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Buena Vista City Public Schools

General school information

Division: Buena Vista City Public Schools
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 70 60 30 14 74 60 26 11 75 64 25
Female 10 72 63 28 19 77 59 23 14 80 66 20
Male 10 68 58 32 11 72 61 28 9 70 61 30
American Indian < < < < < < < < < < < <
Black 11 56 44 44 19 76 57 24 10 71 61 29
Hispanic < 100 < 0 < 100 < 0 < < < <
White 10 71 61 29 14 75 61 25 11 76 64 24
Two or more races - 70 70 30 40 60 20 40 17 58 42 42
Students with Disabilities 8 32 24 68 6 29 24 71 6 29 24 71
Students without Disabilities 10 76 66 24 16 82 66 18 12 83 70 17
Economically Disadvantaged 7 61 53 39 11 66 55 34 9 69 60 31
Not Economically Disadvantaged 13 81 68 19 19 84 65 16 14 82 68 18
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 55 48 45 23 72 49 28 16 64 48 36
Female 7 62 55 38 21 79 59 21 24 72 48 28
Male 8 50 42 50 25 67 42 33 10 59 49 41
Black < < < < < 100 < 0 < < < <
White 8 59 51 41 20 72 52 28 17 66 48 34
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 8 50 42 50 < < < <
Students without Disabilities 8 59 51 41 26 77 51 23 18 70 52 30
Economically Disadvantaged 2 48 45 52 23 70 47 30 15 59 44 41
Not Economically Disadvantaged 16 68 52 32 23 77 55 23 16 72 56 28
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 63 53 37 21 70 49 30 22 85 63 15
Female 15 59 44 41 36 71 36 29 26 96 70 4
Male 4 69 65 31 9 69 60 31 18 76 58 24
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0
White 9 62 53 38 22 69 47 31 20 87 67 13
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 20 20 80 < < < < 9 36 27 64
Students without Disabilities 12 72 60 28 23 77 54 23 24 96 71 4
Economically Disadvantaged 8 56 49 44 16 63 47 37 16 89 73 11
Not Economically Disadvantaged 14 76 62 24 28 80 52 20 30 78 48 22
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 51 38 49 12 59 47 41 22 78 56 22
Female 17 61 44 39 17 59 41 41 28 83 55 17
Male 10 43 33 57 7 60 53 40 18 74 56 26
Black < < < < < 100 < 0 < < < <
White 11 51 40 49 11 57 46 43 25 76 51 24
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 13 20 7 80 - 9 9 91 < < < <
Students without Disabilities 13 59 46 41 15 71 56 29 25 82 57 18
Economically Disadvantaged 13 42 29 58 6 56 50 44 16 68 53 32
Not Economically Disadvantaged 12 69 58 31 20 64 44 36 32 92 60 8
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 75 57 25 11 70 58 30 3 54 51 46
Female 12 71 59 29 11 72 61 28 4 58 54 42
Male 25 81 56 19 12 67 56 33 3 52 48 48
American Indian < < < < < < < <
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 20 78 58 22 11 71 60 29 4 55 51 45
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < 6 31 25 69 - 15 15 85
Students without Disabilities 17 77 61 23 13 79 67 21 4 65 61 35
Economically Disadvantaged 14 68 54 32 8 57 49 43 - 50 50 50
Not Economically Disadvantaged 23 83 60 18 17 90 73 10 8 60 52 40
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 83 74 17 19 82 63 18 5 66 61 34
Female 8 81 73 19 20 84 64 16 6 64 58 36
Male 9 84 75 16 18 79 62 21 5 68 64 32
Black < 100 < 0 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 9 81 72 19 19 84 66 16 4 65 60 35
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 6 28 22 72
Students without Disabilities 8 87 78 13 20 87 68 13 5 78 73 22
Economically Disadvantaged 3 77 74 23 10 77 67 23 4 57 53 43
Not Economically Disadvantaged 13 87 74 13 28 87 59 13 7 80 73 20
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 70 61 30 11 74 63 26 9 82 72 18
Female 6 76 71 24 18 79 61 21 10 81 71 19
Male 12 65 53 35 3 68 66 32 9 82 74 18
American Indian < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 8 70 62 30 9 74 66 26 9 85 75 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 6 24 18 76 6 25 19 75 < < < <
Students without Disabilities 10 83 73 17 12 87 75 13 7 84 77 16
Economically Disadvantaged 8 68 59 32 6 61 56 39 9 73 64 27
Not Economically Disadvantaged 10 73 63 28 15 85 70 15 9 88 79 12
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 89 85 11 4 95 91 5 6 87 82 13
