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Bristol City Public Schools

General school information

Division: Bristol City Public Schools
Address: 220 Lee Street Bristol, VA 24201
Superintendent: Dr. Keith Perrigan
Region: 7
Division Website (opens new window)
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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 13 75 63 25 13 73 60 27 13 73 60 27
Female 15 82 67 18 15 76 61 24 12 74 62 26
Male 11 69 58 31 11 70 60 30 13 71 58 29
Asian 8 92 83 8 20 90 70 10 7 93 86 7
Black 6 62 56 38 9 62 53 38 5 59 54 41
Hispanic 8 68 60 32 3 66 63 34 9 65 56 35
White 14 77 63 23 13 74 61 26 15 74 60 26
Two or more races 7 68 61 32 13 78 65 22 4 71 67 29
Students with Disabilities 3 36 33 64 6 40 34 60 7 43 36 57
Economically Disadvantaged 6 65 59 35 7 63 56 37 7 66 58 34
English Learners - 67 67 33 - 69 69 31 - 75 75 25
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 20 73 54 27 14 69 56 31 11 60 50 40
Female 16 75 60 25 13 64 51 36 6 61 54 39
Male 24 71 47 29 15 75 60 25 15 60 45 40
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < - 38 38 63
Hispanic < 100 < 0 < < < < < < < <
White 22 75 53 25 14 72 58 28 14 65 52 35
Two or more races 10 60 50 40 20 67 47 33 - 47 47 53
Students with Disabilities 6 50 44 50 6 46 40 54 8 40 33 60
Economically Disadvantaged 9 62 53 38 8 62 55 38 5 54 50 46
English Learners < 100 < 0 < < < < < 100 < 0
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 15 71 56 29 17 69 52 31 18 73 55 27
Female 13 74 61 26 15 68 53 32 17 70 52 30
Male 16 68 52 32 18 70 52 30 20 77 57 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 55 45 45 10 60 50 40 15 54 38 46
Hispanic < < < < < < < < < < < <
White 16 74 58 26 18 70 52 30 21 76 55 24
Two or more races 8 69 62 31 < < < < 6 69 63 31
Students with Disabilities - 35 35 65 12 38 27 62 10 57 47 43
Economically Disadvantaged 6 62 56 38 9 54 45 46 11 71 60 29
English Learners < < < < < 100 < 0 < < < <
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 20 83 63 17 16 78 62 22 23 76 54 24
Female 22 90 68 10 18 81 63 19 19 78 59 22
Male 18 76 58 24 14 76 61 24 27 75 48 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 18 55 36 45 7 79 71 21
Hispanic < 100 < 0 < < < < < < < <
White 22 81 59 19 17 79 62 21 25 77 52 23
Two or more races < < < < 14 100 86 0 < < < <
Students with Disabilities 12 62 50 38 7 52 45 48 14 46 32 54
Economically Disadvantaged 13 76 63 24 8 70 63 30 10 68 59 32
English Learners < 100 < 0 < < < < < 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 11 60 49 40 16 69 54 31 15 73 59 27
Female 16 74 58 26 22 76 54 24 13 79 66 21
Male 5 47 42 53 10 64 53 36 17 68 51 32
Asian < 100 < 0 < < < < < 100 < 0
Black 7 71 64 29 < < < < 15 46 31 54
Hispanic < < < < < < < < < < < <
White 11 61 50 39 17 68 52 32 16 75 59 25
Two or more races < < < < < < < < 7 93 86 7
Students with Disabilities - 16 16 84 11 39 29 61 3 39 35 61
Economically Disadvantaged 1 38 36 62 8 60 51 40 12 71 60 29
English Learners < < < < < < < < < < < <
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 78 65 22 10 71 61 29 11 71 60 29
Female 19 88 68 12 16 79 63 21 17 72 55 28
Male 8 69 62 31 4 63 58 37 5 70 65 30
Black 11 61 50 39 14 64 50 36 7 64 57 36
Hispanic < < < < < < < < < < < <
White 15 81 67 19 10 74 64 26 12 70 58 30
Two or more races < < < < < < < < < < < <
Students with Disabilities - 39 39 61 - 28 28 72 3 41 38 59
Economically Disadvantaged 7 72 65 28 3 56 54 44 6 61 55 39
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 4 75 70 25 10 68 58 32 8 68 60 32
Female 9 85 76 15 13 79 67 21 11 77 66 23
Male - 65 65 35 7 57 50 43 3 58 55 42
Asian < 100 < 0 < 100 < 0
Black - 43 43 57 6 59 53 41 - 56 56 44
Hispanic < 100 < 0 < < < < < < < <
White 5 76 72 24 11 69 58 31 9 70 61 30
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 15 15 85 - 18 18 82 - 29 29 71
