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Botetourt County Public Schools

General school information

Division: Botetourt County Public Schools
Division Number: 12
Address: 143 Poor Farm Rd Fincastle, VA 24090
Superintendent: Dr. Lisa Chen
Region: 6
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 20 68 88 12 18 67 86 14 16 68 84 16
Female 23 67 89 11 19 69 88 12 18 68 86 14
Male 17 69 86 14 18 66 84 16 15 68 82 18
American Indian < < 100 0 < < 100 0 < < < <
Asian 41 45 86 14 35 55 90 10 27 67 93 7
Black 12 60 72 28 3 73 76 24 12 68 80 20
Hispanic 27 57 83 17 14 62 77 23 11 61 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 69 88 12 19 68 86 14 17 69 85 15
Two or more races 24 65 88 12 18 65 83 17 19 62 81 19
Students with Disabilities 7 48 56 44 9 43 52 48 10 40 50 50
Students without Disabilities 22 71 92 8 20 71 91 9 17 72 89 11
Economically Disadvantaged 8 68 76 24 9 64 73 27 9 64 72 28
Not Economically Disadvantaged 23 68 91 9 22 69 90 10 19 70 89 11
English Learners 16 47 63 38 3 27 30 70 6 42 48 52
Military Connected 14 72 86 14 18 75 93 7
Foster Care < < < < - 60 60 40
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 16 66 82 18 18 58 76 24 21 60 82 18
Female 19 68 87 13 21 55 75 25 26 60 86 14
Male 12 65 77 23 16 61 77 23 18 60 78 22
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 13 60 73 27 14 48 62 38 17 50 67 33
White 16 67 83 17 19 58 77 23 22 61 82 18
Two or more races < < < < 25 58 83 17 23 46 69 31
Students with Disabilities 3 44 47 53 9 33 42 58 12 51 63 37
Students without Disabilities 18 70 87 13 20 63 83 17 23 62 85 15
Economically Disadvantaged 4 68 72 28 8 58 66 34 11 59 70 30
Not Economically Disadvantaged 20 66 86 14 24 57 82 18 27 61 88 12
English Learners < < < < 9 27 36 64 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 25 61 86 14 20 66 86 14 22 61 83 17
Female 25 61 86 14 21 71 92 8 22 62 84 16
Male 25 60 85 15 19 60 79 21 21 60 81 19
Asian < < < < < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 23 77 100 0 11 63 74 26 18 64 82 18
White 24 61 86 14 22 66 87 13 22 60 83 17
Two or more races 27 55 82 18 15 69 85 15 14 71 86 14
Students with Disabilities 17 38 55 45 4 56 60 40 10 46 56 44
Students without Disabilities 26 64 90 10 23 68 91 9 24 64 88 12
Economically Disadvantaged 13 63 75 25 9 67 76 24 12 60 72 28
Not Economically Disadvantaged 29 60 89 11 25 66 91 9 27 62 89 11
English Learners < < < < < < < < 9 55 64 36
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 53 89 11 27 59 86 14 23 62 85 15
Female 38 51 89 11 26 60 86 14 23 65 88 12
Male 33 55 88 12 28 58 85 15 23 58 82 18
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 43 50 93 7 19 75 94 6 - 79 79 21
White 34 54 88 12 27 58 86 14 26 60 86 14
Two or more races < < < < 15 69 85 15 20 60 80 20
Students with Disabilities 9 50 59 41 16 43 59 41 16 47 63 37
Students without Disabilities 39 54 93 7 28 61 90 10 24 64 89 11
Economically Disadvantaged 16 63 78 22 20 52 71 29 10 69 79 21
Not Economically Disadvantaged 44 49 93 7 29 62 91 9 29 59 88 12
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 83 17 23 65 89 11 16 70 86 14
Female 22 64 86 14 28 62 90 10 15 70 85 15
Male 20 60 80 20 19 69 88 12 17 69 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 21 36 57 43 25 60 85 15 7 80 87 13
White 21 63 85 15 23 66 89 11 16 70 86 14
Two or more races < < < < 46 38 85 15 20 60 80 20
