15
Two or more races 20 68 48 32 27 82 55 18 21 75 54 25
Students with Disabilities 14 41 28 59 16 42 26 58 19 55 35 45
Economically Disadvantaged 16 71 55 29 21 79 57 21 13 73 60 27
English Learners 11 67 56 33 21 71 50 29 < < < <
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 19 77 58 23 20 79 59 21 20 81 62 19
Female 20 81 61 19 26 85 59 15 24 87 63 13
Male 19 75 56 25 15 74 59 26 15 76 61 24
Asian 27 100 73 0 35 95 60 5 33 75 42 25
Black 6 55 49 45 6 59 53 41 5 68 63 32
Hispanic 7 79 71 21 15 85 70 15 26 68 42 32
White 21 79 58 21 22 81 59 19 21 84 62 16
Two or more races 19 65 46 35 8 69 62 31 6 76 70 24
Students with Disabilities 8 36 28 64 8 38 30 63 15 44 29 56
Economically Disadvantaged 9 64 55 36 9 68 59 32 12 71 60 29
English Learners - 64 64 36 13 80 67 20 < 100 < 0
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 82 65 18 16 85 69 15 17 79 62 21
Female 20 86 66 14 22 89 67 11 22 85 64 15
Male 13 77 65 23 11 81 70 19 12 73 61 27
American Indian < < < < < 100 < 0 < 100 < 0
Asian 37 79 42 21 27 91 64 9 32 89 58 11
Black 9 63 54 38 10 78 69 22 4 70 66 30
Hispanic 15 62 46 38 13 73 60 27 10 76 67 24
White 17 84 67 16 17 87 70 13 17 80 63 20
Two or more races 7 75 68 25 13 71 58 29 29 77 48 23
Students with Disabilities 7 42 35 58 9 41 32 59 14 40 26 60
Economically Disadvantaged 7 71 64 29 10 77 67 23 8 68 59 32
English Learners 8 42 33 58 7 71 64 29 < < < <
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 13 78 66 22 15 76 61 24 11 82 71 18
Female 14 83 69 17 18 80 63 20 11 83 72 17
Male 12 74 62 26 12 72 60 28 10 80 70 20
American Indian < < < < < < < < < 100 < 0
Asian - 73 73 27 21 84 63 16 20 90 70 10
Black 2 63 61 38 17 61 44 39 6 62 55 38
Hispanic 16 63 47 38 7 33 27 67 6 71 66 29
White 14 81 67 19 15 78 64 22 11 84 73 16
Two or more races 14 68 54 32 13 73 60 27 21 79 58 21
Students with Disabilities 7 34 27 66 5 32 27 68 14 49 35 51
Economically Disadvantaged 5 64 59 36 6 63 57 37 6 72 66 28
English Learners < < < < - 45 45 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 90 83 10 6 89 84 11 7 93 86 7
Female 8 92 83 8 8 90 82 10 8 93 85 7
Male 6 88 82 12 4 89 85 12 7 93 87 7
Asian - 93 93 7 24 88 65 12 - 100 100 0
Black 5 87 82 13 2 83 81 17 2 85 83 15
Hispanic 5 86 81 14 - 70 70 30 6 100 94 0
White 8 90 82 10 6 90 85 10 8 93 86 7
Two or more races - 91 91 9 3 90 87 10 13 100 87 0
Students with Disabilities 10 57 48 43 9 61 52 39 8 57 49 43
Economically Disadvantaged 3 85 82 15 3 83 80 17 4 89 84 11
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 72 15 13 83 70 17 12 82 70 18
Female 12 85 73 15 13 83 70 17 11 83 72 17
Male 13 85 72 15 14 84 70 16 13 81 68 19
American Indian 31 100 69 0 < < < < - 70 70 30
Asian 33 94 60 6 24 89 66 11 30 90 60 10
Black 5 68 63 32 6 71 64 29 5 65 60 35
Hispanic 13 75 63 25 7 69 62 31 8 73 65 27
Native Hawaiian < < < < < < < < < < < <
White 13 86 74 14 14 85 71 15 12 84 71 16
Two or more races 13 84 71 16 11 75 64 25 7 76 69 24
Students with Disabilities 11 56 45 44 10 56 46 44 7 43 37 57
Economically Disadvantaged 7 75 68 25 8 74 66 26 5 72 67 28
English Learners 12 62 50 38 12 64 52 36 6 55 48 45
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 83 59 17 29 84 55 16 22 81 59 19
Female 27 85 57 15 30 83 52 17 23 81 58 19
Male 22 82 60 18 29 86 57 14 21 82 61 18