Economically Disadvantaged 1 57 56 43 10 60 50 40 3 58 55 42
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 8 90 81 10 8 88 80 12 4 86 82 14
Female 9 90 81 10 9 88 79 12 3 84 81 16
Male 7 89 82 11 6 88 81 12 5 88 83 12
Asian < < < < < 100 < 0 < < < <
Black < < < < - 88 88 12 - 69 69 31
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 9 92 83 8 8 87 79 13 5 89 84 11
Two or more races 9 73 64 27 < 100 < 0 < 100 < 0
Students with Disabilities - 45 45 55 13 69 56 31 15 55 40 45
Economically Disadvantaged 5 86 81 14 4 77 73 23 3 78 75 22
English Learners < < < < < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 78 62 22 17 75 58 25 16 68 52 32
Female 20 85 65 15 19 85 66 15 19 78 58 22
Male 12 71 60 29 15 66 51 34 12 59 47 41
Asian < < < < < 100 < 0 < < < <
Black 5 55 50 45 3 53 50 47 12 53 42 47
Hispanic < < < < < < < < < < < <
White 17 79 62 21 19 78 59 22 16 72 55 28
Two or more races 14 93 79 7 < < < < - 54 54 46
Students with Disabilities - 18 18 82 - 41 41 59 2 28 26 72
Economically Disadvantaged 12 66 54 34 9 66 57 34 6 57 51 43
English Learners < 100 < 0 < < < < < < < <
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 12 70 57 30 11 64 53 36 13 57 43 43
Female 16 82 66 18 15 79 64 21 19 73 54 27
Male 9 59 50 41 7 50 43 50 8 40 33 60
Asian < 100 < 0 < 100 < 0
Black 7 43 36 57 - 47 47 53 13 44 31 56
Hispanic < < < < < < < < < < < <
White 14 72 58 28 13 69 56 31 13 60 47 40
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 11 11 89 - 26 26 74 - 15 15 85
Economically Disadvantaged 8 52 44 48 3 57 54 43 5 47 42 53
English Learners < 100 < 0 < < < < < 100 < 0
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 19 86 67 14 23 85 62 15 18 81 63 19
Female 23 87 64 13 23 91 68 9 20 83 63 17
Male 15 85 70 15 22 80 58 20 16 79 63 21
Asian < < < < < 100 < 0 < < < <
Black < < < < 7 60 53 40 11 59 48 41
Hispanic < < < < < 100 < 0 < < < <
White 21 87 66 13 24 86 62 14 20 86 66 14
Two or more races 17 92 75 8 < 100 < 0 < 100 < 0
Students with Disabilities - 33 33 67 - 63 63 38 5 50 45 50
Economically Disadvantaged 16 79 62 21 16 76 60 24 8 68 61 32
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

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 18 79 61 21 14 75 60 25 13 71 58 29
Female 20 82 62 18 15 77 63 23 13 72 59 28
Male 16 76 59 24 14 72 58 28 13 71 57 29
Asian 43 100 57 0 25 88 63 13 36 64 27 36
Black 8 69 61 31 11 72 61 28 5 55 50 45
Hispanic 16 78 63 22 14 69 56 31 13 66 53 34
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 19 80 61 20 14 75 60 25 14 73 59 27
Two or more races 13 73 60 27 11 74 63 26 8 75 68 25
Students with Disabilities 4 40 36 60 6 38 32 62 8 43 36 57
Economically Disadvantaged 11 70 59 30 10 65 55 35 6 63 57 37
English Learners 21 84 63 16 19 75 56 25 18 73 55 27
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 33 75 42 25 13 70 57 30 11 70 60 30
Female 34 74 39 26 11 66 54 34 13 68 56 32
Male 31 77 45 23 15 74 59 26 9 73 64 28
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < - 69 69 31
Hispanic < 100 < 0 < 100 < 0 < < < <
White 34 78 44 22 12 72 59 28 10 69 59 31
Two or more races 10 60 50 40 20 60 40 40 6 76 71 24
Students with Disabilities 17 44 28 56 11 40 29 60 10 48 38 53
Economically Disadvantaged 15 60 45 40 11 61 51 39 7 68 61 32
English Learners < 100 < 0 < < < < < 100 < 0
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 29 80 50 20 30 78 48 22 21 75 54 25
Female 28 79 51 21 29 78 49 22 14 70 56 30
Male 31 80 49 20 31 78 47 22 28 80 53 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 27 73 45 27 10 60 50 40 7 36 29 64
Hispanic < < < < < < < < < 100 < 0
White 30 80 49 20 33 80 47 20 23 77 54 23
Two or more races 31 85 54 15 < < < < 20 80 60 20
Students with Disabilities - 31 31 69 12 42 31 58 13 50 37 50
Economically Disadvantaged 20 72 53 28 20 63 43 37 9 66 57 34
