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Charlottesville City Public Schools

General school information

Division: Charlottesville City Public Schools
Address: 1562 Dairy Rd Charlottesville, VA 22903-1304
Superintendent: Dr. Rosa S. Atkins
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


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 22 76 54 24 21 75 54 25 20 71 50 29
Female 25 78 53 22 23 78 55 22 22 74 51 26
Male 19 73 54 27 19 73 53 27 18 67 49 33
American Indian < 100 < 0 < < < < < < < <
Asian 36 80 43 20 25 75 50 25 19 70 51 30
Black 4 57 54 43 4 57 53 43 4 50 46 50
Hispanic 11 74 63 26 14 73 59 27 11 70 59 30
White 39 91 52 9 37 92 55 8 38 89 51 11
Two or more races 23 78 55 22 23 76 53 24 22 74 52 26
Students with Disabilities 9 42 33 58 6 39 33 61 6 33 26 67
Economically Disadvantaged 8 62 54 38 8 59 51 41 5 54 48 46
English Learners 15 66 51 34 14 68 54 32 2 56 54 44
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 20 71 51 29 22 73 51 27 20 63 43 37
Female 21 73 52 27 24 77 53 23 20 63 43 37
Male 19 69 50 31 20 69 50 31 20 62 42 38
Asian 42 79 37 21 39 87 48 13 26 74 48 26
Black 4 52 47 48 8 53 45 47 3 38 36 62
Hispanic 10 76 66 24 25 73 48 27 15 61 46 39
White 33 87 53 13 29 90 61 10 40 88 48 12
Two or more races 26 79 53 21 32 63 32 37 13 58 45 42
Students with Disabilities 13 36 23 64 9 42 33 58 7 31 24 69
Economically Disadvantaged 8 55 47 45 10 52 42 48 5 45 40 55
English Learners 22 73 51 27 20 65 45 35 6 52 46 48
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 25 79 55 21 24 76 52 24 24 73 49 27
Female 26 83 58 17 26 79 53 21 27 79 52 21
Male 24 76 52 24 21 72 51 28 21 67 47 33
Asian 29 82 53 18 35 76 41 24 15 75 60 25
Black 4 63 59 37 2 60 57 40 3 52 49 48
Hispanic 13 85 72 15 12 76 63 24 14 72 58 28
White 44 88 45 12 44 90 46 10 43 90 47 10
Two or more races 21 82 61 18 37 79 42 21 45 80 35 20
Students with Disabilities 14 56 42 44 6 34 28 66 7 32 25 68
Economically Disadvantaged 6 71 65 29 8 59 51 41 7 54 47 46
English Learners 10 82 72 18 15 75 60 25 2 61 59 39
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 25 68 43 32 20 70 50 30 23 62 39 38
Female 33 72 39 28 21 73 53 27 28 65 37 35
Male 17 64 47 36 19 68 48 32 18 59 41 41
Asian 43 76 33 24 7 47 40 53 12 59 47 41
Black 4 48 44 52 4 53 48 47 7 43 36 57
Hispanic 13 68 55 32 9 69 60 31 8 58 50 43
White 54 90 36 10 40 87 47 13 47 85 38 15
Two or more races 19 71 52 29 19 81 62 19 26 63 37 37
Students with Disabilities 8 33 25 67 5 38 33 62 7 25 18 75
Economically Disadvantaged 9 54 46 46 3 55 52 45 5 46 41 54
English Learners 15 67 52 33 - 62 62 38 2 49 47 51
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 27 71 45 29 21 74 53 26 14 75 61 25
Female 29 74 45 26 23 74 51 26 15 79 65 21
Male 25 69 44 31 19 74 55 26 14 71 57 29
Asian 44 83 39 17 21 74 53 26 - 64 64 36
Black 4 47 43 53 5 51 47 49 3 55 52 45
Hispanic 10 61 52 39 10 77 67 23 7 76 69 24
White 47 91 43 9 44 99 55 1 30 90 61 10
Two or more races 25 75 50 25 20 80 60 20 11 94 83 6
Students with Disabilities 3 34 32 66 8 37 29 63 5 34 29 66
Economically Disadvantaged 13 51 38 49 8 60 52 40 2 63 61 37
English Learners 12 50 38 50 12 74 62 26 - 67 67 33