Students with Disabilities 8 43 52 48 10 46 56 44 14 45 59 41
Students without Disabilities 24 65 89 11 25 68 93 7 16 73 90 10
Economically Disadvantaged 2 65 67 33 12 66 78 22 6 68 74 26
Not Economically Disadvantaged 28 60 88 12 28 65 94 6 20 70 90 10
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 73 93 7 20 66 86 14 23 63 86 14
Female 26 71 97 3 18 72 91 9 27 61 88 12
Male 14 76 90 10 22 61 83 17 20 65 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 10 60 70 30 30 60 90 10
Hispanic 30 70 100 0 6 63 69 31 17 46 63 38
White 19 74 93 7 21 66 88 12 22 65 88 12
Two or more races 23 69 92 8 18 55 73 27 40 47 87 13
Students with Disabilities 2 65 67 33 11 44 56 44 13 26 38 62
Students without Disabilities 22 74 97 3 22 70 92 8 24 67 92 8
Economically Disadvantaged 10 74 84 16 7 68 75 25 13 57 70 30
Not Economically Disadvantaged 22 73 95 5 26 65 90 10 28 66 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 87 13 14 72 86 14 8 71 79 21
Female 22 66 88 12 15 75 90 10 10 71 81 19
Male 14 72 85 15 12 70 82 18 7 70 77 23
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 73 73 27 - 55 55 45
Hispanic 45 36 82 18 17 67 83 17 7 47 53 47
White 17 70 87 13 14 73 87 13 8 73 81 19
Two or more races 10 90 100 0 - 79 79 21 10 60 70 30
Students with Disabilities 11 41 52 48 5 33 38 63 6 29 35 65
Students without Disabilities 19 74 92 8 15 77 92 8 9 77 86 14
Economically Disadvantaged 9 66 74 26 2 65 67 33 3 64 67 33
Not Economically Disadvantaged 20 70 90 10 17 74 91 9 10 73 83 17
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 87 92 8 9 81 90 10 4 84 89 11
Female 7 86 92 8 9 83 92 8 7 84 91 9
Male 4 88 92 8 9 79 88 12 1 85 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 5 87 93 7 9 81 90 10 4 84 88 12
Two or more races - 91 91 9 < < 100 0 6 83 89 11
Students with Disabilities - 57 57 43 7 49 56 44 - 29 29 71
Students without Disabilities 6 91 97 3 9 85 94 6 5 89 94 6
Economically Disadvantaged - 81 81 19 7 72 79 21 - 75 75 25
Not Economically Disadvantaged 6 88 94 6 9 83 93 7 5 86 91 9
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 27 56 83 17 20 59 79 21
Female 27 63 90 10 32 56 88 12 25 60 85 15
Male 16 63 79 21 23 56 79 21 15 57 73 27
American Indian < < 100 0 < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black 8 69 77 23 12 53 65 35 6 50 56 44
Hispanic 13 73 87 13 25 50 75 25 18 45 64 36
Native Hawaiian < < 100 0
White 21 63 84 16 28 56 84 16 20 59 79 21
Two or more races 20 45 65 35 20 60 80 20 32 54 86 14
Students with Disabilities 3 43 46 54 4 38 42 58 4 23 27 73
Students without Disabilities 23 66 90 10 30 58 89 11 22 63 85 15
Economically Disadvantaged 4 62 65 35 14 50 63 37 9 56 65 35
Not Economically Disadvantaged 25 63 88 12 31 57 88 12 23 59 83 17
English Learners < < < < < < < < < < < <
Military Connected 33 58 92 8 < < < <
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 19 61 80 20 25 55 80 20 14 58 72 28
Female 26 63 89 11 30 56 86 14 19 60 79 21
Male 12 60 72 28 19 54 73 27 11 56 67 33
Asian < < < < < < 100 0 < < 100 0
Black < < < < 18 45 64 36 - 30 30 70
Hispanic 20 70 90 10 18 45 64 36 8 46 54 46
White 19 62 81 19 25 56 81 19 14 60 74 26
Two or more races 20 30 50 50 21 50 71 29 30 50 80 20
Students with Disabilities 4 42 46 54 2 30 32 68 2 23 26 74
Students without Disabilities 21 65 86 14 28 58 86 14 16 63 79 21
Economically Disadvantaged 5 51 57 43 13 47 59 41 6 54 60 40
Not Economically Disadvantaged 22 64 86 14 28 57 86 14 17 59 77 23