English Learners < < < < < 100 < 0 < 100 < 0
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 36 82 47 18 29 81 52 19 35 82 46 18
Female 45 87 42 13 29 84 54 16 34 82 48 18
Male 27 78 51 22 29 80 51 20 37 81 44 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 27 73 45 27 21 71 50 29
Hispanic < < < < < 100 < 0 < < < <
White 40 83 44 17 30 81 50 19 38 83 46 17
Two or more races < < < < 29 93 64 7 < 100 < 0
Students with Disabilities 12 47 35 53 7 38 31 62 14 57 43 43
Economically Disadvantaged 25 75 49 25 19 75 56 25 21 72 51 28
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 15 77 62 23 13 74 61 26 7 72 66 28
Female 20 82 62 18 17 81 64 19 6 80 74 20
Male 11 73 62 27 9 68 59 32 7 65 58 35
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 79 71 21 < < < < - 46 46 54
Hispanic < < < < < < < < < < < <
White 15 78 63 22 14 73 59 27 8 75 67 25
Two or more races < < < < < < < < 7 71 64 29
Students with Disabilities - 42 42 58 3 35 32 65 3 31 28 69
Economically Disadvantaged 5 59 53 41 8 66 58 34 3 68 65 32
English Learners < < < < < 100 < 0 < < < <
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 66 53 34 9 67 59 33 14 59 45 41
Female 13 70 57 30 12 74 62 26 17 62 45 38
Male 13 63 50 37 5 60 55 40 11 56 45 44
Black 6 61 56 39 7 71 64 29 14 36 21 64
Hispanic < < < < < < < < < < < <
White 15 70 55 30 9 69 59 31 15 59 44 41
Two or more races < < < < < < < < < < < <
Students with Disabilities - 26 26 74 - 27 27 73 9 34 26 66
Economically Disadvantaged 6 59 53 41 4 50 46 50 4 49 45 51
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 73 72 27 2 74 72 26 1 55 55 45
Female 2 85 83 15 2 74 72 26 2 57 55 43
Male - 63 63 37 2 75 73 25 - 55 55 45
Asian < 100 < 0 < 100 < 0
Black - 33 33 67 7 79 71 21 - 42 42 58
Hispanic < < < < < < < < < < < <
White 1 77 76 23 1 76 74 24 - 58 58 42
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 35 35 65 - 35 35 65 - 27 27 73
Economically Disadvantaged - 64 64 36 2 71 69 29 - 44 44 56
English Learners < 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 3 86 83 14 5 74 69 26 2 72 70 28
Female 3 92 88 8 6 81 75 19 2 76 74 24
Male 4 80 76 20 4 67 63 33 1 68 66 32
Asian < 100 < 0 < < < <
Black - 81 81 19 - 80 80 20 - 70 70 30
Hispanic < 100 < 0 < 100 < 0 < < < <
White 3 86 83 14 6 73 67 27 2 74 72 26
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 47 47 53 - 53 53 47 - 40 40 60
Economically Disadvantaged 3 81 78 19 4 63 58 37 1 63 62 37
English Learners < 100 < 0 < 100 < 0 < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 78 72 22 5 71 66 29 4 68 65 32
Female 8 76 68 24 6 75 69 25 4 65 61 35
Male 4 80 76 20 4 66 62 34 3 73 70 27
Asian < 100 < 0 < < < < < < < <
Black 6 88 82 12 - 57 57 43 - 43 43 57
Hispanic < 100 < 0 < 100 < 0 < < < <
White 6 76 70 24 6 74 69 26 4 72 68 28
Two or more races < < < < < < < < < < < <
Students with Disabilities - 45 45 55 - 36 36 64 < < < <
Economically Disadvantaged 5 73 69 27 4 60 56 40 1 59 58 41
English Learners < 100 < 0 < 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 30 96 66 4 17 87 70 13 22 92 70 8
Female 26 98 71 2 14 86 72 14 24 89 65 11
Male 34 95 61 5 20 89 68 11 20 96 76 4
Asian < 100 < 0 < 100 < 0 < < < <
Black < 100 < 0 33 92 58 8 10 80 70 20
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 28 96 68 4 16 84 68 16 24 94 70 6
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 22 91 69 9 14 86 71 14 7 93 86 7
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 10 79 70 21 10 80 70 20 10 77 67 23
Female 7 79 72 21 9 80 71 20 9 76 67 24
Male 12 80 68 20 10 79 69 21 11 77 66 23
Asian 17 92 75 8 18 82 64 18 < 100 < 0
Black 2 60 58 40 6 73 67 27 3 63 61 37
Hispanic 13 81 69 19 6 72 67 28 5 76 71 24
White 10 81 71 19 10 81 72 19 11 79 68 21
Two or more races 9 86 77 14 16 66 50 34 4 50 46 50
Students with Disabilities 2 40 38 60 1 39 38 61 2 43 41 57