Female 5 91 86 9 5 100 95 0 9 95 86 5
Male 2 87 85 13 3 91 88 9 2 79 77 21
American Indian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
White 4 91 87 9 4 94 91 6 5 89 84 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 93 89 8 4 96 92 4 6 94 87 6
Economically Disadvantaged - 79 79 21 - 94 94 6 3 87 84 13
Not Economically Disadvantaged 5 95 89 5 5 95 90 5 8 88 80 12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 69 59 31 15 73 58 27 19 78 59 22
Female 10 76 66 24 16 79 63 21 21 78 57 22
Male 10 63 53 37 14 68 54 32 16 79 63 21
American Indian < 100 < 0 < < < <
Black - 50 50 50 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 12 69 58 31 15 72 57 28 18 79 61 21
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 4 28 24 72 12 47 35 53 27 36 9 64
Students without Disabilities 11 76 65 24 15 77 62 23 18 81 63 19
Economically Disadvantaged 6 62 56 38 5 64 58 36 9 65 55 35
Not Economically Disadvantaged 12 73 61 27 21 79 59 21 26 88 62 12
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 48 40 52 10 59 49 41 19 68 49 32
Female 4 63 59 37 13 68 55 33 18 59 41 41
Male 11 37 26 63 8 50 43 50 21 79 59 21
American Indian < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 9 48 40 52 9 57 47 43 18 70 52 30
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 6 19 13 81 7 43 36 57 < < < <
Students without Disabilities 8 57 49 43 11 62 52 38 17 70 54 30
Economically Disadvantaged 6 39 32 61 5 53 47 47 17 53 36 47
Not Economically Disadvantaged 9 56 47 44 14 64 50 36 21 81 60 19
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 83 72 17 21 93 72 7 19 86 67 14
Female 14 84 70 16 22 100 78 0 24 93 69 7
Male 10 82 73 18 21 88 68 12 13 78 65 22
American Indian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
White 14 84 70 16 22 93 71 7 18 86 67 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 13 87 74 13 20 94 74 6 20 89 69 11
Economically Disadvantaged 6 84 78 16 6 88 82 12 3 76 74 24
Not Economically Disadvantaged 14 83 68 17 28 95 68 5 29 92 63 8
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 69 58 31 12 71 60 29 10 64 54 36
Female 13 70 57 30 10 73 63 27 9 68 58 32
Male 9 67 59 33 13 69 57 31 11 62 51 38
American Indian < < < < < < < < < < < <
Black 13 65 52 35 13 71 58 29 15 58 42 42
Hispanic < 100 < 0 < 100 < 0 8 69 62 31
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 10 69 58 31 11 70 59 30 10 65 55 35
Two or more races 25 75 50 25 8 85 77 15 8 62 54 38
Students with Disabilities 7 20 13 80 3 33 29 67 4 30 26 70
Students without Disabilities 11 76 65 24 13 78 65 22 11 71 59 29
Economically Disadvantaged 8 61 54 39 9 63 54 38 7 57 50 43
Not Economically Disadvantaged 14 76 62 24 15 80 65 20 14 73 59 27
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 62 54 38 23 80 57 20 20 80 60 20
Female 10 45 34 55 17 83 66 17 32 76 44 24
Male 5 74 69 26 28 78 50 22 13 83 70 18
Black < < < < < < < < < 100 < 0
White 8 61 53 39 22 80 58 20 20 82 62 18
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < 8 33 25 67 < < < <
Students without Disabilities 8 67 59 33 26 91 64 9 23 86 63 14
Economically Disadvantaged 5 55 50 45 16 74 58 26 15 75 60 25
Not Economically Disadvantaged 12 73 62 27 36 91 55 9 28 88 60 12
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 65 40 35 21 75 54 25 22 77 55 23
Female 26 59 32 41 18 64 46 36 15 81 67 19
Male 23 73 50 27 23 83 60 17 27 73 45 27
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0
White 26 63 37 37 22 74 52 26 19 80 61 20
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 20 20 80 < < < < 9 27 18 73
Students without Disabilities 30 74 44 26 23 80 57 20 24 88 63 12
Economically Disadvantaged 15 59 44 41 16 63 47 37 19 73 54 27
Not Economically Disadvantaged 43 76 33 24 28 92 64 8 26 83 57 17
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 58 44 42 12 52 40 48 11 67 56 33
Female 14 64 50 36 17 41 24 59 3 62 59 38
Male 15 54 39 46 6 61 55 39 18 71 53 29
Black < < < < < 100 < 0 < < < <
White 13 58 46 42 13 48 35 52 13 67 55 33
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 13 20 7 80 - - - 100 < < < <