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 23 65 87 13 30 57 87 13 25 59 85 15
Female 28 62 91 9 34 56 90 10 30 60 90 10
Male 18 66 85 15 26 58 84 16 21 58 78 22
American Indian < < < <
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 23 64 88 12 31 56 87 13 25 59 84 16
Two or more races 20 60 80 20 < < 100 0 33 56 89 11
Students with Disabilities 2 43 46 54 7 46 52 48 6 24 29 71
Students without Disabilities 26 67 93 7 33 58 91 9 27 62 89 11
Economically Disadvantaged 2 75 76 24 14 54 68 32 12 59 71 29
Not Economically Disadvantaged 27 63 89 11 33 57 91 9 28 59 87 13
English Learners < < < < < < < <
Military Connected 40 60 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 67 89 11 17 69 86 14 17 72 90 10
Female 21 69 91 9 17 69 87 13 17 74 91 9
Male 22 65 87 13 17 68 85 15 18 70 88 12
American Indian < < 100 0 < < < < < < 100 0
Asian 50 46 96 4 31 59 90 10 40 55 95 5
Black 9 73 82 18 7 71 78 22 12 74 86 14
Hispanic 19 64 82 18 13 64 78 22 13 72 86 14
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 67 89 11 18 69 87 13 18 72 90 10
Two or more races 21 69 91 9 13 72 85 15 18 68 86 14
Students with Disabilities 8 50 58 42 8 45 53 47 7 55 63 37
Students without Disabilities 23 70 93 7 19 72 91 9 19 75 94 6
Economically Disadvantaged 8 71 79 21 8 68 75 25 8 73 81 19
Not Economically Disadvantaged 25 66 91 9 21 69 90 10 21 72 93 7
English Learners 9 54 63 37 5 53 58 42 3 65 68 32
Military Connected 14 75 89 11 19 71 90 10
Foster Care < < < < - 83 83 17
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 12 70 82 18 13 61 73 27 20 71 91 9
Female 10 75 85 15 12 60 72 28 19 72 91 9
Male 14 64 78 22 14 61 75 25 21 70 91 9
Asian < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 7 67 73 27 5 62 67 33 8 83 92 8
White 11 71 83 17 14 60 74 26 20 71 92 8
Two or more races < < < < 8 75 83 17 23 62 85 15
Students with Disabilities 3 39 42 58 9 29 38 62 12 61 73 27
Students without Disabilities 13 74 87 13 13 67 80 20 22 73 95 5
Economically Disadvantaged 1 67 68 32 7 52 59 41 11 69 80 20
Not Economically Disadvantaged 15 71 86 14 16 66 82 18 25 72 97 3
English Learners < < < < 9 27 36 64 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 34 56 90 10 26 62 88 12 25 65 90 10
Female 35 55 90 10 22 67 89 11 24 64 88 12
Male 32 58 90 10 32 54 86 14 25 67 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 77 85 15 26 68 95 5 14 77 91 9
White 34 56 90 10 27 60 87 13 26 64 90 10
Two or more races 40 60 100 0 15 69 85 15 21 71 93 7
Students with Disabilities 14 59 73 27 11 44 56 44 12 61 73 27
Students without Disabilities 37 56 93 7 29 64 93 7 28 66 94 6
Economically Disadvantaged 17 63 80 20 13 67 80 20 10 75 85 15
Not Economically Disadvantaged 39 54 93 7 32 59 91 9 33 60 93 7
English Learners < < < < < < 100 0 9 73 82 18
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 33 56 89 11 19 58 78 22 16 75 91 9
Female 34 54 88 12 18 59 77 23 11 82 94 6
Male 33 58 90 10 21 58 78 22 23 65 87 13
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 21 71 93 7 - 71 71 29 16 74 89 11
White 34 55 89 11 20 59 79 21 16 74 91 9
Two or more races < < 100 0 23 38 62 38 20 67 87 13
Students with Disabilities 9 39 48 52 11 34 45 55 7 65 72 28
Students without Disabilities 37 59 96 4 21 62 83 17 18 76 94 6
Economically Disadvantaged 14 64 77 23 5 55 60 40 10 76 87 13
Not Economically Disadvantaged 42 53 95 5 24 60 84 16 19 74 93 7