Economically Disadvantaged 7 69 62 31 5 69 64 31 6 68 62 32
English Learners 7 79 71 21 18 82 64 18 < < < <
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 23 78 55 22 17 75 58 25 21 78 57 22
Female 22 75 53 25 14 76 62 24 15 75 60 25
Male 24 81 57 19 20 75 54 25 28 81 53 19
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < 18 55 36 45 7 57 50 43
Hispanic < 100 < 0 < < < < < < < <
White 23 79 56 21 17 80 63 20 23 81 58 19
Two or more races < < < < 21 64 43 36 < < < <
Students with Disabilities 6 53 47 47 3 34 31 66 7 54 46 46
Economically Disadvantaged 16 74 58 26 9 65 56 35 12 68 56 32
English Learners < 100 < 0 < < < < < < < <
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 3 76 73 24 5 72 67 28 3 67 64 33
Female 1 82 80 18 8 75 68 25 4 72 67 28
Male 6 71 66 29 3 69 67 31 2 62 60 38
Asian < 100 < 0 < 100 < 0
Black - 56 56 44 6 59 53 41 - 56 56 44
Hispanic < < < < < < < < < 100 < 0
White 3 78 75 22 5 77 71 23 4 69 65 31
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 20 20 80 - 29 29 71 - 28 28 72
Economically Disadvantaged 1 60 59 40 - 59 59 41 3 58 55 42
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 80 73 20 6 78 71 22 11 85 74 15
Female 3 80 77 20 8 76 68 24 9 85 76 15
Male 11 80 69 20 5 79 74 21 13 84 71 16
Asian < 100 < 0 < < < < < 100 < 0
Black - 50 50 50 - 87 87 13 - 67 67 33
Hispanic < < < < < < < <
White 9 83 74 17 7 77 70 23 13 87 74 13
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 62 62 38 - 50 50 50 - 50 50 50
Economically Disadvantaged 8 70 62 30 5 67 62 33 4 78 74 22
English Learners < < < < < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 97 89 3 16 98 82 2 13 90 76 10
Female 4 96 92 4 14 95 82 5 14 83 69 17
Male 12 98 86 2 17 100 83 0 13 97 84 3
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 8 97 88 3 15 97 82 3 17 91 74 9
Two or more races < 100 < 0 < 100 < 0 < < < <
Economically Disadvantaged 9 100 91 0 12 96 84 4 11 83 72 17
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 74 69 26 6 82 76 18 4 74 70 26
Female 4 71 67 29 6 84 79 16 5 69 64 31
Male 6 77 71 23 7 81 74 19 4 79 75 21
Asian < < < < < 100 < 0
Black - 68 68 32 - 75 75 25 5 62 57 38
Hispanic < < < < < 100 < 0 < < < <
White 6 75 69 25 6 83 77 17 5 77 73 23
Two or more races < < < < < < < < < < < <
Students with Disabilities - 29 29 71 - 38 38 63 - 45 45 55
Economically Disadvantaged 3 62 59 38 2 73 71 27 3 65 62 35
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

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 21 82 62 18 22 83 61 17 24 82 58 18
Female 18 80 63 20 20 83 63 17 21 81 60 19
Male 23 84 60 16 24 83 59 17 27 83 56 17
Asian < 100 < 0 15 92 77 8 9 82 73 18
Black 11 76 65 24 13 77 64 23 17 72 55 28
Hispanic 29 81 52 19 26 74 47 26 14 93 79 7
White 22 83 61 17 24 84 61 16 25 83 58 17
Two or more races 6 72 67 28 11 70 59 30 22 84 62 16
Students with Disabilities 2 44 41 56 6 46 40 54 7 55 48 45
Economically Disadvantaged 13 74 61 26 11 72 60 28 19 76 57 24
English Learners 17 75 58 25 7 71 64 29 < < < <
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 16 84 68 16 18 86 69 14 9 80 71 20
Female 9 80 71 20 16 79 63 21 5 75 69 25
Male 22 88 66 12 19 94 74 6 12 84 73 16
Asian < 100 < 0 < < < < < < < <
Black < < < < - 80 80 20 10 69 59 31
Hispanic < < < < < < < < < 100 < 0
White 17 85 68 15 20 87 67 13 8 83 75 17
Two or more races 10 90 80 10 < 100 < 0 < < < <
Students with Disabilities - 45 45 55 - 46 46 54 - 53 53 47
Economically Disadvantaged 8 76 69 24 5 76 71 24 1 69 68 31
English Learners < < < < < < < < < 100 < 0
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 96 66 4 29 94 65 6 24 95 70 5
Female 23 96 73 4 29 95 67 5 25 96 71 4
Male 36 96 60 4 29 91 62 9 23 93 70 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 13 100 88 0 27 82 55 18
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 29 95 66 5 33 92 59 8 26 95 70 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 20 60 40 40 < < < < - 77 77 23
