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Bland County Public Schools

General school information

Division: Bland County Public Schools
Division Number: 11
Address: 361 Bears Trail Bastian, VA 24314
Superintendent: David Scott Meade
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 68 82 18 15 70 85 15 13 67 80 20
Female 19 65 85 15 20 68 88 12 17 65 82 18
Male 8 71 80 20 10 71 81 19 9 68 78 22
American Indian < < 100 0 < < < < < < 100 0
Black < < < <
Hispanic < < < < < < < < < < < <
White 14 68 82 18 15 70 85 15 13 67 80 20
Two or more races < < < < 15 69 85 15 < < < <
Students with Disabilities 10 45 55 45 5 60 65 35 2 48 50 50
Students without Disabilities 15 72 87 13 17 72 88 12 15 70 85 15
Economically Disadvantaged 8 65 73 27 9 69 78 22 6 67 73 27
Not Economically Disadvantaged 18 70 88 12 20 70 91 9 19 67 86 14
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 82 18 13 57 70 30 21 60 81 19
Female 29 54 83 17 20 65 85 15 18 64 82 18
Male 9 72 81 19 8 50 58 42 24 57 81 19
American Indian < < 100 0
Hispanic < < 100 0 < < 100 0
White 19 63 81 19 13 58 71 29 23 58 80 20
Two or more races < < < < < < 100 0
Students with Disabilities < < < < - 27 27 73 < < < <
Students without Disabilities 18 64 82 18 17 66 83 17 21 66 87 13
Economically Disadvantaged 9 78 87 13 8 48 56 44 7 71 79 21
Not Economically Disadvantaged 24 55 79 21 19 67 86 14 47 40 87 13
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 16 64 80 20 13 58 71 29
Female 21 64 85 15 20 64 84 16 9 61 70 30
Male 11 54 64 36 13 63 77 23 16 56 72 28
White 17 60 77 23 18 65 82 18 13 57 70 30
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 46 46 54 < < < < - 42 42 58
Students without Disabilities 21 63 83 17 18 63 82 18 17 64 81 19
Economically Disadvantaged 9 43 52 48 11 70 81 19 4 48 52 48
Not Economically Disadvantaged 21 68 89 11 21 57 79 21 22 70 91 9
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 53 83 17 32 47 79 21 18 68 86 14
Female 42 46 88 12 42 32 74 26 28 64 92 8
Male 14 62 76 24 19 65 85 15 9 72 81 19
Hispanic < < < < < < 100 0
White 30 52 83 17 33 49 82 18 18 68 86 14
Students with Disabilities < < < < - 60 60 40 < < < <
Students without Disabilities 33 55 88 12 43 43 86 14 19 67 87 13
Economically Disadvantaged 15 55 70 30 19 42 62 38 12 81 92 8
Not Economically Disadvantaged 41 52 93 7 42 52 94 6 23 58 81 19
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 81 19 22 67 89 11 13 64 77 23
Female 16 56 72 28 21 75 96 4 23 58 81 19
Male 20 69 89 11 24 57 81 19 3 70 73 27
Hispanic < < < <
White 18 62 80 20 21 67 88 12 14 66 80 20
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 53 53 47
Students without Disabilities 19 68 86 14 24 66 90 10 18 68 86 14
Economically Disadvantaged 10 65 74 26 9 73 82 18 4 67 71 29
Not Economically Disadvantaged 25 61 86 14 35 61 96 4 19 62 81 19
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 81 91 9 13 75 88 12 16 63 79 21
Female 18 73 91 9 17 72 90 10 23 64 86 14
Male - 92 92 8 11 76 87 13 10 62 71 29
White 12 79 90 10 13 75 88 12 15 63 78 22
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < 10 70 80 20 < < < <
Students without Disabilities 8 84 92 8 14 75 89 11 18 67 85 15
Economically Disadvantaged 12 73 85 15 10 74 84 16 5 53 58 42
Not Economically Disadvantaged 10 87 97 3 17 75 92 8 25 71 96 4
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 74 26 9 78 86 14 7 67 74 26
Female 11 70 81 19 14 77 91 9 4 67 70 30
Male - 68 68 32 - 78 78 22 9 68 76 24
White 4 70 75 25 9 76 85 15 7 68 75 25
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 31 38 62 < < < < < < < <
Students without Disabilities 5 77 82 18 8 79 87 13 7 69 76 24
Economically Disadvantaged 4 52 56 44 6 74 81 19 3 63 67 33
