Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Buena Vista City Public Schools

General school information

Division: Buena Vista City Public Schools
Division Number: 103
Address: 2329 Chestnut Ave., Suite A Buena Vista, VA 24416-2621
Superintendent: Dr. John Keeler
Region: 5
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
Enderly Heights ElementaryAccredited
F.W. Kling Jr. ElementaryAccredited
Parry McCluer Middle SchoolAccredited
High Schools
Parry McCluer High SchoolAccredited

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 14 60 74 26 11 64 75 25 10 63 73 27
Female 19 59 77 23 14 66 80 20 10 67 77 23
Male 11 61 72 28 9 61 70 30 9 60 69 31
American Indian < < < < < < < < < < < <
Black 19 57 76 24 10 61 71 29 4 77 81 19
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 14 61 75 25 11 64 76 24 10 62 72 28
Two or more races 40 20 60 40 17 42 58 42 15 62 77 23
Students with Disabilities 6 24 29 71 6 24 29 71 5 32 37 63
Students without Disabilities 16 66 82 18 12 70 83 17 10 70 80 20
Economically Disadvantaged 11 55 66 34 9 60 69 31 6 61 66 34
Not Economically Disadvantaged 19 65 84 16 14 68 82 18 13 65 78 22
Homeless < < < <
Military Connected < < 100 0 < < 100 0
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 23 49 72 28 16 48 64 36 18 47 65 35
Female 21 59 79 21 24 48 72 28 19 52 71 29
Male 25 42 67 33 10 49 59 41 15 42 58 42
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 20 52 72 28 17 48 66 34 18 47 65 35
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 8 42 50 50 < < < < < < < <
Students without Disabilities 26 51 77 23 18 52 70 30 17 52 69 31
Economically Disadvantaged 23 47 70 30 15 44 59 41 13 45 58 42
Not Economically Disadvantaged 23 55 77 23 16 56 72 28 23 50 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 21 49 70 30 22 63 85 15 3 74 78 22
Female 36 36 71 29 26 70 96 4 5 84 89 11
Male 9 60 69 31 18 58 76 24 3 69 72 28
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 22 47 69 31 20 67 87 13 4 73 76 24
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 9 27 36 64 < < < <
Students without Disabilities 23 54 77 23 24 71 96 4 4 78 82 18
Economically Disadvantaged 16 47 63 37 16 73 89 11 4 62 65 35
Not Economically Disadvantaged 28 52 80 20 30 48 78 22 3 84 88 13
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 12 47 59 41 22 56 78 22 17 62 79 21
Female 17 41 59 41 28 55 83 17 19 59 78 22
Male 7 53 60 40 18 56 74 26 16 65 81 19
Black < < 100 0 < < < < < < 100 0
White 11 46 57 43 25 51 76 24 17 60 77 23
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 9 9 91 < < < < - 50 50 50
Students without Disabilities 15 56 71 29 25 57 82 18 21 65 85 15
Economically Disadvantaged 6 50 56 44 16 53 68 32 8 68 76 24
Not Economically Disadvantaged 20 44 64 36 32 60 92 8 24 58 82 18
Military Connected < < 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 11 58 70 30 3 51 54 46 10 61 70 30
Female 11 61 72 28 4 54 58 42 4 69 73 27
Male 12 56 67 33 3 48 52 48 14 54 69 31
Black < < < < < < 100 0 < < 100 0
White 11 60 71 29 4 51 55 45 11 58 69 31
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 25 31 69 - 15 15 85 < < < <
Students without Disabilities 13 67 79 21 4 61 65 35 11 67 78 22
Economically Disadvantaged 8 49 57 43 - 50 50 50 11 61 71 29
Not Economically Disadvantaged 17 73 90 10 8 52 60 40 9 61 70 30
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 19 63 82 18 5 61 66 34 12 63 76 24
Female 20 64 84 16 6 58 64 36 10 57 67 33
Male 18 62 79 21 5 64 68 32 14 68 82 18
American Indian < < < < < < < <
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 19 66 84 16 4 60 65 35 14 62 76 24
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 6 22 28 72 - 42 42 58