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 23 82 59 18 21 75 53 25 19 74 55 26
Female 30 86 57 14 21 72 51 28 23 77 54 23
Male 17 78 62 22 22 78 56 22 15 72 57 28
Asian 41 88 47 12 33 83 50 17 32 53 21 47
Black 2 69 66 31 5 51 46 49 4 61 57 39
Hispanic 3 73 70 27 17 81 64 19 7 80 73 20
White 42 97 55 3 35 91 57 9 39 92 53 8
Two or more races 25 69 44 31 24 76 53 24 15 85 69 15
Students with Disabilities 6 51 46 49 - 39 39 61 8 43 35 57
Economically Disadvantaged 7 71 64 29 12 59 47 41 6 61 55 39
English Learners 13 57 43 43 23 79 56 21 3 52 48 48
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 20 68 49 32 21 71 50 29 18 63 46 37
Female 23 75 52 25 23 73 50 27 18 66 48 34
Male 16 62 45 38 18 69 50 31 18 61 43 39
Asian 64 82 18 18 20 65 45 35 29 86 57 14
Black 4 48 44 52 2 55 52 45 1 35 34 65
Hispanic 15 67 52 33 11 50 39 50 8 64 56 36
White 31 85 54 15 41 94 52 6 32 81 49 19
Two or more races 21 79 58 21 8 67 58 33 21 68 47 32
Students with Disabilities 7 31 24 69 10 40 30 60 - 26 26 74
Economically Disadvantaged 8 50 42 50 7 53 46 47 5 45 40 55
English Learners 35 45 10 55 14 38 24 62 - 49 49 51
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 16 89 74 11 17 94 77 6 24 95 71 5
Female 17 88 71 12 19 98 79 2 24 95 72 5
Male 14 91 76 9 13 88 75 12 24 94 69 6
Asian - 68 68 32 10 100 90 0 < 100 < 0
Black 2 80 78 20 2 88 86 12 5 82 77 18
Hispanic 13 87 74 13 11 94 83 6 28 100 72 0
White 26 97 72 3 28 96 68 4 32 99 67 1
Two or more races 21 93 71 7 < 100 < 0 < < < <
Students with Disabilities 13 63 50 38 < < < < 15 62 46 38
Economically Disadvantaged 3 82 79 18 3 90 86 10 10 84 74 16
English Learners - 62 62 38 7 100 93 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

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 22 73 51 27 32 81 50 19 37 81 43 19
Female 27 79 52 21 33 84 52 16 44 84 39 16
Male 16 66 50 34 30 78 47 22 30 77 48 23
Asian 7 70 63 30 19 81 62 19 53 82 29 18
Black 3 55 52 45 8 64 56 36 9 53 44 47
Hispanic 20 72 52 28 19 74 55 26 18 80 62 20
White 41 89 49 11 50 94 44 6 55 95 41 5
Two or more races 32 86 54 14 40 85 45 15 32 74 42 26
Students with Disabilities 6 28 22 72 15 49 34 51 9 31 22 69
Economically Disadvantaged 6 58 52 42 8 62 54 38 12 56 45 44
English Learners - 49 49 51 10 55 45 45 4 58 54 42
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 20 67 47 33 16 69 53 31 24 69 45 31
Female 25 74 48 26 17 72 55 28 27 73 46 27
Male 15 61 46 39 15 66 50 34 20 64 44 36
Asian < < < < 12 71 59 29 40 80 40 20
Black 4 48 44 52 4 51 47 49 5 40 35 60
Hispanic 20 64 44 36 4 50 46 50 13 68 55 32
White 35 85 49 15 32 89 58 11 40 91 52 9
Two or more races 26 84 58 16 18 73 55 27 25 65 40 35
Students with Disabilities 7 27 20 73 10 32 23 68 3 24 22 76
Economically Disadvantaged 5 47 41 53 4 49 45 51 8 46 38 54
English Learners - 17 17 83 3 42 39 58 6 56 50 44
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 23 77 55 23 48 94 47 6 52 93 42 7
Female 28 84 55 16 46 95 49 5 61 94 33 6
Male 17 70 54 30 50 94 44 6 41 93 52 7
Asian 5 73 68 27 < 100 < 0 < < < <
Black 2 61 58 39 15 85 70 15 15 77 62 23
Hispanic 21 79 59 21 33 96 63 4 26 100 74 0
White 45 93 48 7 66 97 32 3 65 98 33 2
Two or more races < < < < < 100 < 0 45 91 45 9
Students with Disabilities 4 29 25 71 30 100 70 0 < < < <
