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Botetourt County Public Schools

General school information

Division: Botetourt County Public Schools
Address: 143 Poor Farm Rd Fincastle, VA 24090
Superintendent: Mr. John S. Busher III
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 88 68 12 20 88 68 12 18 86 67 14
Female 22 90 69 10 23 89 67 11 19 88 69 12
Male 19 86 67 14 17 86 69 14 18 84 66 16
American Indian < < < < < 100 < 0 < 100 < 0
Asian 25 89 64 11 41 86 45 14 35 90 55 10
Black 19 85 67 15 12 72 60 28 3 76 73 24
Hispanic 14 73 59 27 27 83 57 17 14 77 62 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 21 89 68 11 19 88 69 12 19 86 68 14
Two or more races 16 91 75 9 24 88 65 12 18 83 65 17
Students with Disabilities 8 57 49 43 7 56 48 44 9 52 43 48
Economically Disadvantaged 10 75 65 25 8 76 68 24 9 73 64 27
English Learners 18 50 32 50 16 63 47 38 8 54 46 46
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 84 56 16 16 82 66 18 18 76 58 24
Female 29 84 55 16 19 87 68 13 21 75 55 25
Male 26 84 58 16 12 77 65 23 16 77 61 23
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic 9 91 82 9 13 73 60 27 14 62 48 38
White 28 84 55 16 16 83 67 17 19 77 58 23
Two or more races < < < < < < < < 25 83 58 17
Students with Disabilities 16 64 48 36 3 47 44 53 9 42 33 58
Economically Disadvantaged 11 73 62 27 4 72 68 28 8 66 58 34
English Learners < < < < < < < < 13 47 33 53
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 88 57 12 25 86 61 14 20 86 66 14
Female 32 89 57 11 25 86 61 14 21 92 71 8
Male 31 87 56 13 25 85 60 15 19 79 60 21
Black < < < < < < < < < < < <
Hispanic 17 67 50 33 23 100 77 0 11 74 63 26
White 31 90 58 10 24 86 61 14 22 87 66 13
Two or more races < < < < 27 82 55 18 15 85 69 15
Students with Disabilities 10 57 47 43 17 55 38 45 4 60 56 40
Economically Disadvantaged 13 74 61 26 13 75 63 25 9 76 67 24
English Learners < < < < < < < < - 55 55 45
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 86 59 14 35 89 53 11 27 86 59 14
Female 30 87 57 13 38 89 51 11 26 86 60 14
Male 25 85 60 15 33 88 55 12 28 85 58 15
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic 10 60 50 40 43 93 50 7 19 94 75 6
White 28 87 59 13 34 88 54 12 27 86 58 14
Two or more races 18 82 64 18 < < < < 15 85 69 15
Students with Disabilities 16 59 43 41 9 59 50 41 16 59 43 41
Economically Disadvantaged 15 71 56 29 16 78 63 22 20 71 52 29
English Learners < < < < < 100 < 0 < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 90 63 10 21 83 61 17 23 89 65 11
Female 25 96 71 4 22 86 64 14 28 90 62 10
Male 28 84 56 16 20 80 60 20 19 88 69 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 30 90 60 10 21 57 36 43 25 85 60 15
White 27 90 63 10 21 85 63 15 23 89 66 11
Two or more races 10 80 70 20 < < < < 46 85 38 15
Students with Disabilities - 59 59 41 8 52 43 48 10 56 46 44
Economically Disadvantaged 14 82 68 18 2 67 65 33 12 78 66 22
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 92 72 8 20 93 73 7 20 86 66 14
Female 28 94 66 6 26 97 71 3 18 91 72 9
Male 13 90 78 10 14 90 76 10 22 83 61 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < 10 70 60 30
Hispanic 18 73 55 27 30 100 70 0 6 69 63 31
White 20 92 72 8 19 93 74 7 21 88 66 12
Two or more races < 100 < 0 23 92 69 8 18 73 55 27
Students with Disabilities 6 68 62 32 2 67 65 33 11 56 44 44
Economically Disadvantaged 5 83 78 17 10 84 74 16 7 75 68 25
English Learners < < < < < 100 < 0 < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 87 78 13 17 87 69 13 14 86 72 14
Female 9 89 81 11 22 88 66 12 15 90 75 10
Male 9 84 76 16 14 85 72 15 12 82 70 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black < 100 < 0 < < < < - 73 73 27
Hispanic - 70 70 30 45 82 36 18 17 83 67 17
White 9 87 78 13 17 87 70 13 14 87 73 13
Two or more races < 100 < 0 10 100 90 0 - 79 79 21
Students with Disabilities 7 30 23 70 11 52 41 48 5 38 33 63
Economically Disadvantaged 7 70 63 30 9 74 66 26 2 67 65 33
English Learners < < < < < < < < < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 91 85 9 5 92 87 8 9 90 81 10
Female 7 93 86 7 7 92 86 8 9 92 83 8
Male 5 90 85 10 4 92 88 8 9 88 79 12
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 6 92 86 8 5 93 87 7 9 90 81 10
Two or more races 9 100 91 0 - 91 91 9 < 100 < 0
Students with Disabilities - 58 58 42 - 57 57 43 7 56 49 44
Economically Disadvantaged 5 74 69 26 - 81 81 19 7 79 72 21
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