Students without Disabilities 20 68 87 13 5 73 78 22 16 70 86 14
Economically Disadvantaged 10 67 77 23 4 53 57 43 - 78 78 22
Not Economically Disadvantaged 28 59 87 13 7 73 80 20 19 55 74 26
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 11 63 74 26 9 72 82 18 4 63 67 33
Female 18 61 79 21 10 71 81 19 3 74 77 23
Male 3 66 68 32 9 74 82 18 5 53 58 43
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 9 66 74 26 9 75 85 15 4 59 64 36
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 19 25 75 < < < < 6 18 24 76
Students without Disabilities 12 75 87 13 7 77 84 16 3 76 79 21
Economically Disadvantaged 6 56 61 39 9 64 73 27 2 56 58 42
Not Economically Disadvantaged 15 70 85 15 9 79 88 12 6 74 81 19
Homeless < < < <
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 91 95 5 6 82 87 13 5 71 76 24
Female 5 95 100 0 9 86 95 5 9 78 87 13
Male 3 88 91 9 2 77 79 21 3 66 69 31
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 4 91 94 6 5 84 89 11 4 73 76 24
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 10 30 40 60
Students without Disabilities 4 92 96 4 6 87 94 6 4 79 83 17
Economically Disadvantaged - 94 94 6 3 84 87 13 - 71 71 29
Not Economically Disadvantaged 5 90 95 5 8 80 88 12 7 71 78 22
< = 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 15 58 73 27 19 59 78 22 8 45 53 47
Female 16 63 79 21 21 57 78 22 11 57 69 31
Male 14 54 68 32 16 63 79 21 6 35 41 59
American Indian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 15 57 72 28 18 61 79 21 7 45 52 48
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 12 35 47 53 27 9 36 64 4 4 8 92
Students without Disabilities 15 62 77 23 18 63 81 19 9 54 63 37
Economically Disadvantaged 5 58 64 36 9 55 65 35 6 37 43 57
Not Economically Disadvantaged 21 59 79 21 26 62 88 12 11 51 62 38
Homeless < < 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 10 49 59 41 19 49 68 32 6 38 45 55
Female 13 55 68 33 18 41 59 41 11 51 62 38
Male 8 43 50 50 21 59 79 21 2 27 29 71
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 9 47 57 43 18 52 70 30 4 38 43 57
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 7 36 43 57 < < < < 6 - 6 94
Students without Disabilities 11 52 62 38 17 54 70 30 7 49 56 44
Economically Disadvantaged 5 47 53 47 17 36 53 47 4 30 34 66
Not Economically Disadvantaged 14 50 64 36 21 60 81 19 10 52 61 39
Homeless < < 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 21 72 93 7 19 67 86 14 11 52 63 37
Female 22 78 100 0 24 69 93 7 13 67 79 21
Male 21 68 88 12 13 65 78 22 10 44 54 46
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 22 71 93 7 18 67 86 14 10 53 63 37
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 74 94 6 20 69 89 11 13 59 71 29
Economically Disadvantaged 6 82 88 12 3 74 76 24 10 55 65 35
Not Economically Disadvantaged 28 68 95 5 29 63 92 8 11 51 62 38
< = 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 12 60 71 29 10 54 64 36 9 73 82 18
Female 10 63 73 27 9 58 68 32 8 75 83 17
Male 13 57 69 31 11 51 62 38 10 71 81 19
American Indian < < < < < < < < < < 100 0
Black 13 58 71 29 15 42 58 42 13 67 80 20
Hispanic < < 100 0 8 62 69 31 - 82 82 18
Native Hawaiian < < 100 0 < < < < < < 100 0
White 11 59 70 30 10 55 65 35 9 73 82 18
Two or more races 8 77 85 15 8 54 62 38 7 67 73 27
Students with Disabilities 3 29 33 67 4 26 30 70 4 46 50 50
Students without Disabilities 13 65 78 22 11 59 71 29 10 78 87 13
Economically Disadvantaged 9 54 63 38 7 50 57 43 8 69 76 24
Not Economically Disadvantaged 15 65 80 20 14 59 73 27 10 77 86 14
English Learners < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
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 23 57 80 20 20 60 80 20 16 65 81 19