Students without Disabilities 15 68 53 32 14 63 49 37 13 73 61 27
Economically Disadvantaged 10 47 37 53 3 40 37 60 8 53 45 47
Not Economically Disadvantaged 23 81 58 19 24 68 44 32 16 88 72 12
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 87 70 13 11 81 70 19 19 76 58 24
Female 12 88 76 12 11 83 72 17 19 73 54 27
Male 22 86 64 14 12 79 67 21 18 79 61 21
American Indian < < < < < < < <
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 17 90 72 10 11 79 68 21 18 76 58 24
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < 7 53 47 47 8 38 31 62
Students without Disabilities 17 92 75 8 13 88 75 13 22 87 65 13
Economically Disadvantaged 14 86 73 14 8 73 65 27 6 71 65 29
Not Economically Disadvantaged 20 88 68 13 17 93 77 7 36 84 48 16
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 71 59 29 22 79 57 21 9 64 55 36
Female 11 67 56 33 19 83 64 17 6 70 64 30
Male 13 75 63 25 26 74 47 26 11 59 48 41
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 11 70 59 30 22 79 57 21 9 62 53 38
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < - 28 28 72
Students without Disabilities 10 75 64 25 23 84 61 16 12 75 63 25
Economically Disadvantaged 10 68 58 32 14 70 57 30 2 49 47 51
Not Economically Disadvantaged 14 73 59 27 31 87 56 13 20 87 67 13
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 48 47 52 1 64 63 36 4 67 63 33
Female - 57 57 43 - 66 66 34 - 74 74 26
Male 3 41 38 59 3 63 59 38 10 57 48 43
American Indian < 100 < 0 < < < <
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < < < <
White 2 45 44 55 2 63 61 37 5 68 63 33
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 18 12 82 - 29 29 71 < < < <
Students without Disabilities - 60 60 40 2 76 74 24 - 70 70 30
Economically Disadvantaged 3 38 34 63 3 53 50 47 - 54 54 46
Not Economically Disadvantaged - 60 60 40 - 77 77 23 9 82 73 18
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 69 69 31 4 77 73 23 10 75 66 25
Female - 79 79 21 3 97 93 3 10 80 70 20
Male - 59 59 41 5 63 59 37 9 71 62 29
American Indian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
White - 69 69 31 5 76 71 24 9 76 67 24
Students with Disabilities - 13 13 88 - 44 44 56 - 38 38 62
Students without Disabilities - 78 78 22 5 87 82 13 11 80 70 20
Economically Disadvantaged - 68 68 32 - 69 69 31 9 67 58 33
Not Economically Disadvantaged - 69 69 31 7 83 76 17 10 82 72 18
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 81 64 19 1 56 55 44 - 36 36 64
Female 32 87 55 13 - 54 54 46 - 53 53 47
Male 3 75 72 25 3 58 55 43 - 24 24 76
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0
White 15 81 66 19 - 58 58 42 - 34 34 66
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < - 7 7 93
Students without Disabilities 17 84 67 16 1 57 56 43 - 43 43 57
Economically Disadvantaged 6 82 76 18 3 48 45 52 - 22 22 78
Not Economically Disadvantaged 20 80 60 20 - 60 60 40 - 45 45 55
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 86 82 14 10 79 69 21 - 38 38 62
Female < < < < 8 88 79 13 - 30 30 70
Male - 88 88 13 11 67 56 33 - 45 45 55
Black < < < < < < < <
White - 89 89 11 8 77 69 23 - 42 42 58
Two or more races < 100 < 0 < 100 < 0
Students without Disabilities 5 86 82 14 10 78 68 22 - 38 38 62
Economically Disadvantaged < < < < < < < < - 33 33 67
Not Economically Disadvantaged 5 89 84 11 9 80 71 20 - 42 42 58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 73 66 27 5 75 70 25 12 82 70 18
Female 7 77 70 23 4 74 69 26 10 81 71 19
Male 7 70 63 30 5 76 71 24 14 83 70 17
American Indian < < < < < < < < < < < <
Black 8 46 38 54 8 75 67 25 7 79 71 21
Hispanic < 100 < 0 < < < < < < < <
White 7 74 67 26 5 74 70 26 13 83 70 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 2 27 24 73 4 49 46 51 3 53 50 47
Students without Disabilities 8 82 74 18 5 81 76 19 13 86 73 14
Economically Disadvantaged 4 64 60 36 - 66 66 34 9 77 68 23
Not Economically Disadvantaged 9 81 72 19 8 81 73 19 15 87 72 13
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 62 51 38 4 53 49 47 37 90 54 10
Female 11 72 61 28 4 48 44 52 34 86 52 14
Male 12 54 41 46 3 57 53 43 38 94 56 6
Black < < < < < 100 < 0 < < < <