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

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 90 66 10 21 89 67 11 17 86 69 14
Female 23 92 69 8 21 91 69 9 17 87 69 13
Male 24 88 64 12 22 87 65 13 17 85 68 15
American Indian < < < < < 100 < 0 < < < <
Asian 35 94 58 6 50 96 46 4 31 90 59 10
Black 13 91 78 9 9 82 73 18 7 78 71 22
Hispanic 16 75 59 25 19 82 64 18 13 78 64 22
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 24 90 66 10 22 89 67 11 18 87 69 13
Two or more races 21 87 66 13 21 91 69 9 13 85 72 15
Students with Disabilities 7 61 54 39 8 58 50 42 8 53 45 47
Economically Disadvantaged 12 80 68 20 8 79 71 21 8 75 68 25
English Learners 8 50 42 50 9 63 54 37 3 65 62 35
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 84 66 16 12 82 70 18 13 73 61 27
Female 14 84 70 16 10 85 75 15 12 72 60 28
Male 22 83 61 17 14 78 64 22 14 75 61 25
American Indian < < < < < < < <
Asian < 100 < 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 18 73 55 27 7 73 67 27 5 67 62 33
White 18 85 67 15 11 83 71 17 14 74 60 26
Two or more races < < < < < < < < 8 83 75 17
Students with Disabilities 12 63 51 37 3 42 39 58 9 38 29 62
Economically Disadvantaged 11 73 62 27 1 68 67 32 7 59 52 41
English Learners < < < < < < < < 7 53 47 47
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 92 49 8 34 90 56 10 26 88 62 12
Female 42 91 50 9 35 90 55 10 22 89 67 11
Male 44 92 49 8 32 90 58 10 32 86 54 14
Black < 100 < 0 < < < < < < < <
Hispanic 18 82 64 18 8 85 77 15 26 95 68 5
White 43 92 48 8 34 90 56 10 27 87 60 13
Two or more races < 100 < 0 40 100 60 0 15 85 69 15
Students with Disabilities 13 60 48 40 14 73 59 27 11 56 44 44
Economically Disadvantaged 23 82 59 18 17 80 63 20 13 80 67 20
English Learners < < < < < < < < - 91 91 9
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 85 54 15 33 89 56 11 19 78 58 22
Female 31 90 60 10 34 88 54 12 18 77 59 23
Male 32 82 51 18 33 90 58 10 21 78 58 22
Asian < < < < < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic 10 40 30 60 21 93 71 7 - 71 71 29
White 32 87 55 13 34 89 55 11 20 79 59 21
Two or more races 25 83 58 17 < 100 < 0 23 62 38 38
Students with Disabilities 7 56 49 44 9 48 39 52 11 45 34 55
Economically Disadvantaged 17 74 57 26 14 77 64 23 5 60 55 40
English Learners < < < < < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 96 65 4 26 95 69 5 21 92 72 8
Female 30 98 68 2 24 97 74 3 21 93 72 7
Male 32 94 62 6 28 94 66 6 21 92 71 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 30 100 70 0 14 71 57 29 10 85 75 15
White 32 97 65 3 27 96 69 4 22 92 71 8
Two or more races < < < < < 100 < 0 23 100 77 0
Students with Disabilities 9 79 70 21 12 78 67 22 10 54 44 46
Economically Disadvantaged 19 91 71 9 9 91 83 9 6 85 79 15
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 67 14 25 91 66 9 20 82 62 18
Female 21 87 67 13 29 97 68 3 21 87 66 13
Male 19 85 67 15 20 85 65 15 19 78 60 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < 10 70 60 30
Hispanic < < < < < 100 < 0 19 50 31 50
White 21 86 65 14 25 91 66 9 21 85 64 15
Two or more races < 100 < 0 8 92 85 8 10 70 60 30
Students with Disabilities 8 60 52 40 5 64 59 36 10 43 33 57
Economically Disadvantaged 6 77 71 23 10 83 73 17 9 72 63 28
English Learners < < < < < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 90 85 10 5 79 74 21 1 78 77 22
Female 4 91 87 9 1 82 80 18 3 89 86 11
Male 6 88 82 12 8 78 70 22 - 68 68 32
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 6 89 83 11 4 78 73 22 2 79 78 21
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 5 62 57 38 12 53 41 47 3 53 50 47
Economically Disadvantaged - 82 82 18 6 78 72 22 - 66 66 34
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 90 73 10 14 87 73 13 10 93 83 7
Female 18 94 75 6 13 91 78 9 11 94 83 6
Male 15 86 71 14 15 84 69 16 10 92 83 8