Economically Disadvantaged 6 66 60 34 16 88 72 13 20 77 57 23
English Learners - 60 60 40 < 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

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 19 77 59 23 18 75 57 25 19 71 52 29
Female 19 80 61 20 19 78 58 22 18 72 55 28
Male 19 75 56 25 16 72 56 28 20 69 49 31
American Indian < 100 < 0 < < < < < < < <
Asian 25 84 59 16 22 89 68 11 23 82 59 18
Black 4 61 57 39 3 55 52 45 3 50 47 50
Hispanic 9 77 68 23 9 75 66 25 9 70 61 30
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 34 92 58 8 33 91 58 9 35 87 52 13
Two or more races 22 78 56 22 23 75 52 25 19 72 53 28
Students with Disabilities 7 44 37 56 6 39 33 61 7 37 30 63
Economically Disadvantaged 5 66 60 34 5 61 56 39 5 56 51 44
English Learners 9 75 66 25 7 73 66 27 6 67 61 33
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 21 76 55 24 17 73 56 27 18 62 44 38
Female 20 79 59 21 17 79 62 21 13 61 48 39
Male 21 72 51 28 18 68 50 32 23 63 41 37
Asian 26 79 53 21 29 83 54 17 29 79 50 21
Black 4 60 57 40 2 45 43 55 1 33 31 67
Hispanic 15 80 65 20 13 73 60 27 5 66 61 34
White 38 88 51 12 28 95 66 5 38 89 51 11
Two or more races 21 84 63 16 26 74 47 26 16 61 45 39
Students with Disabilities 9 39 30 61 5 43 38 57 2 30 28 70
Economically Disadvantaged 4 62 58 38 3 52 49 48 3 45 42 55
English Learners 12 80 67 20 11 63 52 37 6 64 58 36
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 28 85 57 15 25 77 51 23 32 75 43 25
Female 25 86 60 14 25 79 54 21 31 75 44 25
Male 31 85 54 15 26 75 48 25 33 76 43 24
Asian 44 88 44 13 28 83 56 17 40 80 40 20
Black 7 71 64 29 6 59 53 41 8 54 46 46
Hispanic 15 91 76 9 15 76 61 24 24 78 53 22
White 45 94 50 6 42 91 49 9 52 92 39 8
Two or more races 37 81 44 19 53 89 37 11 45 85 40 15
Students with Disabilities 14 64 50 36 12 35 23 65 13 46 32 54
Economically Disadvantaged 10 80 69 20 7 60 54 40 11 61 50 39
English Learners 14 88 73 12 9 74 65 26 14 69 56 31
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 8 60 52 40 9 62 52 38 8 52 44 48
Female 10 62 52 38 8 65 58 35 5 54 48 46
Male 7 58 51 42 11 58 47 42 10 50 40 50
Asian 13 69 56 31 17 58 42 42 23 54 31 46
Black 4 49 45 51 4 49 45 51 3 41 38 59
Hispanic 7 56 48 44 7 64 57 36 3 55 53 45
White 20 80 61 20 14 78 64 22 15 67 52 33
Two or more races 6 75 69 25 17 70 52 30 7 60 53 40
Students with Disabilities 9 35 26 65 3 30 28 70 9 23 14 77
Economically Disadvantaged 5 53 48 47 7 52 45 48 5 43 38 57
English Learners 6 65 59 35 7 60 53 40 6 53 47 47
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 21 79 58 21 19 78 59 22 21 76 55 24
Female 20 79 59 21 20 80 60 20 20 80 59 20
Male 22 78 56 22 18 77 58 23 22 73 51 27
Asian 43 100 57 0 22 89 67 11 25 88 63 13
Black 1 58 56 43 3 61 58 39 4 57 53 43
Hispanic 3 87 84 13 3 83 79 17 12 76 64 24
White 40 91 52 9 43 95 51 5 38 89 52 11
Two or more races 20 70 50 30 13 80 67 20 37 95 58 5
Students with Disabilities 6 39 33 61 13 40 28 60 8 39 32 61
Economically Disadvantaged 6 67 61 33 3 67 63 33 6 65 59 35
English Learners 10 90 79 10 6 91 85 9 6 80 74 20
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 18 73 55 27 25 61 37 39 20 59 39 41
Female 14 81 67 19 31 61 30 39 18 60 42 40