American Indian < 100 < 0 < 100 < 0
Asian 61 100 39 0 33 93 60 7 57 100 43 0
Black 12 49 37 51 13 68 55 32 9 62 53 38
Hispanic 47 82 35 18 26 74 47 26 21 66 45 34
White 23 87 63 13 31 86 55 14 23 84 61 16
Two or more races 32 76 44 24 22 78 56 22 14 68 54 32
Students with Disabilities 15 51 36 49 23 53 31 47 14 40 26 60
Economically Disadvantaged 15 73 58 27 21 76 56 24 9 70 61 30
English Learners 33 78 44 22 29 75 46 25 < < < <
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 < < < < 8 77 70 23 4 72 68 28
Female < 100 < 0 7 75 68 25 4 77 73 23
Male < < < < 8 79 71 21 5 69 64 31
Black < 100 < 0 4 53 49 47 1 43 41 57
White < < < < 8 80 71 20 4 75 71 25
Students with Disabilities < < < < 5 44 38 56 6 35 29 65
Economically Disadvantaged < 100 < 0 5 65 61 35 3 60 57 40
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 87 73 13 10 81 71 19 14 87 74 13
Female 12 88 76 12 8 83 75 17 14 88 74 12
Male 15 85 70 15 12 80 68 20 13 87 74 13
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 21 86 64 14 25 81 56 19 33 94 61 6
Black - 78 78 22 4 71 67 29 5 77 73 23
Hispanic 12 72 60 28 3 59 57 41 5 84 79 16
White 14 88 74 12 11 83 73 17 14 88 74 12
Two or more races 6 85 79 15 6 71 65 29 11 85 74 15
Students with Disabilities 6 48 42 52 2 56 54 44 3 45 42 55
Economically Disadvantaged 8 79 70 21 4 71 67 29 5 78 73 22
English Learners - 46 46 54 - 36 36 64 < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 83 72 17 10 87 76 13 11 84 73 16
Female 9 84 75 16 10 87 77 13 9 87 78 13
Male 13 81 69 19 11 86 75 14 14 82 68 18
American Indian < 100 < 0 < < < < < < < <
Asian 36 100 64 0 33 100 67 0 38 88 50 13
Black - 71 71 29 3 73 70 27 6 76 71 24
Hispanic < 100 < 0 6 82 76 18 - 83 83 17
White 11 82 71 18 10 88 78 12 12 85 73 15
Two or more races 7 93 87 7 11 63 53 37 9 86 77 14
Students with Disabilities < < < < 13 83 71 17 < < < <
Economically Disadvantaged 3 74 71 26 7 81 74 19 4 83 79 17
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 4 85 80 15 9 88 78 12 8 84 75 16
Female 4 82 78 18 9 86 77 14 6 84 77 16
Male 5 87 82 13 9 89 80 11 10 84 74 16
American Indian < 100 < 0 < < < < < < < <
Asian 13 88 75 13 19 90 71 10 19 81 63 19
Black - 73 73 27 4 82 78 18 4 75 72 25
Hispanic 2 70 67 30 5 79 74 21 4 67 63 33
Native Hawaiian < < < < < < < <
White 5 86 82 14 10 88 79 12 9 86 77 14
Two or more races 8 84 76 16 7 85 78 15 - 74 74 26
Students with Disabilities - 57 57 43 2 58 55 42 - 49 49 51
Economically Disadvantaged 1 75 74 25 3 80 78 20 4 74 70 26
English Learners - 53 53 47 - 71 71 29 - 30 30 70
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 23 85 62 15 24 86 62 14 22 85 63 15
Female 21 84 63 16 21 85 64 15 18 83 65 17
Male 25 85 60 15 27 87 61 13 26 86 60 14
American Indian 36 91 55 9 < < < < < 100 < 0
Asian 38 87 49 13 47 91 44 9 36 93 58 7
Black 12 70 58 30 14 73 59 27 13 69 57 31
Hispanic 21 68 47 32 21 82 61 18 14 76 61 24
Native Hawaiian < < < < < < < < < 100 < 0
White 24 86 62 14 25 88 63 12 24 87 63 13
Two or more races 15 84 70 16 17 82 65 18 12 72 60 28
Students with Disabilities 10 51 41 49 9 54 45 46 9 52 42 48
Economically Disadvantaged 15 74 59 26 14 76 62 24 15 74 59 26
English Learners 15 58 43 42 19 70 51 30 11 68 57 32
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 15 88 73 12 15 89 74 11 15 91 76 9