Not Economically Disadvantaged 6 79 85 15 11 81 93 7 10 71 81 19
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 86 92 8 2 95 97 3 6 86 92 8
Female 6 86 91 9 3 93 97 3 14 86 100 0
Male 4 88 92 8 - 97 97 3 - 87 87 13
Black < < < <
White 5 86 91 9 - 97 97 3 6 88 94 6
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 90 94 6 - 98 98 2 6 88 94 6
Economically Disadvantaged - 94 94 6 - 100 100 0 6 88 94 6
Not Economically Disadvantaged 7 83 90 10 3 92 95 5 6 86 91 9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 68 77 23 12 65 77 23 18 60 78 22
Female 10 81 91 9 20 66 86 14 26 56 81 19
Male 9 56 66 34 2 64 66 34 10 64 74 26
Hispanic < < < < < < 100 0
White 10 67 77 23 12 66 78 22 18 60 78 22
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 31 31 69 < < < < - 36 36 64
Students without Disabilities 12 76 88 12 11 67 78 22 20 62 82 18
Economically Disadvantaged 4 60 64 36 9 61 70 30 17 52 69 31
Not Economically Disadvantaged 13 71 84 16 15 69 83 17 19 64 83 17
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 8 58 66 34 13 51 64 36
Female 8 78 86 14 11 69 81 19 19 48 67 33
Male 13 42 55 45 4 39 43 57 9 53 62 38
White 11 60 71 29 9 58 67 33 13 52 65 35
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 21 21 79 < < < < < < < <
Students without Disabilities 13 69 82 18 7 59 67 33 15 54 69 31
Economically Disadvantaged - 56 56 44 6 53 59 41 10 52 61 39
Not Economically Disadvantaged 17 63 79 21 11 63 74 26 17 50 67 33
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 75 84 16 17 76 93 7 24 71 94 6
Female 13 84 97 3 35 60 95 5 33 63 96 4
Male 6 68 74 26 - 90 90 10 13 79 92 8
Hispanic < < 100 0
White 9 74 83 17 15 78 93 8 24 70 94 6
Students with Disabilities - 40 40 60 < < 100 0 < < < <
Students without Disabilities 11 83 94 6 15 78 93 8 26 72 98 2
Economically Disadvantaged 8 65 73 27 14 79 93 7 36 55 91 9
Not Economically Disadvantaged 9 79 89 11 19 74 93 7 20 75 95 5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 86 14 16 65 80 20 11 76 87 13
Female 21 67 88 12 19 63 82 18 14 76 91 9
Male 16 67 84 16 13 66 79 21 7 76 83 17
American Indian < < < < < < < < < < 100 0
Black < < < <
Hispanic < < < < < < < < < < < <
White 19 67 86 14 16 66 81 19 11 76 88 12
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 49 56 44 10 32 42 58 - 51 51 49
Students without Disabilities 20 70 90 10 17 70 86 14 13 80 93 7
Economically Disadvantaged 11 70 81 19 8 65 72 28 5 77 82 18
Not Economically Disadvantaged 24 65 89 11 23 65 87 13 16 75 91 9
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 80 93 7 7 61 67 33 19 72 91 9
Female 13 71 83 17 15 50 65 35 23 64 86 14
Male 13 88 100 0 - 69 69 31 14 81 95 5
American Indian < < 100 0
Hispanic < < 100 0 < < 100 0
White 13 80 93 7 7 62 69 31 20 70 90 10
Two or more races < < < < < < 100 0
Students with Disabilities < < 100 0 - 27 27 73 < < < <
Students without Disabilities 14 78 92 8 9 71 80 20 21 76 97 3
Economically Disadvantaged 4 87 91 9 4 52 56 44 14 75 89 11
Not Economically Disadvantaged 18 76 94 6 10 71 81 19 27 67 93 7
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 63 90 10 36 58 95 5 6 73 79 21
Female 33 58 91 9 40 56 96 4 9 78 87 13
Male 21 69 90 10 33 60 93 7 4 68 72 28
White 28 62 90 10 35 63 98 2 6 74 81 19
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 62 62 38 < < < < - 42 42 58
Students without Disabilities 35 63 98 2 37 59 96 4 8 83 92 8
Economically Disadvantaged 8 79 88 13 26 63 89 11 - 72 72 28
Not Economically Disadvantaged 39 53 92 8 46 54 100 0 13 74 87 13
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 45 81 19 23 54 77 23 12 84 96 4
Female 38 46 85 15 26 52 77 23 12 84 96 4
Male 33 43 76 24 19 58 77 23 13 84 97 3
Hispanic < < < < < < 100 0