White 11 62 51 38 2 51 49 49 40 91 51 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 7 20 13 80 - 18 18 82 < < < <
Students without Disabilities 13 73 60 27 4 61 57 39 41 93 52 7
Economically Disadvantaged 8 51 43 49 - 44 44 56 21 84 63 16
Not Economically Disadvantaged 19 85 65 15 8 64 56 36 60 100 40 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 66 64 34 6 81 76 19 3 66 63 34
Female - 58 58 42 - 70 70 30 - 65 65 35
Male 4 71 68 29 10 90 81 10 7 67 60 33
American Indian < 100 < 0 < < < <
Black < < < < < 100 < 0 < < < <
White 2 70 67 30 6 80 74 20 3 67 63 33
Students with Disabilities - 47 47 53 14 64 50 36 < < < <
Students without Disabilities 3 77 73 23 3 88 85 13 - 69 69 31
Economically Disadvantaged - 64 64 36 - 76 76 24 - 64 64 36
Not Economically Disadvantaged 5 68 63 32 10 86 76 14 6 69 63 31
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 80 73 20 7 75 68 25 6 75 68 25
Female 10 87 77 13 11 81 70 19 10 77 67 23
Male 6 74 69 26 4 70 66 30 3 73 70 27
American Indian < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < <
White 7 80 74 20 8 76 68 24 7 75 68 25
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < - 54 54 46 - 50 50 50
Students without Disabilities 9 90 81 10 8 79 70 21 8 80 73 20
Economically Disadvantaged - 73 73 27 - 66 66 34 3 71 69 29
Not Economically Disadvantaged 11 84 73 16 11 80 69 20 11 79 68 21
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 78 70 22 3 97 94 3 3 85 83 15
Female 5 77 73 23 - 100 100 0 5 86 82 14
Male 13 79 67 21 6 94 88 6 - 83 83 17
American Indian < 100 < 0 < < < <
Black < < < <
Hispanic < 100 < 0
White 8 80 73 20 4 96 93 4 3 87 84 13
Students without Disabilities 9 78 70 22 3 97 94 3 3 85 83 15
Economically Disadvantaged 15 62 46 38 < < < < < < < <
Not Economically Disadvantaged 6 85 79 15 4 100 96 0 3 88 84 13
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 79 76 21 3 77 74 23 7 87 80 13
Female 5 84 79 16 3 77 74 23 - 85 85 15
Male 3 75 73 25 3 77 74 23 12 88 76 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 4 80 76 20 3 77 74 23 7 87 80 13
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < - 50 50 50 < < < <
Students without Disabilities 4 87 83 13 4 88 83 13 7 92 84 8
Economically Disadvantaged - 78 78 22 - 75 75 25 9 83 74 17
Not Economically Disadvantaged 7 80 74 20 6 79 74 21 5 89 84 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 78 63 22 17 79 62 21 22 75 53 25
Female 10 74 64 26 12 76 64 24 17 72 55 28
Male 19 81 62 19 21 83 61 17 27 78 51 22
American Indian < 100 < 0 < < < < < < < <
Black 9 45 36 55 14 86 71 14 35 78 43 22
Hispanic < 100 < 0 < 100 < 0 < < < <
White 15 78 63 22 17 79 62 21 22 76 54 24
Two or more races < 100 < 0 < < < < 27 73 45 27
Students with Disabilities 8 49 41 51 9 53 44 47 7 41 34 59
Students without Disabilities 15 82 66 18 18 84 65 16 25 80 55 20
Economically Disadvantaged 9 71 61 29 7 73 66 27 17 68 51 32
Not Economically Disadvantaged 18 82 64 18 25 85 60 15 28 83 54 17
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 80 69 20 16 84 67 16 10 79 69 21
Female 8 80 73 20 19 89 70 11 5 74 69 26
Male 13 80 67 20 15 80 65 20 13 83 69 17
American Indian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic < 100 < 0
White 11 79 68 21 16 84 68 16 10 82 72 18
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 30 30 70 - 40 40 60 < < < <
Students without Disabilities 12 87 75 13 19 91 72 9 11 82 71 18
Economically Disadvantaged 7 68 61 32 6 89 83 11 - 71 71 29
Not Economically Disadvantaged 12 86 74 14 20 82 61 18 17 85 68 15
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 66 59 34 3 71 68 29 13 69 56 31
Female 4 63 59 37 4 56 52 44 8 58 50 42
Male 10 68 58 32 3 82 79 18 21 89 68 11
American Indian < 100 < 0 < < < <
Black < < < < < 100 < 0 < < < <
Hispanic < 100 < 0 < < < <
White 8 65 57 35 3 71 68 29 13 71 58 29
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 45 45 55 - 50 50 50 < < < <
Students without Disabilities 9 70 62 30 4 75 71 25 13 71 58 29
Economically Disadvantaged - 56 56 44 - 68 68 32 9 52 43 48
Not Economically Disadvantaged 13 74 61 26 6 74 68 26 16 81 66 19
