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Chesapeake City Public Schools

General school information

Division: Chesapeake City Public Schools
Address: 312 Cedar Rd Chesapeake, VA 23322
Superintendent: Dr. Jared A. Cotton
Region: 2
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 16 81 65 19 17 82 65 18 17 83 66 17
Female 18 85 67 15 19 85 66 15 19 86 67 14
Male 14 78 64 22 15 78 64 22 15 80 65 20
American Indian 9 81 72 19 16 80 64 20 18 82 63 18
Asian 25 90 64 10 28 90 62 10 28 93 65 7
Black 8 70 62 30 9 71 63 29 9 72 63 28
Hispanic 15 81 66 19 15 82 67 18 16 82 66 18
Native Hawaiian 7 83 76 17 11 84 73 16 12 85 73 15
White 21 88 67 12 22 88 66 12 22 89 67 11
Two or more races 18 85 67 15 18 86 67 14 19 87 68 13
Students with Disabilities 9 48 40 52 9 48 39 52 9 52 43 48
Economically Disadvantaged 8 69 61 31 8 69 61 31 10 72 62 28
English Learners 14 68 54 32 15 73 58 27 15 74 60 26
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 76 62 24 17 75 58 25 20 77 57 23
Female 14 79 65 21 19 79 60 21 22 81 59 19
Male 13 72 59 28 15 71 56 29 18 73 55 27
American Indian < < < < < < < < < < < <
Asian 19 86 67 14 28 85 57 15 25 86 62 14
Black 6 63 57 37 8 61 53 39 14 66 52 34
Hispanic 10 77 67 23 18 80 62 20 19 76 57 24
Native Hawaiian < < < < < 100 < 0 < < < <
White 19 83 64 17 22 82 59 18 23 82 59 18
Two or more races 15 77 62 23 18 82 64 18 16 81 65 19
Students with Disabilities 10 49 39 51 11 44 33 56 11 49 37 51
Economically Disadvantaged 7 64 57 36 9 64 54 36 12 66 54 34
English Learners 12 71 59 29 18 80 62 20 16 70 54 30
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 17 76 59 24 23 81 58 19 20 79 59 21
Female 20 81 61 19 24 83 59 17 22 82 60 18
Male 14 71 57 29 21 78 57 22 18 77 59 23
American Indian < 100 < 0 < 100 < 0 27 91 64 9
Asian 20 87 67 13 34 87 53 13 22 92 70 8
Black 9 64 56 36 13 72 59 28 9 68 59 32
Hispanic 19 76 58 24 17 80 63 20 24 81 58 19
Native Hawaiian < < < < < < < < < < < <
White 22 83 61 17 29 85 57 15 26 85 59 15
Two or more races 18 79 62 21 24 86 62 14 24 85 61 15
Students with Disabilities 11 44 34 56 13 52 39 48 11 52 41 48
Economically Disadvantaged 7 65 58 35 14 72 58 28 12 69 56 31
English Learners 23 73 50 27 22 76 54 24 17 79 62 21
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 24 82 58 18 21 78 58 22 25 81 57 19
Female 26 84 58 16 24 83 59 17 28 84 56 16
Male 22 80 58 20 17 74 57 26 22 79 57 21
American Indian < < < < < < < < < < < <
Asian 30 90 59 10 29 87 58 13 52 93 42 7
Black 13 71 58 29 10 68 57 32 14 70 56 30
Hispanic 18 81 63 19 17 80 63 20 21 79 58 21
Native Hawaiian < 100 < 0 < < < < < < < <
White 31 88 57 12 28 85 58 15 31 88 57 12
Two or more races 27 85 58 15 23 77 54 23 26 86 61 14
Students with Disabilities 11 53 42 47 10 46 36 54 13 52 39 48
Economically Disadvantaged 12 71 59 29 8 66 58 34 15 71 57 29
English Learners 19 69 50 31 14 69 55 31 23 74 51 26