White 37 43 80 20 24 56 80 20 13 84 96 4
Students with Disabilities < < < < - 47 47 53 < < < <
Students without Disabilities 40 48 88 12 31 57 88 12 13 85 98 2
Economically Disadvantaged 20 45 65 35 8 58 65 35 4 88 92 8
Not Economically Disadvantaged 48 44 93 7 35 52 87 13 19 81 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 61 91 9 17 72 89 11 11 64 75 25
Female 22 66 88 13 25 71 96 4 19 61 81 19
Male 37 57 94 6 9 73 82 18 3 67 70 30
Hispanic < < < <
White 30 61 91 9 18 70 89 11 12 66 78 22
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 35 35 65
Students without Disabilities 32 63 95 5 19 76 95 5 16 75 91 9
Economically Disadvantaged 19 71 90 10 5 73 77 23 4 67 71 29
Not Economically Disadvantaged 39 53 92 8 29 71 100 0 16 62 78 22
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 65 74 26 12 51 63 37 14 64 78 22
Female 15 73 88 12 7 55 62 38 24 60 84 16
Male - 54 54 46 15 49 64 36 4 68 72 28
White 9 67 76 24 12 51 63 37 15 63 77 23
Two or more races < < < < < < 100 0
Students with Disabilities < < < < 18 9 27 73 < < < <
Students without Disabilities 6 71 76 24 11 60 70 30 17 71 88 12
Economically Disadvantaged 8 65 73 27 3 52 55 45 4 61 65 35
Not Economically Disadvantaged 10 65 74 26 19 51 70 30 22 67 89 11
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 61 63 37 2 67 69 31 2 89 91 9
Female 6 67 72 28 4 70 74 26 - 100 100 0
Male - 55 55 45 - 64 64 36 4 80 84 16
White - 64 64 36 2 69 71 29 2 91 93 7
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 8 31 38 62 < < < < < < < <
Students without Disabilities - 76 76 24 - 73 73 27 2 90 93 7
Economically Disadvantaged - 62 62 38 4 56 59 41 - 96 96 4
Not Economically Disadvantaged 6 59 65 35 - 83 83 17 5 80 85 15
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 81 93 7 10 79 90 10 10 84 94 6
Female 8 88 96 4 13 79 92 8 14 84 97 3
Male 15 76 91 9 7 80 87 13 6 85 91 9
Black < < 100 0
Hispanic < < 100 0 < < < <
White 12 81 93 7 11 81 92 8 10 84 94 6
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < - 91 91 9
Students without Disabilities 13 83 96 4 12 85 97 3 12 83 95 5
Economically Disadvantaged 6 81 88 13 5 84 89 11 7 81 89 11
Not Economically Disadvantaged 14 81 95 5 15 75 90 10 12 86 98 2
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 78 86 14 7 83 90 10 - 82 82 18
Female 15 74 89 11 8 83 92 8 - 93 93 7
Male 3 81 84 16 6 83 89 11 < < < <
Black < < < <
Hispanic < < 100 0
White 9 79 88 12 7 83 90 10 - 87 87 13
Two or more races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 9 79 89 11 7 84 91 9 - 82 82 18
Economically Disadvantaged 13 69 81 19 - 94 94 6 < < < <
Not Economically Disadvantaged 7 81 88 12 10 79 88 12 - 90 90 10
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 66 97 3 27 64 91 9 26 74 100 0
Female 35 65 100 0 30 57 87 13 27 73 100 0
Male 25 67 92 8 20 80 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 35 62 96 4 28 63 91 9 28 72 100 0
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 33 67 100 0 28 63 91 9 26 74 100 0
Economically Disadvantaged 27 73 100 0 17 75 92 8
Not Economically Disadvantaged 33 61 94 6 33 57 90 10 26 74 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 76 86 14 15 73 87 13 16 78 94 6
Female 9 78 87 13 16 72 88 12 15 76 91 9
Male 11 73 84 16 13 74 87 13 17 80 97 3
American Indian < < 100 0 < < 100 0
Black < < < <
Hispanic < < < < < < < < < < 100 0
White 10 76 86 14 15 73 89 11 17 78 94 6
Two or more races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 5 58 63 37 8 85 92 8
Students without Disabilities 12 81 92 8 16 76 92 8 17 77 94 6
Economically Disadvantaged 5 75 80 20 8 70 78 22 11 78 89 11
Not Economically Disadvantaged 13 76 89 11 20 75 95 5 20 77 97 3
