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

Carroll County Public Schools

General school information

Division: Carroll County Public Schools
Address: 605-9 Pine St Hillsville, VA 24343
Superintendent: Dr. Shirley A. Perry
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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

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 20 84 64 16 17 81 64 19 18 81 63 19
Female 19 83 65 17 15 81 66 19 17 83 66 17
Male 22 85 63 15 19 81 62 19 19 80 61 20
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 17 92 75 8
Hispanic 15 86 71 14 17 80 63 20 15 78 64 22
White 21 84 63 16 17 81 64 19 18 81 63 19
Two or more races 26 91 65 9 14 79 64 21 15 85 70 15
Students with Disabilities 8 54 46 46 4 49 44 51 5 50 45 50
Economically Disadvantaged 14 79 65 21 12 76 64 24 13 75 63 25
English Learners 14 76 62 24 14 83 69 17 21 79 57 21
Migrant < < < < < < < < < < < <
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 13 88 75 12 9 84 75 16 13 84 71 16
Female 13 83 70 17 8 80 72 20 12 85 73 15
Male 13 92 78 8 10 89 79 11 15 84 69 16
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < 15 77 62 23 - 92 92 8
White 13 88 74 12 9 85 76 15 14 83 69 17
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 50 50 50 - 43 43 57 - 54 54 46
Economically Disadvantaged 10 80 70 20 8 80 73 20 7 77 70 23
English Learners < < < < < < < < < < < <
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 15 89 74 11 15 89 74 11 7 74 67 26
Female 13 91 78 9 13 91 78 9 4 77 72 23
Male 17 86 70 14 16 87 70 13 9 71 62 29
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0
Hispanic 31 88 56 13 12 100 88 0 - 61 61 39
White 14 89 75 11 14 88 74 12 8 74 67 26
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 5 60 56 40 2 65 63 35 - 42 42 58
Economically Disadvantaged 11 88 77 12 13 88 75 12 5 68 63 32
English Learners < < < < < 100 < 0 < < < <
Migrant < < < < < 100 < 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 69 55 31 19 73 54 27 13 82 69 18
Female 12 66 55 34 17 77 59 23 14 81 67 19
Male 16 71 55 29 22 69 47 31 13 84 71 16
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0
Hispanic - 71 71 29 19 69 50 31 5 80 75 20
White 15 69 54 31 19 73 54 27 14 82 68 18
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 32 32 68 5 27 23 73 4 57 53 43
Economically Disadvantaged 5 58 54 42 11 62 52 38 9 75 66 25
English Learners < < < < < < < < < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 74 69 26 4 62 58 38 7 62 55 38
Female 10 62 52 38 - 45 45 55 9 55 45 45
Male 3 81 78 19 7 73 67 27 6 67 61 33
Black < < < <
Hispanic < 100 < 0 < < < < < < < <
White 6 74 69 26 4 61 57 39 4 64 60 36
Two or more races < 100 < 0 < < < <
Students with Disabilities - 36 36 64 - 33 33 67 - 50 50 50
Economically Disadvantaged 3 72 69 28 - 56 56 44 6 53 47 47
English Learners < 100 < 0 < 100 < 0 < < < <
Migrant < 100 < 0
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 31 86 55 14 17 82 64 18 20 81 61 19
Female 32 86 54 14 16 82 67 18 20 85 65 15
Male 30 86 56 14 19 81 62 19 19 77 58 23
Black < 100 < 0 < < < < < < < <
Hispanic 21 86 64 14 10 85 75 15 13 79 67 21
White 31 86 54 14 18 81 63 19 20 81 61 19
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 12 57 45 43 - 50 50 50 5 39 34 61
Economically Disadvantaged 18 78 60 22 10 77 66 23 14 75 62 25
English Learners < < < < < 100 < 0 < 100 < 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 92 58 8 27 81 55 19 36 87 51 13
Female 26 93 67 7 24 82 58 18 32 88 57 12
Male 40 91 50 9 29 81 52 19 41 86 45 14
Black < 100 < 0 < 100 < 0
Hispanic 18 100 82 0 29 71 43 29 53 89 37 11
White 36 92 56 8 27 82 55 18 35 87 52 13
Two or more races < 100 < 0 < < < <
Students with Disabilities 24 73 49 27 6 48 42 52 9 53 44 47
Economically Disadvantaged 26 89 63 11 19 77 58 23 28 84 56 16
English Learners < 100 < 0 < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 88.85 State: 89.72 Division: 86.38 State: 88.34 Division: 88.21 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division022
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten144146137
Kindergarten261290288
Grade 1262247271
Grade 2288266263
Grade 3287292257
Grade 4281285287
Grade 5285286289
Grade 6300284281
Grade 7275315282
Grade 8297274306
Grade 9294294276
Grade 10308290294
Grade 11271264259
Grade 12283274272
Total Students3,8363,8073,762
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 Students383638073762
Female184918521823
Male198719551939
American Indian1098
Asian121211
Black192524
Hispanic255275264
White349834413407
Two or more races424548
Students with Disabilities644653656
Not Students with Disabilities319231543106
Economically Disadvantaged209922232213
Not Economically Disadvantaged173715841549
English Learners167164162
Not English Learners366936433600
Migrant111112
Homeless193030
Foster Care242935
Military Connected303657
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 140 107 14 3 16 6
State 50979 36013 2733 1046 5404 1786
Female Division 91 39 7 0 3 0
State 27837 15823 920 366 1922 656
Male Division 49 68 7 3 13 6
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division < < < < < <
State 7955 11090 1111 244 1359 744
Hispanic Division 9 4 0 1 2 0
State 5086 5583 317 105 2172 323
White Division 129 100 13 2 13 5
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 5 19 14 0 11 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 66 64 11 3 12 4
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
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 Students28626191.326492.3165.6
Female14013797.913797.932.1
Male14612484.912787138.9
American Indian0<100<10000
Asian0<100<10000
Black0<<<<<<
Hispanic161381.31487.5212.5
White26224292.424493.1135
Two or more races0<100<10000
Students with Disabilities493877.63877.61122.4
Economically Disadvantaged16014188.114490127.5
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<100<10000
Military Connected0<100<10000
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 Taken9 / .77%1 / .09%2 / .18%
Advanced Placement Course Enrollment10 / .85%3 / .26%2 / .18%
Dual Enrollment561 / 47.95%498 / 43.08%423 / 37.7%
Governor’s School Enrollment3 / .26%3 / .26%1 / .09%
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 263 139 47
State 82482 57560 30
Female Division 122 74 39
State 41546 31230 25
Male Division 141 65 54
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 13 < 100
State 8547 5341 38
White Division 242 131 46
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 26 < 100
State 5986 3008 50
Economically Disadvantaged Division 112 45 60
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision272722
 State413936233471
State LicensuresDivision144019
 State179019641412
Industry CertificationDivision261293315
 State100544109590103892
Workplace ReadinessDivision223266260
 State307754231350242
Total Credentials EarnedDivision525626616
 State137248157490159017
Students Earning One or More CredentialsDivision372436398
 State109089126113127744
CTE CompletersDivision194173208
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 12 15 9 60%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
66.4 65.1 65