Female 17 66 83 17 32 44 76 24 13 58 71 29
Male 28 50 78 22 13 70 83 18 19 73 92 8
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 22 58 80 20 20 62 82 18 16 65 82 18
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 8 25 33 67 < < < < < < < <
Students without Disabilities 26 64 91 9 23 63 86 14 15 73 88 13
Economically Disadvantaged 16 58 74 26 15 60 75 25 19 65 84 16
Not Economically Disadvantaged 36 55 91 9 28 60 88 12 12 65 77 23
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 21 54 75 25 22 55 77 23 17 73 90 10
Female 18 46 64 36 15 67 81 19 5 89 95 5
Male 23 60 83 17 27 45 73 27 22 66 88 12
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < <
White 22 52 74 26 19 61 80 20 18 75 92 8
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 9 18 27 73 < < < <
Students without Disabilities 23 57 80 20 24 63 88 12 18 75 92 8
Economically Disadvantaged 16 47 63 37 19 54 73 27 14 68 82 18
Not Economically Disadvantaged 28 64 92 8 26 57 83 17 19 78 97 3
English Learners < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 40 52 48 11 56 67 33 9 76 84 16
Female 17 24 41 59 3 59 62 38 7 81 89 11
Male 6 55 61 39 18 53 71 29 10 71 81 19
Black < < 100 0 < < < < < < < <
White 13 35 48 52 13 55 67 33 8 81 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - - - 100 < < < < - 60 60 40
Students without Disabilities 14 49 63 37 13 61 73 27 10 79 90 10
Economically Disadvantaged 3 37 40 60 8 45 53 47 - 76 76 24
Not Economically Disadvantaged 24 44 68 32 16 72 88 12 15 76 91 9
Military Connected < < 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 11 70 81 19 19 58 76 24 13 69 82 18
Female 11 72 83 17 19 54 73 27 19 58 77 23
Male 12 67 79 21 18 61 79 21 9 77 86 14
Black < < 100 0 < < 100 0 < < 100 0
White 11 68 79 21 18 58 76 24 13 69 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 7 47 53 47 8 31 38 62 < < < <
Students without Disabilities 13 75 88 13 22 65 87 13 15 74 89 11
Economically Disadvantaged 8 65 73 27 6 65 71 29 18 61 79 21
Not Economically Disadvantaged 17 77 93 7 36 48 84 16 9 76 85 15
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 22 57 79 21 9 55 64 36 8 84 92 8
Female 19 64 83 17 6 64 70 30 14 71 86 14
Male 26 47 74 26 11 48 59 41 4 93 96 4
American Indian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 22 57 79 21 9 53 62 38 10 81 90 10
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 28 28 72 - 67 67 33
Students without Disabilities 23 61 84 16 12 63 75 25 11 89 100 0
Economically Disadvantaged 14 57 70 30 2 47 49 51 - 94 94 6
Not Economically Disadvantaged 31 56 87 13 20 67 87 13 13 77 90 10
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 63 64 36 4 63 67 33 2 55 57 43
Female - 66 66 34 - 74 74 26 3 68 71 29
Male 3 59 63 38 10 48 57 43 - 44 44 56
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 2 61 63 37 5 63 68 33 - 55 55 45
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 29 29 71 < < < < - 18 18 82
Students without Disabilities 2 74 76 24 - 70 70 30 2 69 71 29
Economically Disadvantaged 3 50 53 47 - 54 54 46 2 53 56 44
Not Economically Disadvantaged - 77 77 23 9 73 82 18 - 60 60 40
Homeless < < < <
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 73 77 23 10 66 75 25 - 87 87 13
Female 3 93 97 3 10 70 80 20 - 97 97 3
Male 5 59 63 37 9 62 71 29 - 77 77 23
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0
White 5 71 76 24 9 67 76 24 - 85 85 15
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 44 44 56 - 38 38 62 < < < <
Students without Disabilities 5 82 87 13 11 70 80 20 - 87 87 13
Economically Disadvantaged - 69 69 31 9 58 67 33 - 85 85 15
Not Economically Disadvantaged 7 76 83 17 10 72 82 18 - 89 89 11