Economically Disadvantaged 20 92 72 8 16 89 73 11 23 89 67 11
English Learners < 100 < 0 < 100 < 0
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 15 90 75 10 22 97 76 3 21 90 69 10
Female 12 86 74 14 14 100 86 0 13 87 74 13
Male 18 95 77 5 30 95 65 5 32 95 62 5
Asian < 100 < 0 < 100 < 0 < < < <
Black 18 100 82 0 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 89 74 11 21 99 78 1 24 93 69 7
Two or more races < < < < < 100 < 0
Students with Disabilities < < < < < 100 < 0
Economically Disadvantaged 5 84 79 16 17 93 76 7 12 82 70 18
English Learners < 100 < 0 < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 67 59 33 3 67 64 33 3 69 66 31
Female 3 62 59 38 2 71 68 29 - 62 62 38
Male 14 72 58 28 4 64 60 36 4 73 69 27
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0
White 11 68 58 32 4 70 66 30 3 68 65 32
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 27 27 73 4 30 26 70 - 31 31 69
Economically Disadvantaged 4 61 57 39 4 54 51 46 2 64 62 36
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 15 72 57 28 18 78 60 22 25 75 50 25
Female 20 75 55 25 18 80 62 20 26 76 50 24
Male 10 69 58 31 17 75 58 25 25 74 49 26
Black 12 65 53 35 15 69 54 31 23 62 38 38
Hispanic < < < < < < < < < < < <
White 17 74 57 26 18 81 63 19 27 76 49 24
Two or more races < < < < < < < < < < < <
Students with Disabilities - 38 38 62 3 44 42 56 6 45 39 55
Economically Disadvantaged 9 62 54 38 10 65 54 35 18 71 52 29
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 31 80 49 20 37 79 42 21 49 85 36 15
Female 27 78 51 22 32 77 45 23 39 82 44 18
Male 34 82 48 18 42 80 38 20 58 87 29 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 73 64 27 30 60 30 40 25 75 50 25
Hispanic < < < < < < < < < 100 < 0
White 35 82 47 18 38 80 42 20 52 84 33 16
Two or more races 8 67 58 33 < < < < 40 87 47 13
Students with Disabilities - 50 50 50 21 54 33 46 19 62 42 38
Economically Disadvantaged 24 75 51 25 18 67 49 33 38 80 41 20
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 92.7 State: 89.72 Division: 91.25 State: 88.34 Division: 89.51 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division100
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten105100117
Kindergarten164163161
Grade 1187162162
Grade 2163174160
Grade 3180165172
Grade 4165169163
Grade 5168165169
Grade 6163165159
Grade 7181171168
Grade 8151182170
Grade 9174153181
Grade 10176169150
Grade 11155166163
Grade 12167159176
Total Students2,2992,2632,271
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 Students229922632271
Female111811191138
Male118111441133
American Indian352
Asian192111
Black177211104
Hispanic717978
Native Hawaiian442
White188717941979
Two or more races13814995
Students with Disabilities319347352
Not Students with Disabilities198019161919
Economically Disadvantaged121313251379
Not Economically Disadvantaged1086938892
English Learners282829
Not English Learners227122352242
Homeless717371
Foster Care21108
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 69 66 12 0 6 9
State 50979 36013 2733 1046 5404 1786
Female Division 34 34 3 0 1 4
State 27837 15823 920 366 1922 656
Male Division 35 32 9 0 5 5
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 4 10 1 0 0 2
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 55 54 10 0 6 6
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 10 12 0 1 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 24 39 11 0 5 6
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 < < < < < <
State 35 175 31 10 56 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students16214790.714790.763.7
Female767193.47193.411.3
Male867688.47688.455.8
American Indian0<100<10000
Asian0<<<<00
Black171588.21588.200
Hispanic0<100<10000
Native Hawaiian0<100<10000
White13111990.811990.864.6
Two or more races0<100<10000