Male 22 66 44 34 18 62 44 38 22 59 36 41
Asian 7 86 79 14 27 100 73 0 23 85 62 15
Black 4 56 52 44 - 33 33 67 1 33 32 67
Hispanic - 52 52 48 10 61 52 39 13 71 58 29
White 40 95 55 5 53 82 29 18 44 81 37 19
Two or more races 16 63 47 37 31 62 31 38 < < < <
Students with Disabilities 6 33 27 67 - 29 29 71 9 24 15 76
Economically Disadvantaged 2 58 56 42 5 45 40 55 5 44 39 56
English Learners - 55 55 45 6 65 59 35 4 71 68 29
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 76 71 24 11 78 67 22 6 60 54 40
Female 7 81 74 19 13 81 69 19 8 69 61 31
Male 4 73 68 27 9 76 67 24 4 51 48 49
Asian 17 92 75 8 29 100 71 0 < < < <
Black - 56 56 44 - 65 65 35 1 51 49 49
Hispanic 4 80 76 20 13 77 65 23 - 58 58 42
White 11 93 83 7 23 88 65 12 16 75 59 25
Two or more races < < < < - 92 92 8 - 40 40 60
Students with Disabilities - 47 47 53 6 47 41 53 - 32 32 68
Economically Disadvantaged - 66 66 34 5 72 66 28 2 50 48 50
English Learners 5 76 71 24 13 76 63 24 3 52 48 48
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 14 81 67 19 9 78 69 22 13 83 71 17
Female 16 84 68 16 9 82 74 18 17 87 69 13
Male 12 79 67 21 9 73 65 27 8 80 72 20
Asian 29 100 71 0 12 100 88 0 17 90 73 10
Black 3 70 68 30 1 59 58 41 1 75 74 25
Hispanic 4 78 74 22 - 87 87 13 2 74 72 26
White 25 89 64 11 16 90 73 10 27 90 63 10
Two or more races 14 93 79 7 9 55 45 45 4 92 88 8
Students with Disabilities 3 56 53 44 2 39 36 61 2 62 60 38
Economically Disadvantaged 6 76 71 24 2 70 69 30 4 78 75 22
English Learners 9 74 65 26 2 86 84 14 4 82 78 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 72 56 28 17 81 64 19 14 77 62 23
Female 19 73 54 27 20 82 62 18 13 77 64 23
Male 13 71 57 29 14 80 66 20 16 77 61 23
Asian 16 68 52 32 11 89 79 11 4 88 83 13
Black 1 51 50 49 2 63 61 37 3 54 51 46
Hispanic 13 75 63 25 3 79 76 21 5 71 66 29
Native Hawaiian < 100 < 0
White 30 91 61 9 31 93 62 7 27 93 67 7
Two or more races 20 67 47 33 17 75 58 25 10 65 55 35
Students with Disabilities - 23 23 77 4 35 31 65 4 33 30 67
Economically Disadvantaged 3 54 50 46 4 67 63 33 3 61 58 39
English Learners 4 63 58 38 3 78 75 22 - 65 65 35
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 30 90 60 10 33 83 51 17 30 82 52 18
Female 30 93 64 7 37 84 47 16 29 84 55 16
Male 30 87 57 13 27 83 56 17 32 79 47 21
Asian < < < < 27 93 67 7 36 73 36 27
Black 10 82 73 18 - 55 55 45 - 74 74 26
Hispanic 19 81 62 19 29 86 57 14 18 82 65 18
White 39 95 57 5 47 92 46 8 43 86 44 14
Two or more races < < < < < 100 < 0 30 70 40 30
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 12 82 70 18 6 67 61 33 5 67 62 33
English Learners 17 58 42 42 7 67 60 33 10 50 40 50
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 17 72 55 28 16 74 57 26 17 70 54 30
Female 17 73 56 27 16 74 58 26 17 72 54 28
Male 16 71 55 29 16 73 57 27 16 69 53 31
American Indian < < < < < < < <
Asian 13 65 53 35 12 71 59 29 16 77 61 23
Black 3 52 49 48 2 52 49 48 3 48 45 52
Hispanic 9 69 60 31 7 71 63 29 7 66 59 34
White 33 92 59 8 31 92 61 8 32 89 57 11
Two or more races 19 83 64 17 19 75 56 25 15 77 62 23
Students with Disabilities 3 33 30 67 3 38 35 62 6 34 28 67
Economically Disadvantaged 3 55 52 45 3 56 53 44 5 53 48 47
English Learners 3 46 43 54 3 57 54 43 4 50 46 50