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 21 80 60 20 20 81 61 19 17 82 65 18
Female 23 84 61 16 22 84 63 16 19 86 67 14
Male 19 77 58 23 18 78 60 22 15 78 63 22
American Indian - 80 80 20 < < < < 10 70 60 30
Asian 38 92 54 8 34 94 60 6 25 91 66 9
Black 11 69 58 31 10 70 59 30 8 70 62 30
Hispanic 21 82 61 18 15 77 62 23 12 85 74 15
Native Hawaiian 30 90 60 10 < 100 < 0 < 100 < 0
White 26 86 60 14 26 87 61 13 23 89 66 11
Two or more races 20 83 63 17 18 86 68 14 24 86 62 14
Students with Disabilities 9 44 36 56 9 44 35 56 8 48 40 52
Economically Disadvantaged 10 67 56 33 10 66 57 34 8 70 62 30
English Learners 11 63 52 37 18 71 53 29 11 76 65 24
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 15 85 70 15 17 87 69 13 19 86 68 14
Female 19 88 69 12 21 90 69 10 21 89 67 11
Male 12 82 70 18 14 83 69 17 16 84 68 16
American Indian < < < < 18 73 55 27 9 73 64 27
Asian 22 94 72 6 31 96 65 4 40 94 54 6
Black 8 73 65 27 10 80 69 20 11 77 66 23
Hispanic 15 85 70 15 17 88 70 12 17 85 68 15
Native Hawaiian < < < < < < < < < 100 < 0
White 20 92 72 8 21 90 69 10 23 92 69 8
Two or more races 15 88 73 12 17 89 72 11 18 91 73 9
Students with Disabilities 7 53 45 47 7 52 44 48 8 56 48 44
Economically Disadvantaged 8 72 65 28 8 75 67 25 11 77 66 23
English Learners 6 65 58 35 11 77 66 23 13 78 64 22
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 12 78 66 22 14 79 65 21 12 82 70 18
Female 15 83 68 17 17 83 66 17 13 86 73 14
Male 10 74 64 26 12 75 64 25 12 79 67 21
American Indian 10 80 70 20 < < < < - 86 86 14
Asian 27 86 59 14 26 88 62 12 24 95 71 5
Black 5 64 59 36 7 64 57 36 6 71 65 29
Hispanic 14 77 63 23 15 81 66 19 13 84 71 16
Native Hawaiian < 100 < 0 8 83 75 17 < < < <
White 15 86 71 14 18 87 69 13 16 89 73 11
Two or more races 17 88 71 12 17 84 67 16 14 88 74 12
Students with Disabilities 7 36 29 64 8 41 33 59 6 46 40 54
Economically Disadvantaged 6 62 56 38 6 64 58 36 6 70 64 30
English Learners 5 47 42 53 6 65 59 35 7 70 63 30
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 9 91 82 9 8 90 82 10 7 91 83 9
Female 11 93 83 7 8 91 84 9 8 91 84 9
Male 8 90 82 10 7 89 81 11 7 90 83 10
American Indian - 90 90 10 < < < < < < < <
Asian 19 92 73 8 13 92 80 8 7 99 92 1
Black 3 85 82 15 3 83 80 17 3 83 80 17
Hispanic 8 91 82 9 7 90 83 10 6 88 82 12
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 13 96 83 4 11 95 84 5 11 96 85 4
Two or more races 11 95 84 5 9 93 84 7 9 90 81 10
Students with Disabilities 7 63 56 37 4 61 57 39 6 62 57 38
Economically Disadvantaged 3 83 79 17 3 79 77 21 3 81 77 19
English Learners 4 71 67 29 5 63 58 37 3 71 69 29
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 21 82 61 18 24 83 59 17 25 84 58 16
Female 26 87 62 13 29 88 58 12 30 88 57 12
Male 17 77 60 23 20 80 60 20 21 80 59 20
American Indian 10 71 62 29 13 63 50 38 19 76 57 24
Asian 36 89 53 11 46 92 46 8 43 96 53 4