Female 13 87 74 13 10 86 76 14 9 87 78 13
Male 18 89 72 11 19 91 72 9 21 96 75 4
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 9 91 82 9 38 100 63 0 18 100 82 0
Black - 80 80 20 7 80 73 20 5 79 74 21
Hispanic 13 78 65 22 19 76 57 24 6 94 88 6
White 16 89 73 11 15 89 75 11 16 92 76 8
Two or more races 16 95 79 5 7 93 86 7 9 91 82 9
Students with Disabilities 2 55 53 45 4 63 59 38 6 65 59 35
Economically Disadvantaged 9 79 70 21 7 81 74 19 11 83 73 17
English Learners < < < < < < < < < 100 < 0
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 14 84 70 16 16 85 69 15 17 84 67 16
Female 12 84 72 16 12 85 73 15 12 81 68 19
Male 16 84 68 16 20 85 66 15 22 87 65 13
American Indian < < < < < 100 < 0 < 100 < 0
Asian 8 92 83 8 48 81 33 19 31 92 62 8
Black 5 68 63 32 10 72 62 28 9 75 66 25
Hispanic 12 68 56 32 6 71 65 29 14 81 67 19
Native Hawaiian < 100 < 0 < 100 < 0
White 16 86 70 14 16 87 71 13 18 85 67 15
Two or more races - 86 86 14 20 80 60 20 9 83 74 17
Students with Disabilities - 31 31 69 4 48 44 52 2 43 42 57
Economically Disadvantaged 6 70 64 30 8 72 64 28 10 71 61 29
English Learners < < < < 18 64 45 36 < < < <
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 20 84 63 16 25 84 58 16 24 85 61 15
Female 16 81 65 19 20 83 63 17 19 84 65 16
Male 25 87 62 13 31 85 54 15 28 86 58 14
American Indian < 100 < 0 < < < < < 100 < 0
Asian 45 91 45 9 45 90 45 10 38 90 52 10
Black 9 59 50 41 20 74 54 26 23 74 51 26
Hispanic 35 76 41 24 14 80 66 20 4 54 50 46
Native Hawaiian < < < < < 100 < 0
White 20 86 65 14 27 85 58 15 25 88 63 12
Two or more races 23 91 68 9 14 84 70 16 17 76 59 24
Students with Disabilities 7 51 45 49 6 50 44 50 9 54 45 46
Economically Disadvantaged 15 71 56 29 13 72 59 28 16 75 59 25
English Learners < < < < 9 45 36 55 8 50 42 50
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 83 79 17 7 86 79 14 4 56 53 44
Female - 81 81 19 4 80 76 20 4 58 54 42
Male 6 84 78 16 9 91 82 9 3 55 52 45
Asian < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic < < < < < 100 < 0 < < < <
White 5 85 80 15 7 85 78 15 4 59 55 41
Two or more races < 100 < 0 < < < <
Students with Disabilities < < < < < < < < - 25 25 75
Economically Disadvantaged 4 80 76 20 3 83 79 17 3 47 44 53
English Learners < < < < < 100 < 0 < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 81 59 19 23 87 63 13 19 82 63 18
Female 21 82 61 18 22 86 64 14 20 85 65 15
Male 23 79 57 21 24 87 63 13 18 79 61 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 42 74 32 26 45 91 45 9 32 89 58 11
Black 18 61 44 39 9 72 64 28 6 59 53 41
Hispanic 8 31 23 69 17 83 66 17 14 76 62 24
White 22 84 61 16 25 88 63 12 21 85 65 15
Two or more races 18 82 64 18 4 87 83 13 10 69 59 31
Students with Disabilities 3 42 39 58 3 37 34 63 1 40 38 60
Economically Disadvantaged 10 67 57 33 13 76 63 24 11 71 60 29
English Learners - 33 33 67 15 85 69 15 < < < <
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 43 86 43 14 43 86 43 14 37 84 47 16
Female 43 86 43 14 42 84 42 16 30 81 51 19
Male 44 86 43 14 43 88 45 12 44 86 42 14
Asian 77 92 15 8 70 100 30 0 58 100 42 0
Black 22 81 59 19 19 64 45 36 13 64 51 36
Hispanic 53 80 27 20 52 95 43 5 30 85 56 15
White 45 87 42 13 44 88 44 12 41 87 46 13
Two or more races 20 73 53 27 39 68 29 32 14 56 42 44