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 < < < < < 100 < 0
Hispanic < 100 < 0 8 77 69 23 18 100 82 0
White 17 90 73 10 15 88 73 12 10 92 82 8
Two or more races 30 90 60 10 < < < < 7 93 86 7
Students with Disabilities 2 53 51 47 4 50 46 50 - 72 72 28
Economically Disadvantaged 8 73 65 27 2 80 78 20 2 90 88 10
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 91 76 9 17 86 69 14 13 86 73 14
Female 17 93 76 7 17 88 71 12 13 82 69 18
Male 13 89 75 11 17 84 68 16 13 90 76 10
Asian < < < < < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < 15 85 69 15
White 15 91 76 9 17 86 69 14 13 86 73 14
Two or more races < < < < 16 89 74 11 - 80 80 20
Students with Disabilities - 54 54 46 5 48 43 52 3 54 51 46
Economically Disadvantaged 8 86 79 14 4 68 65 32 7 73 66 27
English Learners < < < < < < < < < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 93 65 7 23 93 71 7 25 96 71 4
Female 27 92 64 8 23 94 71 6 28 97 69 3
Male 28 95 66 5 22 92 70 8 21 95 74 5
Asian < 100 < 0 < 100 < 0 < < < <
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < < 100 < 0 < < < <
White 27 93 66 7 22 93 71 7 24 97 72 3
Two or more races < < < < < 100 < 0 23 100 77 0
Students with Disabilities < < < < 8 75 67 25 - 85 85 15
Economically Disadvantaged 10 86 76 14 16 88 72 12 26 98 72 2
English Learners < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 89 72 11 16 89 73 11 15 87 72 13
Female 14 89 75 11 14 89 75 11 12 88 75 12
Male 20 90 70 10 18 89 72 11 17 86 69 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 29 86 57 14 27 91 64 9 25 80 55 20
Black 3 78 76 22 6 88 82 12 - 82 82 18
Hispanic 11 60 49 40 11 80 68 20 12 75 63 25
White 18 90 72 10 16 90 73 10 15 88 73 12
Two or more races 14 90 76 10 8 90 83 10 14 84 71 16
Students with Disabilities 5 53 48 47 5 51 46 49 6 48 42 52
Economically Disadvantaged 8 77 69 23 8 75 67 25 7 71 64 29
English Learners - 25 25 75 20 53 33 47 - 47 47 53
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 87 56 13 26 88 63 12 23 82 60 18
Female 27 90 62 10 23 88 65 12 18 78 60 22
Male 33 85 52 15 28 89 60 11 27 87 59 13
Asian < < < < < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 40 40 60 14 86 71 14 7 73 67 27
White 32 89 57 11 27 89 62 11 23 84 61 16
Two or more races 27 91 64 9 < < < < 23 69 46 31
Students with Disabilities 13 59 46 41 7 45 39 55 14 50 36 50
Economically Disadvantaged 17 73 56 27 11 73 62 27 11 65 54 35
English Learners < < < < < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 88 76 12 14 88 75 12 17 87 70 13
Female 10 87 77 13 13 88 75 12 11 90 79 10
Male 16 90 74 10 15 89 74 11 22 84 62 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black < < < < < < < < - 80 80 20
Hispanic 10 70 60 30 27 73 45 27 9 91 82 9
White 13 89 76 11 14 89 75 11 18 88 70 12
Two or more races < < < < < < < < - 71 71 29
Students with Disabilities 5 40 36 60 11 63 52 38 5 38 33 63
Economically Disadvantaged 3 79 76 21 9 70 61 30 5 73 68 28
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 92 76 8 16 87 70 13 13 88 75 12
Female 15 91 76 9 13 89 76 11 13 90 76 10
Male 16 92 76 8 20 84 64 16 13 86 73 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 9 82 73 18
White 16 92 76 8 17 86 69 14 14 88 74 12
Two or more races < 100 < 0 10 90 80 10 14 100 86 0
Students with Disabilities - 60 60 40 - 48 48 52 3 40 37 60
Economically Disadvantaged 7 86 79 14 6 73 66 27 6 73 67 27
English Learners < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 90 76 10 13 94 81 6 9 93 84 7
Female 13 87 75 13 12 92 80 8 9 92 84 8
Male 16 93 77 7 14 96 82 4 9 94 85 6
Asian < < < < < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0 < < < <
White 14 91 77 9 13 93 80 7 9 93 84 7
Two or more races 18 100 82 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 13 83 70 17 4 92 88 8 8 88 80 12