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 81 19 37 47 84 16 33 65 98 2
Female 23 58 81 19 42 42 84 16 36 60 96 4
Male 19 62 81 19 31 54 85 15 31 69 100 0
Hispanic < < 100 0 < < 100 0
White 22 59 80 20 38 47 85 15 34 64 98 2
Students with Disabilities < < < < 13 47 60 40 < < 100 0
Students without Disabilities 24 62 86 14 45 48 93 7 33 65 98 2
Economically Disadvantaged 5 65 70 30 23 54 77 23 31 69 100 0
Not Economically Disadvantaged 33 56 89 11 48 42 90 10 35 61 97 3
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 70 77 23 3 81 85 15 10 75 85 15
Female 3 76 78 22 6 77 83 17 11 67 78 22
Male 12 65 76 24 - 88 88 13 9 81 91 9
White 7 72 79 21 4 82 85 15 10 76 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 < < < < < < < <
Students without Disabilities 8 78 86 14 4 81 85 15 11 76 87 13
Economically Disadvantaged 4 62 65 35 - 77 77 23 3 73 77 23
Not Economically Disadvantaged 9 76 84 16 7 86 93 7 17 76 93 7
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 84 87 13 6 74 81 19 11 85 97 3
Female - 92 92 8 10 71 81 19 6 91 97 3
Male 5 78 83 17 4 77 81 19 18 79 96 4
Hispanic < < < < < < 100 0
White 3 83 86 14 7 76 83 17 11 85 97 3
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 3 90 93 7 7 81 88 12 13 83 96 4
Economically Disadvantaged 4 83 88 13 - 65 65 35 6 83 89 11
Not Economically Disadvantaged 2 84 86 14 11 81 93 7 14 86 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 86 100 0 - 100 100 0
Female 7 93 100 0 < < 100 0
Male < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 15 85 100 0 - 100 100 0
Two or more races < < 100 0
Students without Disabilities 14 86 100 0 - 100 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 13 87 100 0 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 83 94 6 15 79 94 6 11 84 95 5
Female 17 78 96 4 11 86 97 3 14 78 92 8
Male 7 86 93 7 18 73 91 9 7 93 100 0
American Indian < < 100 0
Black < < < <
Hispanic < < < < < < < <
White 12 84 96 4 15 80 95 5 12 84 97 3
Two or more races < < 100 0
Students with Disabilities < < < < - 77 77 23 < < 100 0
Students without Disabilities 13 87 100 0 18 80 98 2 13 82 95 5
Economically Disadvantaged 5 89 95 5 12 73 85 15 4 89 93 7
Not Economically Disadvantaged 15 79 94 6 17 83 100 0 16 81 97 3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 64 88 12 27 66 92 8 17 70 87 13
Female 24 65 88 12 23 69 92 8 19 66 84 16
Male 24 64 88 12 30 62 93 7 17 74 90 10
American Indian < < 100 0 < < < < < < 100 0
Black < < < <
White 24 64 89 11 28 65 93 7 18 70 88 12
Two or more races < < < < < < < < < < < <
Students with Disabilities 2 60 62 38 21 55 76 24 18 42 61 39
Students without Disabilities 28 65 93 7 28 67 95 5 17 75 92 8
Economically Disadvantaged 16 65 81 19 19 68 86 14 6 76 82 18
Not Economically Disadvantaged 28 64 93 7 34 64 98 2 27 65 92 8
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 80 97 3 16 80 96 4 < < < <
Female 14 83 97 3 14 83 97 3 < < < <
Male 21 75 96 4 18 78 95 5 < < 100 0
White 17 79 97 3 17 80 97 3 < < < <
Two or more races < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 20 78 98 2 15 84 98 2 < < < <
Economically Disadvantaged 11 83 94 6 10 84 94 6
Not Economically Disadvantaged 20 78 98 2 21 76 97 3 < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 60 96 4 32 64 95 5 27 69 96 4
Female 43 52 96 4 26 71 97 3 31 66 97 3
Male 30 67 97 3 39 55 94 6 23 73 96 4
American Indian < < 100 0
Black < < < <
White 37 62 98 2 33 64 97 3 30 70 100 0
Two or more races < < 100 0
Students with Disabilities < < < < 8 75 83 17 < < 100 0
Students without Disabilities 40 60 100 0 37 61 98 2 23 72 96 4
Economically Disadvantaged 21 74 95 5 23 65 88 12 21 79 100 0
Not Economically Disadvantaged 44 53 97 3 38 63 100 0 31 64 94 6