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 69 95 5 21 72 92 8 19 66 85 15
Female 24 74 97 3 21 72 93 7 19 65 84 16
Male 28 66 94 6 21 71 92 8 19 67 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 14 57 71 29 10 75 85 15 7 73 80 20
White 27 69 96 4 22 71 92 8 19 67 87 13
Two or more races < < 100 0 23 77 100 0 20 47 67 33
Students with Disabilities 12 67 78 22 10 44 54 46 7 41 48 52
Students without Disabilities 29 70 99 1 22 75 97 3 21 70 91 9
Economically Disadvantaged 9 83 91 9 6 79 85 15 7 64 71 29
Not Economically Disadvantaged 32 64 97 3 28 68 96 4 23 67 90 10
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
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 25 66 91 9 20 62 82 18 24 65 89 11
Female 29 68 97 3 21 66 87 13 26 66 92 8
Male 20 65 85 15 19 60 78 22 22 65 86 14
Black < < < < 10 60 70 30 30 60 90 10
Hispanic < < 100 0 19 31 50 50 17 61 78 22
White 25 66 91 9 21 64 85 15 24 66 90 10
Two or more races 8 85 92 8 10 60 70 30 25 58 83 17
Students with Disabilities 5 59 64 36 10 33 43 57 8 42 50 50
Students without Disabilities 28 67 96 4 22 70 92 8 26 69 94 6
Economically Disadvantaged 10 73 83 17 9 63 72 28 13 68 81 19
Not Economically Disadvantaged 29 64 93 7 25 62 87 13 29 64 93 7
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 74 79 21 1 77 78 22 3 79 82 18
Female 1 80 82 18 3 86 89 11 1 84 85 15
Male 8 70 78 22 - 68 68 32 4 75 79 21
Black < < 100 0 < < < < - 73 73 27
Hispanic < < 100 0 < < < < 9 55 64 36
White 4 73 78 22 2 78 79 21 2 80 83 17
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 12 41 53 47 3 50 53 47 6 40 47 53
Students without Disabilities 2 87 90 10 1 86 87 13 1 92 93 7
Economically Disadvantaged 6 72 78 22 - 66 66 34 3 79 82 18
Not Economically Disadvantaged 5 75 80 20 2 84 87 13 3 79 81 19
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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 14 73 87 13 10 83 93 7 14 79 94 6
Female 13 78 91 9 11 83 94 6 14 82 96 4
Male 15 69 84 16 10 83 92 8 15 77 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 8 69 77 23 18 82 100 0 8 83 92 8
White 15 73 88 12 10 82 92 8 14 80 94 6
Two or more races < < < < 7 86 93 7 29 64 93 7
Students with Disabilities 4 46 50 50 - 72 72 28 2 79 81 19
Students without Disabilities 16 77 92 8 12 84 96 4 16 79 96 4
Economically Disadvantaged 2 78 80 20 2 88 90 10 5 80 86 14
Not Economically Disadvantaged 17 72 89 11 13 81 94 6 17 79 96 4
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 86 14 13 73 86 14 13 77 89 11
Female 17 71 88 12 13 69 82 18 13 81 94 6
Male 17 68 84 16 13 76 90 10 13 73 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < 15 69 85 15 < < 100 0
Native Hawaiian < < 100 0
White 17 69 86 14 13 73 86 14 13 76 89 11
Two or more races 16 74 89 11 - 80 80 20 6 81 88 13
Students with Disabilities 5 43 48 52 3 51 54 46 - 57 57 43
Students without Disabilities 18 72 90 10 14 75 89 11 14 79 93 7
Economically Disadvantaged 4 65 68 32 7 66 73 27 1 74 75 25
Not Economically Disadvantaged 20 70 90 10 15 75 89 11 15 77 93 7
English Learners < < < < < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
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 23 71 93 7 25 71 96 4 17 79 96 4
Female 23 71 94 6 28 69 97 3 15 81 96 4
Male 22 70 92 8 21 74 95 5 20 77 96 4
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 22 71 93 7 24 72 97 3 17 79 96 4
Two or more races < < 100 0 23 77 100 0 < < < <
