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Buchanan County Public Schools

General school information

Division: Buchanan County Public Schools
Division Number: 14
Address: 1176 Booth Branch Grundy, VA 24614
Superintendent: Mrs. Melanie L. Hibbitts
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Council Elementary/Middle SchoolAccredited
Hurley Elementary/MiddleAccredited
Twin Valley Elementary/MiddleAccredited
High Schools
Council High Accredited
Grundy HighAccredited
Hurley HighAccredited
Twin Valley HighAccredited
Combined Schools
Riverview Elementary/MiddleAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 71 29 17 55 72 28 16 57 72 28
Female 18 61 79 21 26 55 81 19 21 59 80 20
Male 8 57 64 36 7 55 63 37 10 54 64 36
White 13 59 71 29 17 55 72 28 15 57 72 28
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 4 21 25 75 10 16 26 74 2 19 21 79
Students without Disabilities 14 66 80 20 18 62 81 19 17 62 80 20
Economically Disadvantaged 11 57 68 32 12 58 70 30 12 57 69 31
Not Economically Disadvantaged 16 64 80 20 27 49 76 24 22 57 78 22
Foster Care < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 49 67 33 16 45 62 38 12 53 65 35
Female 24 53 76 24 27 48 74 26 17 59 76 24
Male 13 45 58 42 6 43 49 51 8 47 55 45
White 18 49 67 33 16 45 62 38 12 53 65 35
Students with Disabilities - 16 16 84 14 5 19 81 3 13 16 84
Students without Disabilities 21 54 75 25 17 55 72 28 14 61 75 25
Economically Disadvantaged 17 44 61 39 15 44 59 41 9 50 59 41
Not Economically Disadvantaged 20 58 78 22 19 47 65 35 18 58 76 24
Foster Care < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 18 65 83 17 19 61 79 21
Female 13 68 81 19 25 61 87 13 25 60 85 15
Male 4 66 70 30 9 70 79 21 12 62 73 27
White 8 67 75 25 18 65 83 17 18 61 80 20
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 7 24 31 69 4 35 38 62 - 31 31 69
Students without Disabilities 8 76 84 16 20 70 90 10 20 63 84 16
Economically Disadvantaged 7 66 73 27 10 71 81 19 15 63 79 21
Not Economically Disadvantaged 11 71 83 17 37 52 89 11 25 55 81 19
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten10097110
Kindergarten209196186
Grade 1200192203
Grade 2208199174
Grade 3208204198
Grade 4194207203
Grade 5230187205
Grade 6210224185
Grade 7224206219
Grade 8221225199
Grade 9231237223
Grade 10233225222
Grade 11227223217
Grade 12227214214
Total Students2,9222,8362,758

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students292228362758
Female141313771339
Male150914591419
American Indian221
Asian123
Black787
Hispanic779
Native Hawaiian222
White289528072731
Two or more races885
Students with Disabilities468469453
Students without Disabilities245423672305
Economically Disadvantaged218420081732
Not Economically Disadvantaged7388281026
English Learners322
Not English Learners291928342756
Foster Care121313
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 70 123 0 6 14 9
State 50715 36614 2715 1064 5504 1801
Female Division 48 55 0 0 4 3
State 27679 16161 917 351 2003 680
Male Division 22 68 0 6 10 6
State 23036 20453 1798 713 3501 1121
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 69 121 0 6 14 9
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 24 0 1 9 1
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 26 91 0 3 12 9
State 10701 18162 1634 523 2867 1096
Foster Care Division < < < < < <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2221938720090146
Female110103941039444
Male11290809787109
Hispanic<<100<10000
White2191908719790146
Two or more races<<100<10000
Students with Disabilities3524692674926
Economically Disadvantaged1411178312186129
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken2 / .22% - -
Advanced Placement Course Enrollment2 / .22% - -
Dual Enrollment182 / 19.83%199 / 22.14%219 / 25%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision19911244
State85,89957,72533
FemaleDivision1016338
State43,22531,59927
MaleDivision984950
State42,67426,12639
WhiteDivision19811144
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision281257
State7,2163,25655
Economically DisadvantagedDivision1346849
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
BlackDivision--100
State18,86811,29840
HispanicDivision--100
State10,1025,82642
Native HawaiianDivision--100
State1428739
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresDivision1--
 State2,2791,8812,231
Industry CertificationDivision452341197
 State109,275104,601107,234
Workplace ReadinessDivision5177147
 State42,31350,24144,892
Total Credentials EarnedDivision458518344
 State157,490160,248158,452
Students Earning One or More CredentialsDivision333377292
 State126,113128,672126,041
CTE CompletersDivision162175144
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,776.006,046.001,230.00
State6,084.004,849.00812.00
2016-2017Division3,176.006,722.001,393.00
State6,248.005,052.00871.00
2017-2018Division2,972.006,964.001,494.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,0677482,0147192,254377
Female9973619723581,095178
Male1,0703871,0423611,159199
American Indian<<<<<<
Asian<<<<<<
Black<<<<<<
Hispanic<<<<<<
Native Hawaiian<<<<<<
White2,0457431,9947112,235371
Two or more races<<<<<<
Students with Disabilities33214335312738771
Economically Disadvantaged1,5376291,3325611,280264
English Learners<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 39
Disorderly or Disruptive Behavior Offenses 46
Other Offenses Against Persons 68
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10
Asian00.10.1
Black0.20.30.3
Hispanic0.20.20.3
Native Hawaiian0.10.10.1
White99.199.79999.199100
Two or more races0.30.30.30.90.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10
Asian00.10.1
Black0.20.30.3
Hispanic0.20.20.3
Native Hawaiian0.10.10.1
White99.11009910099100
Two or more races0.30.30.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10
Asian00.10.1
Black0.20.30.3
Hispanic0.20.20.3
Native Hawaiian0.10.10.1
White99.11009999
Two or more races0.30.30.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 68.881.980.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 48.458.264.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 62.676.378.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 12.98 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 11.2 : 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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division7%2.6%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201758%37%0%5%
2017-201853%41%0%6%
2018-201954%41%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%74%73%75%
Asian--87%75%
Black<<60%75%
Hispanic<87%63%75%
White72%74%81%75%
Economically Disadvantaged67%70%62%75%
English Learners--53%75%
Students with Disabilities43%44%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%76%74%70%
Asian--89%70%
Black<<60%70%
Hispanic<80%64%70%
White79%76%81%70%
Economically Disadvantaged76%72%63%70%
English Learners--57%70%
Students with Disabilities56%50%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students79%
Asian-
Black-
Hispanic<
White79%
Economically Disadvantaged76%
English Learners-
Students with Disabilities51%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%80%
Asian--
Black<<
Hispanic<<
White75%80%
Economically Disadvantaged70%77%
English Learners--
Students with Disabilities51%58%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian-90%84%
Black<82%84%
Hispanic-81%84%
White90%86%84%
Economically Disadvantaged86%78%84%
English Learners-65%84%
Students with Disabilities70%56%84%
Homeless---
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%23%9%10%
Asian<<5%10%
Black<25%9%10%
Hispanic<13%9%10%
White14%23%9%10%
Economically Disadvantaged17%26%13%10%
English Learners<<8%10%
Students with Disabilities16%24%14%10%

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

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

English Learner Progress and Proficiency

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

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian---
Black<<-
Hispanic<<<
White99%99%99%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%99%100%
English Learners---
Students with Disabilities99%99%98%
Students without Disabilities99%99%99%
Female100%99%99%
Male99%99%98%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 55%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 80%
State 81%
Buchanan County Public Schools to top