Homeless < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 55 56 44 - 36 36 64 9 76 85 15
Female - 54 54 46 - 53 53 47 7 77 84 16
Male 3 55 58 43 - 24 24 76 11 75 86 14
American Indian < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White - 58 58 42 - 34 34 66 10 75 85 15
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < - 7 7 93 < < < <
Students without Disabilities 1 56 57 43 - 43 43 57 9 78 87 13
Economically Disadvantaged 3 45 48 52 - 22 22 78 4 74 78 22
Not Economically Disadvantaged - 60 60 40 - 45 45 55 11 77 88 12
Homeless < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 69 79 21 - 38 38 62 5 79 84 16
Female 8 79 88 13 - 30 30 70 - 90 90 10
Male 11 56 67 33 - 45 45 55 < < < <
American Indian < < < < < < 100 0
Black < < < <
Native Hawaiian < < < <
White 8 69 77 23 - 42 42 58 6 75 81 19
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 10 68 78 22 - 38 38 62 5 79 84 16
Economically Disadvantaged < < < < - 33 33 67 < < < <
Not Economically Disadvantaged 9 71 80 20 - 42 42 58 6 83 89 11
< = 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 5 70 75 25 12 70 82 18 9 67 76 24
Female 4 69 74 26 10 71 81 19 7 76 83 17
Male 5 71 76 24 14 70 83 17 11 59 70 30
American Indian < < < < < < < < < < 100 0
Black 8 67 75 25 7 71 79 21 - 75 75 25
Hispanic < < < < < < < < < < < <
White 5 70 74 26 13 70 83 17 9 67 76 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 46 49 51 3 50 53 47 4 29 33 67
Students without Disabilities 5 76 81 19 13 73 86 14 10 74 85 15
Economically Disadvantaged - 66 66 34 9 68 77 23 5 62 67 33
Not Economically Disadvantaged 8 73 81 19 15 72 87 13 13 71 84 16
Homeless < < < <
Military Connected < < 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 4 49 53 47 37 54 90 10 26 60 86 14
Female 4 44 48 52 34 52 86 14 15 74 89 11
Male 3 53 57 43 38 56 94 6 35 48 84 16
Black < < 100 0 < < < < < < 100 0
White 2 49 51 49 40 51 91 9 26 60 87 13
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 18 18 82 < < < < 10 40 50 50
Students without Disabilities 4 57 61 39 41 52 93 7 29 65 94 6
Economically Disadvantaged - 44 44 56 21 63 84 16 20 60 80 20
Not Economically Disadvantaged 8 56 64 36 60 40 100 0 30 61 91 9
Military Connected < < 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 6 76 81 19 3 63 66 34 2 60 62 38
Female - 70 70 30 - 65 65 35 3 69 72 28
Male 10 81 90 10 7 60 67 33 - 52 52 48
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 6 74 80 20 3 63 67 33 2 58 60 40
Two or more races < < 100 0 < < 100 0
Students with Disabilities 14 50 64 36 < < < < 6 19 25 75
Students without Disabilities 3 85 88 13 - 69 69 31 - 73 73 27
Economically Disadvantaged - 76 76 24 - 64 64 36 2 53 56 44
Not Economically Disadvantaged 10 76 86 14 6 63 69 31 - 75 75 25
Homeless < < < <
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 68 75 25 6 68 75 25 8 71 79 21
Female 11 70 81 19 10 67 77 23 7 76 83 17
Male 4 66 70 30 3 70 73 27 8 67 76 24
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0
White 8 68 76 24 7 68 75 25 7 72 79 21
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 54 54 46 - 50 50 50 - 27 27 73
Students without Disabilities 8 70 79 21 8 73 80 20 9 78 86 14
Economically Disadvantaged - 66 66 34 3 69 71 29 3 70 73 27
Not Economically Disadvantaged 11 69 80 20 11 68 79 21 10 72 83 17
Homeless < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 94 97 3 3 83 85 15 10 65 75 25
Female - 100 100 0 5 82 86 14 17 67 83 17
Male 6 88 94 6 - 83 83 17 < < < <
American Indian < < < <
Black < < 100 0
White 4 93 96 4 3 84 87 13 11 63 74 26
Two or more races < < 100 0
Students without Disabilities 3 94 97 3 3 83 85 15 10 65 75 25