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 25 67 42 33 24 67 43 33 22 60 38 40
Female 30 67 37 33 19 67 48 33 21 62 41 38
Male 21 67 46 33 28 67 39 33 23 58 34 42
Asian 23 59 36 41 20 60 40 40 24 65 41 35
Black 6 45 38 55 5 44 39 56 5 42 37 58
Hispanic 16 65 48 35 11 61 50 39 10 50 40 50
White 55 94 40 6 44 87 42 13 44 83 39 17
Two or more races 23 82 59 18 32 82 50 18 26 58 32 42
Students with Disabilities 6 25 19 75 5 35 30 65 11 25 14 75
Economically Disadvantaged 9 49 41 51 7 49 42 51 8 43 35 57
English Learners 6 50 44 50 8 57 49 43 6 40 34 60
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 6 58 52 42 8 62 53 38 7 60 53 40
Female 5 56 51 44 8 55 48 45 11 62 51 38
Male 6 60 54 40 9 68 59 32 4 58 55 42
Asian < < < < 6 71 65 29 6 61 56 39
Black - 45 45 55 1 36 35 64 1 36 35 64
Hispanic 4 52 48 48 4 54 50 46 6 65 58 35
White 14 79 65 21 19 89 70 11 15 85 70 15
Two or more races 13 80 67 20 8 68 60 32 7 67 60 33
Students with Disabilities 2 29 27 71 3 32 28 68 - 20 20 80
Economically Disadvantaged - 41 41 59 - 42 42 58 3 40 38 60
English Learners - 5 5 95 - 43 43 57 - 45 45 55
Biology 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 56 20 20 82 62 18 18 82 64 18
Female 18 85 66 15 22 84 62 16 18 85 67 15
Male 29 74 45 26 18 81 63 19 18 79 60 21
Asian 6 63 56 38 22 78 56 22 14 90 76 10
Black 6 57 52 43 2 59 57 41 2 64 62 36
Hispanic 13 81 69 19 8 92 85 8 5 70 65 30
White 39 95 56 5 34 96 63 4 35 95 60 5
Two or more races < 100 < 0 20 80 60 20 13 88 75 13
Students with Disabilities 6 33 28 67 - 38 38 63 7 47 40 53
Economically Disadvantaged 3 61 58 39 3 65 62 35 3 69 66 31
English Learners 4 48 44 52 4 69 65 31 3 58 55 43
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 77 63 23 31 92 61 8 32 93 60 7
Female 15 77 62 23 30 94 64 6 35 94 59 6
Male 14 77 63 23 34 89 55 11 29 91 62 9
Asian 13 87 73 13 < 100 < 0 42 92 50 8
Black - 52 52 48 8 75 68 25 9 75 66 25
Hispanic - 58 58 42 18 100 82 0 13 93 80 7
White 25 93 68 7 43 96 53 4 40 97 58 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 2 57 55 43 10 82 72 18 10 80 71 20
English Learners 6 67 61 33 < 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 10 77 67 23 7 74 68 26 10 65 56 35
Female 14 78 64 22 9 78 69 22 9 63 54 37
Male 6 76 70 24 5 71 66 29 10 68 57 32
Asian 12 76 65 24 - 68 68 32 8 75 67 25
Black 1 63 62 37 - 61 61 39 - 42 42 58
Hispanic 4 79 75 21 2 76 73 24 4 67 63 33
White 24 94 70 6 16 91 75 9 23 85 62 15
Two or more races 9 82 73 18 9 64 55 36 5 82 77 18
Students with Disabilities - 30 30 70 5 47 42 53 - 31 31 69
Economically Disadvantaged - 68 68 32 1 65 64 35 3 50 48 50
English Learners - 61 61 39 - 63 63 37 - 51 51 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

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 28 81 53 19 26 82 55 18 26 78 52 22
Female 27 80 53 20 25 82 58 18 24 78 55 22
Male 30 82 53 18 28 81 53 19 28 77 49 23
Asian 27 84 57 16 31 86 56 14 29 88 58 13
Black 9 64 55 36 8 64 56 36 9 59 50 41
Hispanic 20 80 60 20 15 82 67 18 15 70 55 30
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 45 94 49 6 43 95 52 5 41 92 51 8
Two or more races 36 88 51 12 28 83 55 17 25 76 51 24
Students with Disabilities 6 45 39 55 9 55 46 45 9 42 33 58