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 90 75 10 11 91 80 9 12 86 75 14
Female 11 90 79 10 12 91 79 9 8 88 79 12
Male 18 90 72 10 11 91 81 9 14 85 71 15
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < 100 < 0
Hispanic < < < < - 70 70 30 17 58 42 42
White 15 90 75 10 12 92 79 8 11 87 76 13
Two or more races < < < < - 94 94 6 25 92 67 8
Students with Disabilities - 50 50 50 - 42 42 58 2 60 58 40
Economically Disadvantaged 1 71 69 29 7 80 73 20 4 71 67 29
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 92 57 8 30 92 62 8 28 90 61 10
Female 31 92 61 8 26 92 66 8 24 90 67 10
Male 39 91 53 9 34 93 58 7 33 89 55 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 41 95 55 5 47 100 53 0 41 82 41 18
Black 18 82 64 18 19 88 69 12 27 92 65 8
Hispanic 34 73 39 27 27 89 62 11 37 91 54 9
White 35 92 57 8 30 92 62 8 28 89 61 11
Two or more races 41 98 57 2 26 94 69 6 24 90 66 10
Students with Disabilities 12 59 47 41 11 62 52 38 11 59 49 41
Economically Disadvantaged 20 81 61 19 17 84 67 16 16 78 62 22
English Learners < < < < 31 69 38 31 27 82 55 18
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 89 74 11 19 92 73 8 14 88 74 12
Female 7 89 82 11 14 89 75 11 10 86 76 14
Male 22 89 66 11 23 94 71 6 17 89 72 11
Asian < 100 < 0 < 100 < 0 < < < <
Black 10 70 60 30 < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White 15 90 75 10 18 92 73 8 14 88 74 12
Two or more races 10 90 80 10 18 91 73 9 < < < <
Students with Disabilities 5 48 43 53 5 59 55 41 - 61 61 39
Economically Disadvantaged 11 69 57 31 15 83 68 17 - 69 69 31
English Learners < < < < < < < < < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 91 69 9 18 90 72 10 19 85 66 16
Female 23 92 70 8 14 89 75 11 16 87 71 13
Male 22 90 67 10 22 90 69 10 20 82 62 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic < 100 < 0 17 92 75 8 50 90 40 10
White 23 91 68 9 18 89 72 11 18 85 67 15
Two or more races < 100 < 0 25 100 75 0 8 85 77 15
Students with Disabilities 2 62 60 38 2 47 44 53 - 45 45 55
Economically Disadvantaged 6 79 73 21 8 80 73 20 8 68 60 32
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 93 64 7 38 98 60 2 25 92 67 8
Female 22 92 70 8 32 99 67 1 17 88 72 12
Male 36 94 58 6 46 97 51 3 35 97 61 3
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 28 93 65 7 39 98 58 2 25 92 67 8
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 8 75 67 25 < < < < < < < <
Economically Disadvantaged 27 88 62 12 15 100 85 0 25 94 69 6
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < 100 < 0
Male < < < <
White < < < <
Students with Disabilities < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 93 55 7 38 93 55 7 40 94 55 6
Female 40 95 55 5 39 93 54 7 33 98 65 2
Male 35 90 56 10 37 93 56 7 46 91 45 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 40 90 50 10
Hispanic 20 70 50 30 < < < < 25 92 67 8
White 38 93 55 7 38 93 54 7 40 94 54 6
Two or more races < 100 < 0 < 100 < 0 29 93 64 7
Students with Disabilities 2 41 39 59 4 66 62 34 7 60 53 40
Economically Disadvantaged 16 83 67 17 16 85 69 15 20 84 64 16
English Learners < < < < < < < < < 100 < 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 54 93 39 7 43 91 48 9 48 91 43 9
Female 48 92 44 8 34 90 56 10 43 93 50 7
Male 59 94 35 6 53 92 40 8 55 88 33 12
Asian < 100 < 0 < 100 < 0
Black 33 83 50 17 < 100 < 0 < 100 < 0
Hispanic 37 74 37 26 15 85 69 15 54 85 31 15
White 55 94 39 6 44 92 48 8 48 90 42 10
Two or more races 65 100 35 0 40 80 40 20 46 100 54 0
Students with Disabilities 19 69 50 31 21 71 50 29 27 73 45 27
Economically Disadvantaged 28 83 55 17 29 85 55 15 27 82 55 18
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 94.59 State: 89.72 Division: 94.31 State: 88.34 Division: 92.86 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division040
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