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 80 62 20 19 78 58 22 10 66 56 34
Female 16 78 62 22 - 71 71 29 9 68 59 32
Male 21 83 63 17 32 82 50 18 10 64 54 36
American Indian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < <
White 16 81 65 19 19 77 58 23 10 66 56 34
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 18 81 63 19 20 77 57 23 12 69 58 31
Economically Disadvantaged - 81 81 19 20 70 50 30 - 65 65 35
Not Economically Disadvantaged 25 79 54 21 19 81 62 19 20 67 47 33
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 74 63 26 - 89 89 11 4 65 60 35
Female - 54 54 46 - 100 100 0 - 63 63 37
Male 16 84 68 16 < < < < 10 67 57 33
White 11 73 62 27 - 88 88 13 5 68 63 32
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 11 77 66 23 - 100 100 0 5 70 66 30
Economically Disadvantaged 6 61 56 39 < < < < - 68 68 32
Not Economically Disadvantaged 15 85 70 15 - 90 90 10 8 62 54 38
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 85 63 15 25 88 63 12 21 67 46 33
Female 11 81 69 19 15 88 73 12 16 66 50 34
Male 35 90 55 10 38 88 50 13 25 68 43 32
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 24 86 62 14 26 89 63 11 19 64 45 36
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < - 18 18 82
Students without Disabilities 25 88 63 12 26 89 63 11 27 81 54 19
Economically Disadvantaged 20 83 63 17 8 78 69 22 9 50 41 50
Not Economically Disadvantaged 24 86 62 14 41 97 57 3 40 93 53 7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 91.04 State: 89.72 Division: 86.21 State: 88.34 Division: 87.18 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten262533
Kindergarten638072
Grade 1625770
Grade 2666057
Grade 3666960
Grade 4686463
Grade 5606060
Grade 6796362
Grade 7758152
Grade 8707978
Grade 9648077
Grade 101086074
Grade 116111160
Grade 129159100
Total Students959948918
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students959948918
Female454446431
Male505502487
American Indian10109
Asian1
Black474951
Hispanic141817
Native Hawaiian111
White858839805
Two or more races283135
Students with Disabilities144161172
Students without Disabilities815787746
Economically Disadvantaged459484400
Not Economically Disadvantaged500464518
English Learners112
Not English Learners958947916
Homeless12
Military Connected222
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 20 39 3 1 5 3
State 50983 36022 2734 1046 5399 1777
Female Division 12 11 0 0 1 0
State 27838 15824 920 366 1921 654
Male Division 8 28 3 1 4 3
State 23145 20198 1814 680 3478 1123
Black Division < < < < < <
State 7955 11092 1113 243 1359 742
White Division 19 37 3 1 4 2
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 0 8 3 0 2 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 4 15 1 0 3 2
State 10704 17348 1682 460 2637 1090
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students716287.36388.757
Female242395.82395.814.2
Male4739834085.148.5
Black0<<<<<<
White665989.46090.946.1
Two or more races0<100<10000
Students with Disabilities131184.61184.6215.4
Economically Disadvantaged2520802080312
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken19 / 5.54%26 / 8.02%14 / 4.52%
Advanced Placement Course Enrollment18 / 5.25%26 / 8.02%21 / 6.77%
Dual Enrollment50 / 14.58%50 / 15.43%64 / 20.65%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 57 27 53
State 82483 57560 30
Female Division 25 14 44
State 41546 31230 25
Male Division 32 13 59
State 40937 26330 36
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 51 25 51
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 16 < 100
State 23516 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision417
 State413936233479
Industry CertificationDivision613763
 State99894109275103743
Workplace ReadinessDivision154132
 State307754231349889
Total Credentials EarnedDivision8079102
 State137248157490158954
Students Earning One or More CredentialsDivision746684
 State109089126113127648
CTE CompletersDivision454837
