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Buckingham County Public Schools

General school information

Division: Buckingham County Public Schools
Division Number: 15
Address: 15595 West James Anderson Rd. Buckingham, VA 23921
Superintendent: Dr. Daisy M. Hicks
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 13 53 66 34 6 55 61 39
Female 7 66 72 28 15 54 69 31 6 57 64 36
Male 7 55 62 38 10 52 62 38 5 54 59 41
Asian < < 100 0 < < < < < < 100 0
Black 4 53 57 43 9 51 60 40 5 41 46 54
Hispanic < < < < - 50 50 50 - 60 60 40
White 8 66 74 26 15 55 71 29 5 64 70 30
Two or more races < < 100 0 < < < < 16 47 63 37
Students with Disabilities 14 17 31 69 13 18 30 70 4 11 14 86
Students without Disabilities 6 65 71 29 13 59 72 28 6 60 66 34
Economically Disadvantaged 7 54 61 39 12 49 61 39 3 48 51 49
Not Economically Disadvantaged 7 72 79 21 14 59 73 27 11 67 78 22
Military Connected < < 100 0 < < 100 0
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 3 56 59 41 9 43 53 47 3 47 50 50
Female 7 55 62 38 14 47 61 39 5 52 57 43
Male 1 56 57 43 6 40 46 54 2 43 45 55
Asian < < 100 0 < < 100 0
Black 4 50 54 46 7 39 46 54 3 35 38 62
Hispanic < < < < < < < < < < < <
White 3 61 64 36 11 47 58 42 4 54 58 42
Two or more races - 50 50 50
Students with Disabilities 14 14 29 71 4 4 8 92 - 14 14 86
Students without Disabilities 2 63 64 36 11 53 63 37 4 52 56 44
Economically Disadvantaged 4 46 50 50 9 40 49 51 1 41 42 58
Not Economically Disadvantaged 2 79 81 19 10 49 59 41 8 60 69 31
Military Connected < < 100 0 < < 100 0
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 11 65 76 24 16 62 78 22 9 66 74 26
Female 7 76 83 17 16 60 76 24 8 62 70 30
Male 16 53 68 32 15 63 79 21 9 69 78 22
Black 4 57 62 38 12 62 73 27 8 51 59 41
Hispanic < < < < < < < < < < < <
White 14 71 86 14 20 65 85 15 7 75 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 27 40 67 33 < < < <
Students without Disabilities 11 68 79 21 15 64 79 21 8 69 77 23
Economically Disadvantaged 10 65 75 25 15 58 73 27 6 60 66 34
Not Economically Disadvantaged 13 64 77 23 17 68 85 15 13 73 85 15
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

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

2016-20172017-20182018-2019
Division-3-
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-kindergarten115113114
Kindergarten151150151
Grade 1163155149
Grade 2166159149
Grade 3168170157
Grade 4178172170
Grade 5144176176
Grade 6154148177
Grade 7128148152
Grade 8147133159
Grade 9155160148
Grade 10130156145
Grade 11126128156
Grade 12129121124
Total Students2,0542,0892,127