Students with Disabilities232295.72295.714.3
Economically Disadvantaged857487.17487.155.9
English Learners0<100<10000
Homeless0<100<10000
Foster Care0<<<<<<
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 Taken38 / 5.73% - -
Advanced Placement Course Enrollment - - -
Dual Enrollment140 / 21.12%169 / 25.15%151 / 23.34%
Governor’s School Enrollment - - -
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 139 95 32
State 82482 57560 30
Female Division 61 48 21
State 41546 31230 25
Male Division 78 47 40
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 13 10 23
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 111 76 32
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 10 < 100
State 5986 3008 50
Economically Disadvantaged Division 70 35 50
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 AssessmentsDivision---
 State413936233471
State LicensuresDivision553
 State179019641412
Industry CertificationDivision259229202
 State100544109590103892
Workplace ReadinessDivision192829
 State307754231350242
Total Credentials EarnedDivision283262234
 State137248157490159017
Students Earning One or More CredentialsDivision233191185
 State109089126113127744
CTE CompletersDivision888366
 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 67 121 53 43.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 66 112 41 36.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 45 61 25 41%
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
67 67.4 68.1

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
2014-20152,748.005,968.001,476.00
2015-20162,965.006,174.001,446.00
2016-20172,783.006,617.001,502.00

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 Students2043219124168196223613022318182731352641937243105168
Female99196518296810860112874139641439491155489
Male1052123738699412870111944134711219881285179
American Indian0000000000000000
Asian26000230212131223030
Black1651891415220112615819923202191117
Hispanic578645465254113366734
Native Hawaiian0000000000000000
White16801819814116101931061771467215111219151919681138
Two or more races11012119118176161072411171182178
Students with Disabilities300352230280452537264562945320492623
Economically Disadvantaged1321183911421152185107166899183108196109919389138
English Learners40111340112721128001
Homeless93867541491460157166817917
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 17
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 71
Disorderly or Disruptive Behavior Offenses 81
Technology Offenses 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.1310.40.130.221
Asian0.9610.40.8260.650.9280.6
Black7.77614.117.69911.119.32419.76
Hispanic2.493.633.0883.923.4911.8
Native Hawaiian0.1310.1740.177
White82.87575.482.07979.7479.27571.26
Two or more races5.6366.056.0034.586.5846.59
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 Indian0.1310.130.221
Asian0.9610.8260.928
Black7.7767.6999.324
Hispanic2.493.0883.491
Native Hawaiian0.1310.1740.177
White82.87582.07979.275
Two or more races5.6366.0036.584
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 Indian0.1310.130.221
Asian0.9610.8260.928
Black7.7761007.6999.324
Hispanic2.493.0883.491
Native Hawaiian0.1310.1740.177
White82.87582.07979.275
Two or more races5.6366.0036.584
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 63.6174.2273.78
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 52.951.7255.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 76.8674.7875.72
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: 11.6 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.72 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%2%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201652%42%2%4%
2016-201756%39%2%3%
2017-201853%42%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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