Students with Disabilities 8 67 75 25 - 85 85 15 < < 100 0
Students without Disabilities 23 71 94 6 26 71 97 3 18 79 96 4
Economically Disadvantaged 16 72 88 12 26 72 98 2 5 82 86 14
Not Economically Disadvantaged 23 70 94 6 25 71 96 4 19 78 97 3
English Learners < < 100 0
Military Connected < < 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 16 73 89 11 15 72 87 13 15 69 85 15
Female 14 75 89 11 12 75 88 12 13 73 87 13
Male 18 72 89 11 17 69 86 14 17 66 83 17
American Indian < < 100 0 < < 100 0 < < < <
Asian 27 64 91 9 25 55 80 20 21 64 86 14
Black 6 82 88 12 - 82 82 18 10 65 75 25
Hispanic 11 68 80 20 12 63 75 25 5 67 72 28
Native Hawaiian < < 100 0 < < 100 0
White 16 73 90 10 15 73 88 12 16 70 86 14
Two or more races 8 83 90 10 14 71 84 16 15 62 77 23
Students with Disabilities 5 46 51 49 6 42 48 52 6 41 47 53
Students without Disabilities 17 77 94 6 16 76 91 9 17 73 90 10
Economically Disadvantaged 8 67 75 25 7 64 71 29 7 64 72 28
Not Economically Disadvantaged 18 75 93 7 17 74 91 9 18 71 89 11
English Learners 20 33 53 47 - 33 33 67 - 42 42 58
Military Connected 4 77 81 19 20 73 93 7
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 63 88 12 23 60 82 18 21 64 85 15
Female 23 65 88 12 18 60 78 22 19 67 86 14
Male 28 60 89 11 27 59 87 13 23 59 82 18
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 14 71 86 14 7 67 73 27 5 74 79 21
White 27 62 89 11 23 61 84 16 23 63 86 14
Two or more races < < < < 23 46 69 31 13 73 87 13
Students with Disabilities 7 39 45 55 14 36 50 50 9 47 56 44
Students without Disabilities 29 66 95 5 24 63 87 13 23 66 89 11
Economically Disadvantaged 11 62 73 27 11 54 65 35 12 63 75 25
Not Economically Disadvantaged 32 63 95 5 27 62 89 11 25 64 89 11
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 75 88 12 17 70 87 13 13 68 81 19
Female 13 75 88 12 11 79 90 10 11 71 81 19
Male 15 74 89 11 22 62 84 16 16 65 81 19
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 80 80 20 - 55 55 45
Hispanic 27 45 73 27 9 82 91 9 7 53 60 40
White 14 75 89 11 18 70 88 12 14 69 83 17
Two or more races < < < < - 71 71 29 27 45 73 27
Students with Disabilities 11 52 63 38 5 33 38 63 8 29 37 63
Students without Disabilities 14 78 93 7 18 75 93 7 14 74 88 12
Economically Disadvantaged 9 61 70 30 5 68 73 28 6 65 71 29
Not Economically Disadvantaged 15 78 94 6 20 71 91 9 16 69 85 15
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 70 87 13 13 75 88 12 13 71 84 16
Female 13 76 89 11 13 76 90 10 12 77 89 11
Male 20 64 84 16 13 73 86 14 14 65 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < 9 73 82 18 - 69 69 31
White 17 69 86 14 14 74 88 12 14 71 85 15
Two or more races 10 80 90 10 14 86 100 0 17 61 78 22
Students with Disabilities - 48 48 52 3 37 40 60 - 38 38 62
Students without Disabilities 19 73 92 8 14 78 92 8 15 74 89 11
Economically Disadvantaged 6 66 73 27 6 67 73 27 6 57 63 37
Not Economically Disadvantaged 18 71 89 11 15 77 92 8 16 75 90 10
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 81 94 6 9 84 93 7 19 66 85 15
Female 12 80 92 8 9 84 92 8 21 58 79 21
Male 14 82 96 4 9 85 94 6 17 75 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 13 80 93 7 9 84 93 7 18 69 88 12
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 13 81 94 6 9 85 94 6 19 66 85 15
Economically Disadvantaged 4 88 92 8 8 80 88 12 < < < <
Not Economically Disadvantaged 14 80 94 6 9 85 94 6 18 66 85 15
English Learners < < < <