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,512.006,169.001,131.00
2015-20163,373.006,231.001,032.00
2016-20173,493.006,689.001,151.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students35292441011103587231737434742447610135361877187
Female17021125355171510940291672123344516981014048
Male1827132485518721223345180212142561838863139
American Indian9610701370129021
Asian11001131201210012000
Black18216183022011324111
Hispanic2241847232118523316632581624
White32282139296327621260633164225668931911686379
Two or more races39530414213812442232
Students with Disabilities529541615572591216553562227595531521
Economically Disadvantaged19842058788200419764622003192658320811566273
English Learners1365201265321537021601002
Homeless30804289223052440626
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 38
Offenses Against Staff <
Weapons Offenses 10
Property Offenses <
All Other Offenses 17
Other Offenses Against Persons 86
Disorderly or Disruptive Behavior Offenses 113
Alcohol, Tobacco, and Other Drug Offenses 91
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2820.2610.2360.34
Asian0.3080.250.3130.50.315
Black0.5380.740.4951.010.6571.69
Hispanic6.3043.926.6483.277.2247.46
Native Hawaiian
White91.4490.6991.18993.4790.38688.81
Two or more races1.1284.411.0951.761.1821.69
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2820.2610.236
Asian0.3080.3130.315
Black0.5380.4950.657
Hispanic6.3046.6487.224
Native Hawaiian
White91.4491.18990.386
Two or more races1.1281.0951.182
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2820.2610.236
Asian0.3080.3130.315
Black0.5380.4950.657
Hispanic6.3046.6487.224
Native Hawaiian
White91.4410091.18990.386100
Two or more races1.1281.0951.182
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 57.8957.0156.05
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 50.3350.750.49
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 80.0880.0977.35
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: 14.39 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 8.31 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional1%1%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201644%52%1%3%
2016-201744%53%1%2%
2017-201845%51%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Carroll County Public Schools to top