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 4 96 100 0 3 84 88 13 13 63 75 25
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 3 74 77 23 7 80 87 13 2 80 82 18
Female 3 74 77 23 - 85 85 15 - 88 88 12
Male 3 74 77 23 12 76 88 12 6 67 72 28
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 3 74 77 23 7 80 87 13 3 82 84 16
Two or more races < < < < < < < <
Students with Disabilities - 50 50 50 < < < < < < < <
Students without Disabilities 4 83 88 13 7 84 92 8 3 86 89 11
Economically Disadvantaged - 75 75 25 9 74 83 17 - 68 68 32
Not Economically Disadvantaged 6 74 79 21 5 84 89 11 5 91 95 5
Homeless < < < <
< = 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 62 79 21 22 53 75 25 13 59 72 28
Female 12 64 76 24 17 55 72 28 8 59 67 33
Male 21 61 83 17 27 51 78 22 18 59 77 23
American Indian < < < < < < < < < < < <
Black 14 71 86 14 35 43 78 22 12 59 71 29
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < < < < < 100 0
White 17 62 79 21 22 54 76 24 14 58 72 28
Two or more races < < < < 27 45 73 27 < < < <
Students with Disabilities 9 44 53 47 7 34 41 59 6 38 44 56
Students without Disabilities 18 65 84 16 25 55 80 20 14 63 77 23
Economically Disadvantaged 7 66 73 27 17 51 68 32 10 52 62 38
Not Economically Disadvantaged 25 60 85 15 28 54 83 17 15 64 79 21
Homeless < < < <
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 16 67 84 16 10 69 79 21 3 67 70 30
Female 19 70 89 11 5 69 74 26 2 60 63 38
Male 15 65 80 20 13 69 83 17 4 73 77 23
American Indian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0
Native Hawaiian < < 100 0
White 16 68 84 16 10 72 82 18 3 66 69 31
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 40 40 60 < < < < - 50 50 50
Students without Disabilities 19 72 91 9 11 71 82 18 4 70 73 27
Economically Disadvantaged 6 83 89 11 - 71 71 29 - 70 70 30
Not Economically Disadvantaged 20 61 82 18 17 68 85 15 5 65 70 30
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 3 68 71 29 13 56 69 31 3 55 58 42
Female 4 52 56 44 8 50 58 42 - 60 60 40
Male 3 79 82 18 21 68 89 11 5 51 56 44
American Indian < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0
White 3 68 71 29 13 58 71 29 3 53 56 44
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 50 50 50 < < < < < < < <
Students without Disabilities 4 71 75 25 13 58 71 29 3 61 64 36
Economically Disadvantaged - 68 68 32 9 43 52 48 - 50 50 50
Not Economically Disadvantaged 6 68 74 26 16 66 81 19 7 63 70 30
Homeless < < < <
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 19 58 78 22 10 56 66 34 13 53 66 34
Female - 71 71 29 9 59 68 32 11 54 64 36
Male 32 50 82 18 10 54 64 36 16 53 68 32
American Indian < < 100 0 < < < <
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < <
Native Hawaiian < < < <
White 19 58 77 23 10 56 66 34 15 55 70 30
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 20 57 77 23 12 58 69 31 15 59 73 27
Economically Disadvantaged 20 50 70 30 - 65 65 35 6 38 44 56
Not Economically Disadvantaged 19 62 81 19 20 47 67 33 16 61 77 23
Homeless < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 89 89 11 4 60 65 35 8 77 85 15
Female - 100 100 0 - 63 63 37 < < < <
Male < < < < 10 57 67 33 < < 100 0
Black < < < <
Hispanic < < 100 0 < < 100 0
White - 88 88 13 5 63 68 32 8 77 85 15
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 100 100 0 5 66 70 30 8 77 85 15
Economically Disadvantaged < < < < - 68 68 32 < < < <
Not Economically Disadvantaged - 90 90 10 8 54 62 38 9 82 91 9
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 25 63 88 12 21 46 67 33 12 66 78 22
Female 15 73 88 12 16 50 66 34 14 45 59 41
Male 38 50 88 13 25 43 68 32 11 82 93 7