Military Connected < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 80 91 9 12 75 86 14 14 77 90 10
Female 12 79 91 9 8 79 88 12 9 84 93 7
Male 11 81 91 9 14 71 85 15 18 71 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 18 64 82 18
Hispanic - 70 70 30 17 42 58 42 < < < <
Native Hawaiian < < 100 0
White 12 79 92 8 11 76 87 13 14 77 91 9
Two or more races - 94 94 6 25 67 92 8 6 71 76 24
Students with Disabilities - 42 42 58 2 58 60 40 5 59 64 36
Students without Disabilities 13 84 97 3 13 77 91 9 15 79 94 6
Economically Disadvantaged 7 73 80 20 4 67 71 29 3 75 78 22
Not Economically Disadvantaged 12 81 94 6 14 77 92 8 17 77 94 6
English Learners < < < < < < < < < < 100 0
Military Connected 10 80 90 10 < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 62 92 8 28 61 90 10 27 59 86 14
Female 26 66 92 8 24 67 90 10 22 63 85 15
Male 34 58 93 7 33 55 89 11 31 55 86 14
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 47 53 100 0 41 41 82 18 29 71 100 0
Black 19 69 88 12 27 65 92 8 13 59 72 28
Hispanic 27 62 89 11 37 54 91 9 20 57 78 22
Native Hawaiian < < 100 0 < < 100 0
White 30 62 92 8 28 61 89 11 28 59 87 13
Two or more races 26 69 94 6 24 66 90 10 15 68 83 17
Students with Disabilities 11 52 62 38 11 49 59 41 12 40 52 48
Students without Disabilities 33 63 96 4 30 63 93 7 29 62 91 9
Economically Disadvantaged 17 67 84 16 16 62 78 22 17 57 74 26
Not Economically Disadvantaged 33 61 94 6 32 61 93 7 30 60 90 10
English Learners 31 38 69 31 < < < < < < < <
Military Connected 25 71 96 4 26 68 95 5
Foster Care < < 100 0 < < < <
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 19 73 92 8 14 74 88 12 5 56 61 39
Female 14 75 89 11 10 76 86 14 - 65 65 35
Male 23 71 94 6 17 72 89 11 12 45 57 43
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 18 73 92 8 14 74 88 12 4 54 58 43
Two or more races 18 73 91 9 < < < < < < < <
Students with Disabilities 5 55 59 41 - 61 61 39 - 12 12 88
Students without Disabilities 20 75 96 4 15 75 90 10 6 66 72 28
Economically Disadvantaged 15 68 83 17 - 69 69 31 4 42 46 54
Not Economically Disadvantaged 19 74 93 7 16 75 91 9 6 61 67 33
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 72 90 10 19 66 85 16 18 69 87 13
Female 14 75 89 11 16 71 87 13 10 77 87 13
Male 22 69 90 10 20 62 82 18 25 62 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < - 55 55 45
Hispanic 17 75 92 8 50 40 90 10 23 62 85 15
Native Hawaiian < < 100 0
White 18 72 89 11 18 67 85 15 19 70 88 12
Two or more races 25 75 100 0 8 77 85 15 - 73 73 27
Students with Disabilities 2 44 47 53 - 45 45 55 11 43 55 45
Students without Disabilities 19 75 94 6 21 69 91 9 18 73 91 9
Economically Disadvantaged 8 73 80 20 8 60 68 32 10 55 65 35
Not Economically Disadvantaged 20 72 92 8 22 68 90 10 19 73 92 8
English Learners < < < < < < 100 0 < < < <
Military Connected 30 70 100 0 < < 100 0
Foster Care < < 100 0 < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 60 98 2 25 67 92 8 27 65 92 8
Female 32 67 99 1 17 72 88 12 23 65 88 12
Male 46 51 97 3 35 61 97 3 32 64 96 4
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 39 58 98 2 25 67 92 8 27 65 92 8
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 39 59 98 2 25 67 92 8 27 65 92 8
Economically Disadvantaged 15 85 100 0 25 69 94 6 16 63 79 21
Not Economically Disadvantaged 41 57 98 2 25 67 92 8 29 65 94 6
Military Connected < < 100 0 < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 55 93 7 40 55 94 6 31 58 89 11