< = 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 Students205420892127
Female99510131045
Male105910761082
American Indian133
Asian755
Black735746733
Hispanic728076
White107510931137
Two or more races164162173
Students with Disabilities278282273
Students without Disabilities177618071854
Economically Disadvantaged129612591209
Not Economically Disadvantaged758830918
English Learners124
Not English Learners205320872123
Homeless8830
Military Connected1398
Foster Care91316
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 63 57 1 1 5 0
State 50983 36029 2739 1053 5386 1766
Female Division 40 20 0 1 1 0
State 27838 15825 923 368 1911 652
Male Division 23 37 1 0 4 0
State 23145 20204 1816 685 3475 1114
Black Division 19 27 0 0 1 0
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < < <
State 5087 5586 317 107 2168 323
White Division 35 23 1 1 3 0
State 30221 16421 1144 621 1576 587
Two or more races Division 4 6 0 0 0 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 12 1 0 2 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 39 43 1 0 5 0
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
< = 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 Students127121951229654
Female626097619812
Male656194619446
Black474698469812
Hispanic<<<<<<<
White635994609535
Two or more races10101001010000
Students with Disabilities1614881488213
Economically Disadvantaged888394839456
English Learners<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken - -
Advanced Placement Course Enrollment - 2 / .35%
Dual Enrollment202 / 37.41%205 / 36.28%
Governor's School Enrollment16 / 2.96%18 / 3.19%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1335757
State83,31058,98329
FemaleDivision693746
State42,04632,13924
MaleDivision642069
State41,26426,84435
BlackDivision532258
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision693057
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision12<100
State6,7843,33551
Economically DisadvantagedDivision753257
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision82-
 State4,1393,6233,525
State LicensuresDivision611-
 State2,4402,2791,881
Industry CertificationDivision228217193
 State99,894109,275104,601
Workplace ReadinessDivision396847
 State30,77542,31350,241
Total Credentials EarnedDivision281298240
 State137,248157,490160,248
Students Earning One or More CredentialsDivision242243203
 State109,089126,113128,672
CTE CompletersDivision6210930
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division2,780.006,176.001,157.00
State5,761.004,621.00875.00
2013-2014Division3,034.006,196.001,323.00
State5,807.004,651.00784.00
2014-2015Division3,211.006,235.001,410.00
State5,933.004,819.00771.00
2015-2016Division3,617.006,305.001,872.00
State6,084.004,849.00812.00
2016-2017Division3,361.006,458.001,412.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,6013221,7032671,652343
Female792150831135836142
Male809172872132816201
American Indian--<<<<
Asian<<<<<<
Black610846326460983
Hispanic60865115716
White797198872161864197
Two or more races127321273111943
Students with Disabilities210612146318976
Economically Disadvantaged9842721,025216914264
English Learners<<<<<<
Homeless4665219
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 57
Disorderly or Disruptive Behavior Offenses 163
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student 21

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian00.1
Asian0.30.2
Black35.846.535.752.6
Hispanic3.52.33.81.4
Native Hawaiian----
White52.341.552.340.3
Two or more races89.77.85.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian00.1
Asian0.30.2
Black35.82535.750
Hispanic3.53.8
Native Hawaiian
White52.35052.350
Two or more races8257.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian00.1
Asian0.30.2
Black35.85035.7
Hispanic3.53.8
Native Hawaiian----
White52.35052.3
Two or more races87.8
< = 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 64.974.572.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 61.953.760.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 74.767.765.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.52 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 10.2 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - 1.1% 6.1% 6.7% 4.5% 7.8%
High Poverty - 1.1% 6.1% 6.7% 4.5% 7.8%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education1%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201753%45%0%2%
2017-201854%44%0%2%
< = 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 Students65%65%73%75%
Asian<100%87%75%
Black53%53%60%75%
Hispanic70%66%63%75%
White73%74%81%75%
Economically Disadvantaged58%58%62%75%
English Learners<<53%75%
Students with Disabilities30%30%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students68%73%74%70%
Asian<90%89%70%
Black60%66%60%70%
Hispanic63%69%64%70%
White75%78%81%70%
Economically Disadvantaged63%67%63%70%
English Learners<<57%70%
Students with Disabilities38%42%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students69%
Asian-
Black54%
Hispanic95%
White79%
Economically Disadvantaged63%
English Learners<
Students with Disabilities33%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students69%70%
Asian<<
Black60%63%
Hispanic78%58%
White75%77%
Economically Disadvantaged64%65%
English Learners<<
Students with Disabilities44%46%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students93%84%84%
Asian-90%84%
Black93%82%84%
Hispanic<81%84%
White95%86%84%
Economically Disadvantaged90%78%84%
English Learners<65%84%
Students with Disabilities75%56%84%
Homeless<--
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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%18%9%10%
Asian<5%5%10%
Black9%14%9%10%
Hispanic14%16%9%10%
White16%21%9%10%
Economically Disadvantaged17%23%13%10%
English Learners<<8%10%
Students with Disabilities23%25%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students100%100%99%
Asian<<-
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%100%99%
Not Economically Disadvantaged100%100%99%
English Learners<<<
Students with Disabilities99%100%100%
Students without Disabilities100%100%99%
Female100%100%100%
Male100%100%99%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 72%
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 78%
State 81%
Buckingham County Public Schools to top