Students with Disabilities 8 50 42 50 12 52 40 48 10 51 41 49
Economically Disadvantaged 28 79 51 21 28 77 49 23 26 75 49 25
English Learners 44 83 39 17 45 91 45 9 < < < <
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: 91.06 State: 89.72 Division: 90.34 State: 88.34 Division: 89.37 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division205
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten194160165
Kindergarten658670655
Grade 1665647686
Grade 2687693684
Grade 3690689702
Grade 4740707690
Grade 5708752739
Grade 6736697758
Grade 7808740722
Grade 8743807754
Grade 9828806837
Grade 10800781771
Grade 11757783758
Grade 12863775801
Post Graduate100
Total Students9,8789,7079,722
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 Students987897079722
Female479646764688
Male508250315034
American Indian222123
Asian181189193
Black738719725
Hispanic305336364
Native Hawaiian688
White823880037948
Two or more races388431461
Students with Disabilities103510561096
Not Students with Disabilities884386518626
Economically Disadvantaged353737804083
Not Economically Disadvantaged634159275639
English Learners168170172
Not English Learners971095379550
Homeless223370
Military Connected575147
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 412 306 30 10 43 14
State 50979 36013 2733 1046 5404 1786
Female Division 216 145 11 5 20 5
State 27837 15823 920 366 1922 656
Male Division 196 161 19 5 23 9
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 15 0 1 0 0 0
State 5026 1194 70 18 91 37
Black Division 22 31 4 0 4 1
State 7955 11090 1111 244 1359 744
Hispanic Division 10 12 2 0 5 0
State 5086 5583 317 105 2172 323
White Division 346 251 22 10 33 10
State 30218 16420 1139 617 1589 596
Two or more races Division 18 12 1 0 1 3
State 2468 1542 87 58 163 73
Students with Disabilities Division 5 37 30 0 7 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 110 148 19 6 27 10
State 10704 17342 1680 460 2640 1096
English Learners Division 2 4 1 0 3 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students81574891.875893435.3
Female40237292.537793.8205
Male4133769138192.3235.6
American Indian0<100<10000
Asian16161001610000
Black625791.95791.946.5
Hispanic292482.82482.8517.2
White67261992.162993.6334.9
Two or more races353188.63188.612.9
Students with Disabilities827287.87287.878.5
Economically Disadvantaged32027786.628388.4278.4
English Learners10770770330
Homeless0<<<<<<
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken397 / 12.23%387 / 12.32%357 / 11.28%
Advanced Placement Course Enrollment435 / 13.41%443 / 14.1%406 / 12.82%
Dual Enrollment542 / 16.7%489 / 15.57%563 / 17.78%
Governor’s School Enrollment57 / 1.76%42 / 1.34%48 / 1.52%
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 790 485 39
State 82482 57560 30
Female Division 404 263 35
State 41546 31230 25
Male Division 386 222 42
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 15 14 7
State 5492 4724 14
Black Division 54 31 43
State 18272 11640 36
Hispanic Division 22 14 36
State 8547 5341 38
White Division 678 417 38
State 46319 33154 28
Two or more races Division 18 < 100
State 3521 2499 29
Students with Disabilities Division 31 < 100
State 5986 3008 50
Economically Disadvantaged Division 192 81 58
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 AssessmentsDivision1424-