Black 10 73 63 27 12 73 62 27 13 75 62 25
Hispanic 21 82 61 18 24 83 59 17 24 82 58 18
Native Hawaiian 8 92 83 8 38 76 38 24 24 88 65 12
White 28 88 60 12 32 90 58 10 34 89 56 11
Two or more races 23 86 63 14 28 86 58 14 25 86 61 14
Students with Disabilities 8 47 39 53 8 50 42 50 6 51 45 49
Economically Disadvantaged 8 69 61 31 10 71 61 29 11 72 61 28
English Learners 4 65 61 35 14 67 54 33 13 70 57 30
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 17 75 58 25 22 77 56 23 21 78 57 22
Female 22 82 60 18 29 83 55 17 26 84 58 16
Male 12 69 57 31 15 72 57 28 16 72 56 28
American Indian - 50 50 50 < < < < 8 77 69 23
Asian 35 88 53 12 40 89 48 11 38 93 55 7
Black 11 64 54 36 12 64 53 36 13 68 55 32
Hispanic 21 74 54 26 22 78 57 22 19 79 59 21
Native Hawaiian < 100 < 0 42 75 33 25 < < < <
White 20 82 62 18 27 85 58 15 25 83 58 17
Two or more races 17 82 65 18 24 80 56 20 21 84 63 16
Students with Disabilities 6 35 29 65 7 40 33 60 5 43 38 57
Economically Disadvantaged 8 60 52 40 11 63 52 37 11 66 55 34
English Learners 5 49 44 51 15 69 54 31 17 65 48 35
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 25 89 64 11 27 89 62 11 30 89 59 11
Female 29 92 63 8 30 92 62 8 35 91 56 9
Male 22 86 64 14 24 87 63 13 26 87 61 13
American Indian 18 91 73 9 < < < < < < < <
Asian 38 90 52 10 51 95 44 5 48 99 51 1
Black 10 81 71 19 12 81 69 19 13 81 68 19
Hispanic 22 90 69 10 26 89 63 11 30 87 57 13
Native Hawaiian < < < < < < < < < 100 < 0
White 36 94 58 6 36 95 58 5 41 95 53 5
Two or more races 31 91 61 9 32 92 60 8 30 90 59 10
Students with Disabilities 9 61 52 39 9 61 53 39 8 61 53 39
Economically Disadvantaged 7 78 71 22 10 79 69 21 11 79 68 21
English Learners 4 77 74 23 11 65 54 35 7 78 71 22
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 85 68 15 15 84 70 16 16 83 67 17
Female 17 87 70 13 15 87 72 13 15 85 70 15
Male 16 83 66 17 15 82 67 18 16 81 65 19
American Indian 7 74 67 26 15 84 69 16 18 81 63 19
Asian 31 94 63 6 33 93 60 7 38 96 58 4
Black 8 76 69 24 7 76 69 24 7 74 67 26
Hispanic 15 85 70 15 14 84 70 16 14 83 69 17
Native Hawaiian 14 89 75 11 21 87 65 13 22 89 67 11
White 21 90 68 10 19 89 70 11 21 89 68 11
Two or more races 19 86 67 14 17 87 70 13 17 87 70 13
Students with Disabilities 9 57 49 43 8 55 47 45 9 54 45 46
Economically Disadvantaged 8 74 66 26 7 74 67 26 8 73 65 27
English Learners 18 79 61 21 15 79 64 21 17 79 61 21
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 16 78 62 22 16 78 62 22 17 78 61 22
Female 15 79 64 21 15 80 66 20 15 79 63 21
Male 17 77 60 23 17 76 59 24 19 77 58 23
American Indian < < < < < < < < < < < <
Asian 28 90 61 10 36 94 58 6 35 91 57 9
Black 9 68 59 32 6 64 58 36 9 69 60 31
Hispanic 13 78 65 22 16 80 64 20 19 77 57 23
Native Hawaiian < < < < < < < < < 100 < 0
White 20 84 64 16 21 85 64 15 21 83 61 17
Two or more races 21 81 61 19 18 87 69 13 18 81 64 19