Female 39 54 93 7 33 65 98 2 32 57 89 11
Male 37 56 93 7 46 45 91 9 30 59 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 40 50 90 10 10 70 80 20
Hispanic < < < < 25 67 92 8 7 47 53 47
White 38 54 93 7 40 54 94 6 33 58 91 9
Two or more races < < 100 0 29 64 93 7 < < 100 0
Students with Disabilities 4 62 66 34 7 53 60 40 5 53 58 42
Students without Disabilities 43 54 97 3 44 55 99 1 35 59 94 6
Economically Disadvantaged 16 69 85 15 20 64 84 16 17 65 83 17
Not Economically Disadvantaged 43 51 95 5 45 52 97 3 36 56 92 8
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 43 48 91 9 48 43 91 9 39 46 85 15
Female 34 56 90 10 43 50 93 7 34 52 86 14
Male 53 40 92 8 55 33 88 12 44 39 84 16
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 15 69 85 15 54 31 85 15 25 67 92 8
White 44 48 92 8 48 42 90 10 41 43 84 16
Two or more races 40 40 80 20 46 54 100 0 15 77 92 8
Students with Disabilities 21 50 71 29 27 45 73 27 19 37 56 44
Students without Disabilities 46 48 94 6 52 42 94 6 43 47 90 10
Economically Disadvantaged 29 55 85 15 27 55 82 18 23 54 77 23
Not Economically Disadvantaged 48 46 93 7 57 38 94 6 47 42 89 11
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
Two or more races < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division4-4
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-kindergarten656887
Kindergarten280304308
Grade 1305296314
Grade 2329302311
Grade 3296331309
Grade 4325304338
Grade 5339333313
Grade 6370364352
Grade 7379366364
Grade 8385380365
Grade 9431406405
Grade 10398431393
Grade 11389384420
Grade 12363379380
Total Students4,6544,6484,659

< = 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 Students465446484659
Female225122592248
Male240323892411
American Indian13510
Asian413937
Black101103108
Hispanic177177209
Native Hawaiian214
White416941574105
Two or more races151166186
Students with Disabilities633624614
Students without Disabilities402140244045
Economically Disadvantaged109712651208
Not Economically Disadvantaged355733833451
English Learners738598
Not English Learners458145634561
Homeless14145
Military Connected766361
Foster Care181119
< = 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 244 118 0 4 7 7
State 50983 36029 2739 1053 5386 1766
Female Division 125 37 0 0 2 4
State 27838 15825 923 368 1911 652
Male Division 119 81 0 4 5 3
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 227 110 0 3 7 5
State 30221 16421 1144 621 1576 587
Two or more races Division 7 2 0 0 0 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 28 0 2 3 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 27 35 0 2 3 3
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division 5 5 0 0 0 0
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = 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 Students380362953669672
Female168162961629621
Male212200942049652
Asian<<<<<00
Black<<100<10000
Hispanic<<<<<00
White352337963409772
Two or more races1099099000
Students with Disabilities393180338538
Economically Disadvantaged706289649134
English Learners<<100<10000
Homeless<<<<<00
Military Connected10101001010000
Foster Care<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken45 / 2.85%101 / 6.31%
Advanced Placement Course Enrollment48 / 3.04%119 / 7.44%
Dual Enrollment434 / 27.45%580 / 36.25%
Governor's School Enrollment29 / 1.83%31 / 1.94%
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