Economically Disadvantaged 11 68 57 32 9 69 59 31 8 62 53 38
English Learners 14 68 54 32 12 72 61 28 8 62 53 38
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 24 86 63 14 21 83 62 17 24 76 52 24
Female 17 83 66 17 22 87 65 13 21 79 58 21
Male 30 90 60 10 19 78 59 22 28 73 45 27
Asian - 86 86 14 4 71 67 29 9 73 64 27
Black 5 73 67 27 6 69 63 31 7 58 52 42
Hispanic 12 81 69 19 7 86 79 14 14 66 51 34
White 38 95 57 5 39 96 57 4 42 94 53 6
Two or more races 43 100 57 0 < < < < 27 67 40 33
Students with Disabilities 7 67 60 33 - 53 53 47 6 32 26 68
Economically Disadvantaged 7 77 70 23 7 74 66 26 2 58 56 42
English Learners 7 80 73 20 6 69 64 31 - 42 42 58
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 26 83 57 17 21 82 61 18 26 89 63 11
Female 25 84 59 16 22 83 61 17 25 90 66 10
Male 26 81 56 19 20 82 61 18 27 87 60 13
Asian 40 100 60 0 < 100 < 0 33 93 60 7
Black 8 69 60 31 9 67 58 33 6 79 74 21
Hispanic 24 94 71 6 13 92 79 8 31 85 54 15
Native Hawaiian < 100 < 0
White 42 92 50 8 36 94 59 6 42 97 55 3
Two or more races 33 92 58 8 7 80 73 20 17 92 75 8
Students with Disabilities 6 39 33 61 3 59 56 41 15 85 70 15
Economically Disadvantaged 12 76 64 24 7 70 64 30 10 82 72 18
English Learners 18 71 53 29 5 79 74 21 14 81 67 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 12 82 70 18 17 82 64 18 12 82 70 18
Female 9 80 70 20 17 82 64 18 12 80 68 20
Male 16 85 69 15 17 81 64 19 12 84 72 16
Asian 7 86 79 14 31 92 62 8 12 82 71 18
Black 1 59 57 41 2 60 57 40 3 65 62 35
Hispanic 9 86 77 14 15 85 70 15 - 64 64 36
White 22 97 75 3 27 95 67 5 17 91 73 9
Two or more races < < < < 14 86 71 14 14 93 79 7
Students with Disabilities - 40 40 60 3 45 41 55 - 65 65 35
Economically Disadvantaged 4 68 64 32 6 69 63 31 5 66 62 34
English Learners 6 69 63 31 10 81 71 19 8 65 58 35
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 99 51 1 53 100 47 0 28 99 71 1
Female 42 98 56 2 46 100 54 0 20 98 78 2
Male 55 100 45 0 63 100 38 0 42 100 58 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 93 79 7 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 60 100 40 0 53 100 47 0 37 100 63 0
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < 100 < 0 < 100 < 0 < < < <
Economically Disadvantaged - 90 90 10 < 100 < 0 - 92 92 8
English Learners < 100 < 0 < 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 24 72 48 28 24 76 53 24 30 70 41 30
Female 27 74 47 26 25 74 49 26 28 69 41 31
Male 22 71 49 29 23 79 56 21 31 71 40 29
Asian < < < < 41 88 47 12 42 92 50 8
Black 6 55 49 45 2 62 60 38 11 47 36 53
Hispanic 16 64 48 36 7 64 57 36 12 62 50 38
White 42 88 45 12 44 92 48 8 51 89 38 11
Two or more races 21 84 63 16 33 67 33 33 26 74 47 26
Students with Disabilities - 36 36 64 10 53 43 47 3 27 24 73
Economically Disadvantaged 6 57 52 43 5 61 56 39 8 50 42 50
English Learners - 33 33 67 6 55 48 45 - 56 56 44
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 46 76 30 24 39 79 40 21 36 68 32 32
Female 49 75 26 25 31 79 48 21 34 69 36 31
Male 44 78 34 22 46 79 33 21 38 66 29 34
Asian 47 74 26 26 < 100 < 0 54 92 38 8
Black 20 59 40 41 16 59 42 41 12 48 36 52
Hispanic 40 77 37 23 24 81 57 19 21 67 45 33
White 81 96 15 4 63 92 29 8 63 88 25 12
Two or more races 55 82 27 18 41 89 48 11 39 61 22 39