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
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

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
Not Students with Disabilities402140244045
Economically Disadvantaged109712651208
Not Economically Disadvantaged355733833451
English Learners738598
Not English Learners458145634561
Homeless14145
Foster Care181119
Military Connected766361
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 244 118 0 4 7 7
State 50979 36013 2733 1046 5404 1786
Female Division 125 37 0 0 2 4
State 27837 15823 920 366 1922 656
Male Division 119 81 0 4 5 3
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division < < < < 0 <
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 227 110 0 3 7 5
State 30218 16420 1139 617 1589 596
Two or more races Division 7 2 0 0 0 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 3 28 0 2 3 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 27 35 0 2 3 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 5 5 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students38036295.336696.371.8
Female16816296.416296.421.2
Male21220094.320496.252.4
Asian0<<<<00
Black0<100<10000
Hispanic0<<<<00
White35233795.734096.672
Two or more races1099099000
Students with Disabilities393179.53384.637.7
Economically Disadvantaged706288.66491.434.3
English Learners0<100<10000
Homeless0<<<<00
Foster Care0<<<<00
Military Connected10101001010000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken29 / 1.84%45 / 2.85%101 / 6.31%
Advanced Placement Course Enrollment42 / 2.66%48 / 3.04%119 / 7.44%
Dual Enrollment792 / 50.13%434 / 27.45%580 / 36.25%
Governor’s School Enrollment29 / 1.84%29 / 1.83%31 / 1.94%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 396 273 31
State 82482 57560 30
Female Division 193 148 23
State 41546 31230 25
Male Division 203 125 38
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 17 12 29
State 18272 11640 36
Hispanic Division 12 < 100
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 359 251 30
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 33 12 64
State 5986 3008 50
Economically Disadvantaged Division 69 26 62
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision8--
 State413936233471
State LicensuresDivision211024
 State179019641412
Industry CertificationDivision736712625
 State100544109590103892
Workplace ReadinessDivision306620436
 State307754231350242
Total Credentials EarnedDivision107113421085
 State137248157490159017
Students Earning One or More CredentialsDivision575735711
 State109089126113127744
CTE CompletersDivision290217223
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 119 231 163 70.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 127 251 189 75.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 105 218 149 68.3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
71 69.6 70.4

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,015.004,998.00461.00
2015-20165,402.005,166.00499.00
2016-20175,525.005,349.00487.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students47671425454455417956734456180578444891645372
Female2329622526219781273221489530462176782741
Male2438802928235798294123088527382313862631
American Indian9100000081010000
Asian42000421003910041000
Black123124108101210531497324
Hispanic150641142411166451185931
Native Hawaiian0000000000000000
White43331314746413716053674003163477439961454463
Two or more races109313115313134844163744
Students with Disabilities652321516600361513573361423565291722
Economically Disadvantaged1068643723103492333711079739501223873339
English Learners56220513107324198110
Homeless38664243032015218323
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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 <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1890.2790.108
Asian0.9250.8810.8390.45
Black2.3756.122.179.342.2164.5
Hispanic2.880.513.8033.33.8081.8
Native Hawaiian0.0210.0430.022
White91.29789.2989.57986.8189.43687.39
Two or more races2.3334.083.2450.553.5715.86
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1890.2790.108
Asian0.9250.8810.839
Black2.3752.172.216
Hispanic2.883.8033.808
Native Hawaiian0.0210.0430.022
White91.29710089.57989.436100
Two or more races2.3333.2453.571
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1890.2790.108
Asian0.9250.8810.839
Black2.3752.172.216
Hispanic2.883.8033.808
Native Hawaiian0.0210.0430.022
White91.29710089.5797589.43675
Two or more races2.3333.245253.57125
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 23.3723.0823.84
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 30.2831.9728.49
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 71.8369.5871.15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

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

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

2016-2017 Grades 8-12 Student Teacher Ratio: 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%1%
Provisional Special Education0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201644%51%1%4%
2016-201745%50%1%4%
2017-201845%50%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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