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision33925226
State83,31058,98329
FemaleDivision17414318
State42,04632,13924
MaleDivision16510934
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision<<100
State5,5904,89312
BlackDivision<<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision30822726
State45,92633,47627
Two or more racesDivision11109
State3,8212,77427
Students with DisabilitiesDivision291066
State6,7843,33551
Economically DisadvantagedDivision542554
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
Native HawaiianDivision--100
State1257639
< = 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
NOCTI AssessmentsDivision8--
 State4,1393,6233,525
State LicensuresDivision211024
 State2,4402,2791,881
Industry CertificationDivision736712625
 State99,894109,275104,601
Workplace ReadinessDivision306620436
 State30,77542,31350,241
Total Credentials EarnedDivision1,0711,3421,085
 State137,248157,490160,248
Students Earning One or More CredentialsDivision575735711
 State109,089126,113128,672
CTE CompletersDivision290217239
 State42,40440,51641,438
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
2012-2013Division4,721.004,803.00472.00
State5,761.004,621.00875.00
2013-2014Division5,246.004,819.00441.00
State5,807.004,651.00784.00
2014-2015Division5,015.004,998.00461.00
State5,933.004,819.00771.00
2015-2016Division5,402.005,166.00499.00
State6,084.004,849.00812.00
2016-2017Division5,525.005,349.00487.00
State6,248.005,052.00871.00

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 Students4,2702954,2942834,301279
Female2,0591592,0871392,075139
Male2,2111362,2071442,226140
American Indian82<<<<
Asian390400350
Black954924944
Hispanic155101721219212
Native Hawaiian<<<<<<
White3,8452663,8312553,787247
Two or more races127131521218314
Students with Disabilities528685295854064
Economically Disadvantaged1,0101601,1381451,098160
English Learners677900952
Homeless13414146
< = 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 44
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 10
Other Offenses Against Persons 77
Disorderly or Disruptive Behavior Offenses 182
Alcohol, Tobacco, and Other Drug Offenses 127
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 Indian0.30.1
Asian0.90.80.5
Black2.29.32.24.5
Hispanic3.83.33.81.8
Native Hawaiian00
White89.686.889.487.4
Two or more races3.20.53.65.9
< = 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 Indian0.30.1
Asian0.90.8
Black2.22.2
Hispanic3.83.8
Native Hawaiian00
White89.689.4100
Two or more races3.23.6
< = 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 Indian0.30.1
Asian0.90.8
Black2.22.2
Hispanic3.83.8
Native Hawaiian00
White89.67589.475
Two or more races3.2253.625
< = 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 23.827.827.3
< = 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 28.53330.8
< = 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 71.166.866.1
< = 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

2016-2017 Grades K-7 Student Teacher Ratio: 12.24 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 12.56 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - 1% - 2.6% - -
High Poverty - - - - - -
Low Poverty - 0.9% - 2.1% - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education0%1%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201744%51%1%4%
2017-201844%50%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available