Students with Disabilities 12 36 24 64 14 50 36 50 10 18 8 82
Economically Disadvantaged 24 63 39 37 15 67 51 33 13 53 40 47
English Learners 30 70 40 30 19 78 58 22 17 66 49 34
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: 87.76 State: 89.72 Division: 87.4 State: 88.34 Division: 87.28 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division82317
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten230214224
Kindergarten397408387
Grade 1410405426
Grade 2404408379
Grade 3412378395
Grade 4349407360
Grade 5295327365
Grade 6275284291
Grade 7254265270
Grade 8253260266
Grade 9352342348
Grade 10294305304
Grade 11254261282
Grade 12299265264
Total Students4,4784,5294,561
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 Students447845294561
Female215822212217
Male232023082344
American Indian853
Asian286299298
Black160015641474
Hispanic545542544
Native Hawaiian111
White176618251889
Two or more races272293352
Students with Disabilities568587595
Not Students with Disabilities391039423966
Economically Disadvantaged256325172011
Not Economically Disadvantaged191520122550
English Learners624629617
Not English Learners385439003944
Migrant41
Homeless485665
Foster Care253225
Military Connected474858
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 134 107 10 5 13 2
State 50979 36013 2733 1046 5404 1786
Female Division 86 56 8 0 0 1
State 27837 15823 920 366 1922 656
Male Division 48 51 2 5 13 1
State 23142 20190 1813 680 3482 1130
Asian Division 11 9 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 25 51 7 3 6 2
State 7955 11090 1111 244 1359 744
Hispanic Division 7 17 2 0 3 0
State 5086 5583 317 105 2172 323
White Division 89 27 1 1 4 0
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 15 10 0 4 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 34 65 7 4 12 2
State 10704 17342 1680 460 2640 1096
English Learners Division 7 18 2 0 3 0
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 Students27125192.625694.5134.8
Female15115099.315099.300
Male12010184.210688.31310.8
Asian20201002010000
Black948388.38691.566.4
Hispanic292689.72689.7310.3
White12211795.911896.743.3
Two or more races0<<<<00
Students with Disabilities302686.72686.7413.3
Economically Disadvantaged12410685.511088.7129.7
English Learners3027902790310
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 Taken418 / 35.94%442 / 36.96%450 / 38.4%
Advanced Placement Course Enrollment422 / 36.29%449 / 37.54%452 / 38.57%
Dual Enrollment157 / 13.5%193 / 16.14%173 / 14.76%
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 219 150 32
State 82482 57560 30
Female Division 122 86 30
State 41546 31230 25
Male Division 97 64 34
State 40936 26330 36
Asian Division 12 10 17
State 5492 4724 14
Black Division 69 40 42
State 18272 11640 36
Hispanic Division 10 < 100
State 8547 5341 38
White Division 117 85 27
State 46319 33154 28
Two or more races Division 11 < 100
State 3521 2499 29
Students with Disabilities Division 15 < 100
State 5986 3008 50
Economically Disadvantaged Division 95 57 40
State 23515 13119 44
English Learners Division 18 13 28
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 AssessmentsDivision-2-
 State413936233471
State LicensuresDivision372
 State179019641412