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 60 90 36 40%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 64 83 34 41%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 55 92 19 20.7%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.6 69.1 68.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20152,406.007,078.00687.00
2015-20161,499.007,081.00926.00
2016-20171,747.007,437.00997.00

Statewide Per-Pupil Spending

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

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

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students810158819116793117
Female384753856037362
Male426834345642055
American Indian576482
Black436435471
Hispanic102153136
Native Hawaiian<<<<<<
White731140730102699105
Two or more races203232253
Students with Disabilities111251292512520
Economically Disadvantaged3921044238038975
English Learners<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 54
Disorderly or Disruptive Behavior Offenses 14
Alcohol, Tobacco, and Other Drug Offenses 11
Offenses Against Student 16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian1.0431.055
Asian0.104
Black4.9011.965.1696.67
Hispanic1.461.8993.33
Native Hawaiian0.1040.105
White89.46896.0888.50286.67
Two or more races2.921.963.273.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian1.0431.055
Asian0.104
Black4.9015.16950
Hispanic1.461.899
Native Hawaiian0.1040.105
White89.46810088.50250
Two or more races2.923.27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian1.0431.055
Asian0.104
Black4.9015.169
Hispanic1.461.899
Native Hawaiian0.1040.105
White89.46888.502
Two or more races2.923.27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 50.951.3949.9
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 33.8932.528.78
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 60.7158.0355.9
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.61 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.26 : 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
Teachers Not Properly 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 - 2.1% 5.4% 10.4% 8.1% 2.1%
High Poverty - 6.3% 5.4% 12.5% 8.1% -
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%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201646%51%0%3%
2016-201746%48%1%5%
2017-201849%47%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = 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 Students74%72%73%75%
Asian--87%75%
Black78%69%60%75%
Hispanic<76%63%75%
White75%73%81%75%
Economically Disadvantaged66%63%62%75%
English Learners<<53%75%
Students with Disabilities31%33%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 Students75%73%74%70%
Asian--89%70%
Black77%77%60%70%
Hispanic60%78%64%70%
White76%73%81%70%
Economically Disadvantaged64%63%63%70%
English Learners<<57%70%
Students with Disabilities34%32%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 Students85%
Asian-
Black85%
Hispanic<
White86%
Economically Disadvantaged77%
English Learners<
Students with Disabilities55%

< = 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 Students75%77%
Asian--
Black89%83%
Hispanic<<
White76%77%
Economically Disadvantaged72%69%
English Learners<<
Students with Disabilities49%48%

< = 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 Students87%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White86%86%84%
Economically Disadvantaged86%78%84%
English Learners-65%84%
Students with Disabilities<56%84%

< = 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 Students13%14%9%10%
Asian--5%10%
Black2%8%9%10%
Hispanic32%22%9%10%
White13%14%9%10%
Economically Disadvantaged16%18%13%10%
English Learners<<8%10%
Students with Disabilities14%16%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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 Students97%99%98%
Asian---
Black93%93%93%
Hispanic<100%<
White98%100%98%
Economically Disadvantaged98%100%98%
Not Economically Disadvantaged97%99%97%
English Learners<<<
Students with Disabilities89%96%92%
Students without Disabilities99%100%98%
Female100%100%99%
Male95%98%96%
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).
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