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 26 63 89 11 19 45 64 36 14 64 77 23
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < - 18 18 82 - 38 38 62
Students without Disabilities 26 63 89 11 27 54 81 19 16 76 92 8
Economically Disadvantaged 8 69 78 22 9 41 50 50 - 68 68 32
Not Economically Disadvantaged 41 57 97 3 40 53 93 7 19 65 84 16
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 24 46 69 31 49 39 88 12 45 47 91 9
Female 21 34 55 45 43 45 88 13 26 74 100 0
Male 27 57 83 17 55 34 89 11 54 33 87 13
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 46 69 31 48 40 88 12 45 47 92 8
Two or more races < < < < < < < <
Students with Disabilities 10 20 30 70 13 53 67 33 < < < <
Students without Disabilities 27 51 78 22 54 37 91 9 48 44 92 8
Economically Disadvantaged 11 49 60 40 45 39 84 16 54 27 81 19
Not Economically Disadvantaged 42 42 83 17 57 39 96 4 38 63 100 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--1
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 2017-20182018-20192019-2020
Pre-kindergarten253350
Kindergarten807262
Grade 1577061
Grade 2605765
Grade 3696055
Grade 4646355
Grade 5606067
Grade 6636263
Grade 7815262
Grade 8797857
Grade 9807780
Grade 10607481
Grade 111116075
Grade 125910062
Total Students948918895

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students948918895
Female446431410
Male502487485
American Indian1096
Black495146
Hispanic181720
Native Hawaiian112
White839805780
Two or more races313541
Students with Disabilities161172167
Students without Disabilities787746728
Economically Disadvantaged484400375
Not Economically Disadvantaged464518520
English Learners122
Not English Learners947916893
Military Connected222
< = 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 39 59 2 3 5 3
State 50715 36614 2715 1064 5504 1801
Female Division 26 28 1 0 1 3
State 27679 16161 917 351 2003 680
Male Division 13 31 1 3 4 0
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Black Division < < < < < <
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 35 55 1 2 4 2
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < < <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 7 24 2 1 2 2
State 10701 18162 1634 523 2867 1096
< = 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 Students111100901039355
Female595593559312
Male524587489248
American Indian<<<<<00
Black<<<<<<<
Hispanic<<<<<00
White999192939444
Two or more races<<100<10000
Students with Disabilities<<<<<<<
Economically Disadvantaged383387349025
< = 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 Taken26 / 8.02%14 / 4.52%55 / 17.68%
Advanced Placement Course Enrollment26 / 8.02%21 / 6.77%56 / 18.01%
Dual Enrollment50 / 15.43%64 / 20.65%56 / 18.01%
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 StudentsDivision593246
State85,89957,72533
FemaleDivision231726
State43,22531,59927
MaleDivision361558
State42,67426,12639
BlackDivision<<100
State18,86811,29840
WhiteDivision563145
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision19<100
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
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
NOCTI AssessmentsDivision172
 State3,6233,5254,095
Industry CertificationDivision376366
 State109,275104,601107,234
Workplace ReadinessDivision413242
 State42,31350,24144,892
Total Credentials EarnedDivision79102110
 State157,490160,248158,452
Students Earning One or More CredentialsDivision668493
 State126,113128,672126,041
CTE CompletersDivision483756
 State40,51641,43840,209
State LicensuresDivision---
 State2,2791,8812,231
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
2015-2016Division1,430.007,149.00926.00
State6,084.004,849.00812.00