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 65 69 31 2 82 83 17 10 79 89 11
Female - 64 64 36 3 79 82 18 10 70 80 20
Male 8 67 75 25 - 85 85 15 10 85 95 5
American Indian < < 100 0
Black < < 100 0
White 4 66 70 30 2 80 82 18 10 78 88 12
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 25 25 75 < < < < < < < <
Students without Disabilities 5 73 78 22 2 83 85 15 9 80 89 11
Economically Disadvantaged 4 52 56 44 - 71 71 29 - 85 85 15
Not Economically Disadvantaged 4 73 78 22 3 93 97 3 19 72 92 8
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 71 98 2 35 58 94 6 17 70 87 13
Female 32 68 100 0 31 62 93 7 17 71 88 13
Male 21 75 96 4 39 56 94 6 18 68 86 14
White 29 69 98 2 35 58 94 6 16 70 86 14
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 71 100 0 38 61 98 2 20 73 93 8
Economically Disadvantaged 17 79 96 4 23 67 90 10 5 71 76 24
Not Economically Disadvantaged 35 65 100 0 46 51 97 3 28 68 96 4
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 45 85 15 50 43 93 7 19 58 77 23
Female 39 48 88 12 46 46 92 8 17 57 74 26
Male 41 41 83 17 53 40 93 7 20 60 80 20
White 41 46 87 13 54 42 96 4 19 60 79 21
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 54 62 38 < < < < 8 17 25 75
Students without Disabilities 49 43 92 8 50 44 94 6 22 72 94 6
Economically Disadvantaged 29 42 71 29 41 48 89 11 4 64 68 32
Not Economically Disadvantaged 47 47 95 5 59 38 97 3 35 52 87 13
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten679
Kindergarten504846
Grade 1494551
Grade 2504550
Grade 3584647
Grade 4665249
Grade 5505858
Grade 6694662
Grade 7576950
Grade 8795869
Grade 9537360
Grade 10715270
Grade 11566944
Grade 12576271
Total Students771730736

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

Fall Membership by Subgroups

2018 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 2016-20172017-20182018-2019
All Students771730736
Female380343339
Male391387397
American Indian222
Hispanic1086
White744703709
Two or more races151617
Students with Disabilities119111113
Students without Disabilities652619623
Economically Disadvantaged292353328
Not Economically Disadvantaged479377408
Not English Learners771729736
Foster Care433
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 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 12 45 2 0 3 0
State 50983 36029 2739 1053 5386 1766
Female Division 11 24 0 0 2 0
State 27838 15825 923 368 1911 652
Male Division 1 21 2 0 1 0
State 23145 20204 1816 685 3475 1114
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 12 44 2 0 3 0
State 30221 16421 1144 621 1576 587
Students with Disabilities Division 0 8 2 0 1 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 4 13 2 0 2 0
State 10703 17350 1682 461 2633 1087
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students625995599535
Female373595359525
Male252496249614
Hispanic<<100<10000
White615895589535
Students with Disabilities111091109119
Economically Disadvantaged2119911991210
Homeless<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment51 / 21.52%49 / 19.14%54 / 22.04%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision574030
State85,89957,72533
FemaleDivision352820
State43,22531,59927
MaleDivision221245
State42,67426,12639
HispanicDivision<<100
State10,1025,82642
WhiteDivision564029
State46,44832,34030
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision171324
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
BlackDivision--100
State18,86811,29840
Native HawaiianDivision--100
State1428739
Two or more racesDivision--100
State3,9902,71532
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
Industry CertificationDivision1372167
 State99,894109,275104,601
Workplace ReadinessDivision496457
 State30,77542,31350,241