 State413936233471
State LicensuresDivision3118-
 State179019641412
Industry CertificationDivision919933-
 State100544109590103892
Workplace ReadinessDivision347529352
 State307754231350242
Total Credentials EarnedDivision13111504352
 State137248157490159017
Students Earning One or More CredentialsDivision10481225352
 State109089126113127744
CTE CompletersDivision339290324
 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 622 1410 726 51.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 645 1344 640 47.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 577 1149 540 47%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.5 64.6 63.5

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
2014-20153,104.005,486.00737.00
2015-20163,736.005,615.00775.00
2016-20173,869.005,838.00824.00

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 Students9687443143205940545814917185597883393819022568208243
Female4703216721094559228818640874051761824327290101119
Male498422771964846230688544723831631994695278107124
American Indian25000250012121023100
Asian1840001786121791122183746
Black71345141773130913642553038692411824
Hispanic2961523296137631131191834925410
Native Hawaiian00000000100010000
White8104367120176778439312514470366472752877347457170187
Two or more races35916793831675360421235420371216
Students with Disabilities9137422439208422298991015971911914650
Economically Disadvantaged355728098153316328910110230984392162753576396157180
English Learners1760011716431651611165913
Homeless000024514327101743789
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 175
Offenses Against Staff 81
Weapons Offenses 42
Property Offenses 29
All Other Offenses 190
Other Offenses Against Persons 235
Disorderly or Disruptive Behavior Offenses 512
Alcohol, Tobacco, and Other Drug Offenses 232
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 Indian0.2230.2160.2370.14
Asian1.8330.151.9480.161.9860.71
Black7.47416.247.41115.957.4612.86
Hispanic3.0892.433.4631.483.7452.57
Native Hawaiian0.0610.0820.082
White83.43176.7882.48875.6681.77874.86
Two or more races3.934.44.4426.744.7438.86
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 Indian0.2230.2160.237
Asian1.8331.9482.991.9860.85
Black7.47410.677.41116.427.465.93
Hispanic3.0891.333.4632.993.7454.24
Native Hawaiian0.0610.0820.0820.85
White83.4318882.48874.6381.77879.66
Two or more races3.934.4422.994.7438.47
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

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 Indian0.2230.2160.237
Asian1.8331.9481.986
Black7.4747.4117.4620
Hispanic3.08916.673.4633.745
Native Hawaiian0.0610.0820.082
White83.43183.3382.48810081.77880
Two or more races3.934.4424.743
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 36.9436.3635.2
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 45.444.2443.11
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 77.5575.8373.89
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: 13.21 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 11.69 : 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
Provisional4%3%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201648%48%1%3%
2016-201749%47%1%3%
2017-201847%48%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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