2016-2017Division1,662.007,522.00997.00
State6,248.005,052.00871.00
2017-2018Division1,539.007,644.001,137.00
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 Students81911679611779179
Female385603746237243
Male434564225541936
American Indian6482<<
Asian<<----
Black435471481
Hispanic153136142
Native Hawaiian<<<<<<
White73010270210569270
Two or more races232253285
Students with Disabilities129251252012225
Economically Disadvantaged423803927533349
English Learners<<<<<<
Homeless--<<<<
< = 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 15
Disorderly or Disruptive Behavior Offenses 18
Other Offenses Against Persons 40
Property Offenses <
Weapons Offenses <
Offenses Against Student 10

< = 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 Indian11.11
Asian0.1----
Black4.925.26.75.64.1
Hispanic1.51.93.31.9
Native Hawaiian0.10.10.1
White89.596.188.586.787.789.8
Two or more races2.923.33.33.86.1
< = 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 Indian11.11
Asian0.1
Black4.95.2505.6
Hispanic1.51.91.9
Native Hawaiian0.10.10.1
White89.510088.55087.7
Two or more races2.93.33.8
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian11.11
Asian0.1----
Black4.95.25.6
Hispanic1.51.91.9
Native Hawaiian0.10.10.1
White89.588.587.7
Two or more races2.93.33.8
< = 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 49.956.962.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 28.832.833.2
< = 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 5648.653.5
< = 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: 12.44 : 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: 10.66 : 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

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
Division5.9%0%
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
2016-201746%48%1%5%
2017-201849%47%1%3%
2018-201947%49%1%3%
< = 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 Students76%75%73%75%
Asian--87%75%
Black81%77%60%75%
Hispanic<77%63%75%
White75%75%81%75%
Economically Disadvantaged70%67%62%75%
English Learners--53%75%
Students with Disabilities34%34%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 Students81%77%74%70%
Asian--89%70%
Black74%78%60%70%
Hispanic80%78%64%70%
White82%77%81%70%
Economically Disadvantaged77%68%63%70%
English Learners<<57%70%
Students with Disabilities43%36%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 Students76%
Asian-
Black77%
Hispanic<
White77%
Economically Disadvantaged68%
English Learners-
Students with Disabilities33%

< = 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 Students79%87%
Asian--
Black88%81%
Hispanic<<
White78%88%
Economically Disadvantaged75%82%
English Learners-<
Students with Disabilities52%56%

< = 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 Students82%84%84%
Asian-90%84%
Black<82%84%
Hispanic-81%84%
White84%86%84%
Economically Disadvantaged73%78%84%
English Learners-65%84%
Students with Disabilities57%56%84%

< = 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 Students9%11%9%10%
Asian--5%10%
Black2%5%9%10%
Hispanic13%21%9%10%
White9%12%9%10%
Economically Disadvantaged13%15%13%10%
English Learners<<8%10%
Students with Disabilities17%16%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%100%98%
Asian---
Black100%100%100%
Hispanic<100%<
White99%100%98%
Economically Disadvantaged99%100%98%
Not Economically Disadvantaged100%100%98%
English Learners-<-
Students with Disabilities97%99%91%
Students without Disabilities100%100%100%
Female100%100%99%
Male99%99%97%
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 32%
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 79%
State 81%
Buena Vista City Public Schools to top