Industry CertificationDivision494258259
 State100544109590103892
Workplace ReadinessDivision113200189
 State307754231350242
Total Credentials EarnedDivision610467450
 State137248157490159017
Students Earning One or More CredentialsDivision530427403
 State109089126113127744
CTE CompletersDivision756983
 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 408 914 680 74.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 394 893 624 69.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 413 962 670 69.6%
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
64.1 65.1 66.7

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.

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
2014-201510,965.003,629.00980.00
2015-201611,227.003,766.001,094.00
2016-201711,480.003,845.001,119.00

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 Students381825211918138752761151814193229676741881846985
Female1870118678719041296783204610536292072823034
Male19481345294197114748982147124313821161023951
American Indian0000000000000000
Asian2481161226718272761402297723
Black1370111618413301295385141311340351351833442
Hispanic3992016114382981751619710513241211
Native Hawaiian0000000000000000
White1573903053160092424917336516151752591418
Two or more races220206202358921250154526911711
Students with Disabilities498451247501511744559321012550361518
Economically Disadvantaged2089182901482135206871532155162545619221215262
English Learners49822142455832720654317965429710
Homeless78102166912111877105860766
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 26
Offenses Against Staff 11
Weapons Offenses 11
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 115
Disorderly or Disruptive Behavior Offenses 72
Alcohol, Tobacco, and Other Drug Offenses 38
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 Indian0.2060.320.1790.110.48
Asian6.4660.646.3970.96.6051.9
Black36.28169.1135.78670.2734.54860.48
Hispanic10.8527.3212.199.4611.97310.95
Native Hawaiian0.0230.0220.022
White39.82210.5139.49913.0640.31417.62
Two or more races6.46612.16.0846.316.4728.57
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 Indian0.2060.1790.11
Asian6.4666.3976.605
Black36.28135.78610034.548
Hispanic10.85212.1911.973
Native Hawaiian0.0230.0220.022
White39.82239.49940.314
Two or more races6.4666.0846.472
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 Indian0.2060.1790.11
Asian6.4666.3976.605
Black36.28135.78634.548
Hispanic10.85212.1911.973
Native Hawaiian0.0230.0220.022
White39.82239.49940.314
Two or more races6.4666.0846.472
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 54.5253.653.06
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 53.1949.350.15
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

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 76.6676.4177.75
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: 11.21 : 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: 8.38 : 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
Provisional5%4%
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
2015-201635%62%2%1%
2016-201734%64%2%0%
2017-201834%64%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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