Total Credentials EarnedDivision18685124
 State137,248157,490160,248
Students Earning One or More CredentialsDivision1207176
 State109,089126,113128,672
CTE CompletersDivision454632
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525
State LicensuresDivision---
 State2,4402,2791,881
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,910.005,960.00988.00
State6,084.004,849.00812.00
2016-2017Division3,890.006,625.00770.00
State6,248.005,052.00871.00
2017-2018Division3,577.006,870.00928.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students65110462694604113
Female315553024428251
Male336493245032262
American Indian<<<<<<
Black--<<<<
Hispanic<<<<<<
White6359660588583107
Two or more races122142143
Students with Disabilities9823102199624
Economically Disadvantaged250602796525074
English Learners<<<<<<
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Other Offenses Against Persons 24
Disorderly or Disruptive Behavior Offenses 13
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.3
Asian----
Black--0.1
Hispanic1.31.1
Native Hawaiian----
White96.510096.397.4
Two or more races1.92.22.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.3
Asian
Black0.1
Hispanic1.31.1
Native Hawaiian
White96.510096.3100
Two or more races1.92.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.30.3
Asian----
Black--0.1
Hispanic1.31.1
Native Hawaiian----
White96.596.3
Two or more races1.92.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 42.647.946.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 37.641.143.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 65.558.456.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.06 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 10.67 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division20.6%6.3%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201752%44%1%3%
2017-201859%34%1%6%
2018-201967%30%2%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%82%73%75%
Asian--87%75%
Black--60%75%
Hispanic<<63%75%
White85%82%81%75%
Economically Disadvantaged78%73%62%75%
English Learners--53%75%
Students with Disabilities63%49%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%80%74%70%
Asian--89%70%
Black--60%70%
Hispanic<82%64%70%
White79%80%81%70%
Economically Disadvantaged70%71%63%70%
English Learners--57%70%
Students with Disabilities41%43%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students86%
Asian-
Black-
Hispanic<
White87%
Economically Disadvantaged79%
English Learners-
Students with Disabilities66%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students84%85%
Asian--
Black--
Hispanic<<
White85%86%
Economically Disadvantaged75%77%
English Learners--
Students with Disabilities60%47%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian-90%84%
Black-82%84%
Hispanic<81%84%
White91%86%84%
Economically Disadvantaged73%78%84%
English Learners-65%84%
Students with Disabilities58%56%84%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%14%9%10%
Asian--5%10%
Black<<9%10%
Hispanic<36%9%10%
White13%14%9%10%
Economically Disadvantaged19%19%13%10%
English Learners<<8%10%
Students with Disabilities16%17%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-46%58%
English Learner Proficiency---

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%98%98%
Asian---
Black---
Hispanic<<<
White99%98%98%
Economically Disadvantaged98%98%97%
Not Economically Disadvantaged100%99%99%
English Learners---
Students with Disabilities97%100%100%
Students without Disabilities100%98%98%
Female99%98%98%
Male99%99%99%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 17%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 67%
State 81%
Bland County Public Schools to top