Students with Disabilities 12 53 40 47 9 47 38 53 11 49 37 51
Economically Disadvantaged 10 68 58 32 7 65 58 35 10 69 59 31
English Learners 20 79 59 21 14 82 68 18 18 72 55 28
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 27 84 57 16 23 83 59 17 24 83 59 17
Female 27 85 58 15 21 83 62 17 23 84 62 16
Male 27 83 55 17 25 82 57 18 25 83 57 17
American Indian < < < < < 100 < 0 45 82 36 18
Asian 43 96 53 4 42 88 46 12 45 97 52 3
Black 14 73 59 27 13 74 61 26 12 72 61 28
Hispanic 26 87 61 13 18 81 64 19 24 85 61 15
Native Hawaiian < < < < < < < < < < < <
White 34 90 56 10 30 88 58 12 31 89 58 11
Two or more races 31 80 49 20 26 85 59 15 27 92 65 8
Students with Disabilities 13 60 46 40 12 57 45 43 12 54 43 46
Economically Disadvantaged 15 75 60 25 12 72 60 28 13 74 60 26
English Learners 25 88 63 12 23 80 56 20 24 86 63 14
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 26 80 55 20 21 78 56 22 24 77 54 23
Female 27 82 55 18 22 80 58 20 22 79 56 21
Male 24 79 54 21 21 75 54 25 25 76 51 24
American Indian < < < < < < < < < < < <
Asian 41 94 53 6 39 92 53 8 52 91 39 9
Black 13 68 56 32 9 64 55 36 11 64 53 36
Hispanic 17 77 59 23 22 79 56 21 18 77 59 23
Native Hawaiian < < < < < < < < < < < <
White 33 87 54 13 28 86 58 14 32 85 54 15
Two or more races 29 81 51 19 26 76 50 24 25 83 58 17
Students with Disabilities 11 49 38 51 11 50 38 50 13 50 37 50
Economically Disadvantaged 12 67 54 33 8 64 56 36 13 64 52 36
English Learners 26 71 46 29 19 73 54 27 23 75 52 25
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 7 83 76 17 5 83 78 17 6 78 72 22
Female 7 87 80 13 6 86 81 14 6 81 75 19
Male 7 80 72 20 5 80 75 20 6 75 69 25
American Indian < 100 < 0 < < < < < < < <
Asian 17 93 76 7 19 90 71 10 7 88 81 12
Black 5 78 73 22 4 77 74 23 3 69 66 31
Hispanic 5 82 77 18 8 82 74 18 7 83 76 17
Native Hawaiian < < < < < 100 < 0 < < < <
White 9 87 78 13 6 88 82 12 9 84 76 16
Two or more races 5 85 80 15 8 86 78 14 3 79 77 21
Students with Disabilities 7 60 53 40 7 56 49 44 7 51 44 49
Economically Disadvantaged 6 78 72 22 4 75 71 25 3 69 66 31
English Learners 6 69 63 31 13 78 65 23 4 75 71 25
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 5 75 69 25 5 74 69 26 5 74 69 26
Female 6 77 72 23 6 78 73 22 5 77 72 23
Male 5 72 67 28 5 71 66 29 5 70 66 30
American Indian < < < < 10 70 60 30 - 50 50 50
Asian 12 89 77 11 20 89 69 11 16 90 74 10
Black 5 63 59 37 4 65 61 35 3 62 59 38
Hispanic 5 76 71 24 4 73 69 27 5 71 66 29
Native Hawaiian < < < < < < < < < 100 < 0
White 5 82 76 18 5 81 75 19 6 82 76 18
Two or more races 7 80 73 20 6 78 72 22 6 78 72 22
Students with Disabilities 6 42 36 58 7 39 32 61 7 38 31 62
Economically Disadvantaged 5 58 54 42 4 61 57 39 4 64 60 36
English Learners 10 60 50 40 5 67 62 33 10 74 63 26
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 10 82 72 18 11 84 74 16 10 84 73 16
Female 10 86 76 14 11 87 76 13 11 87 77 13
Male 9 78 69 22 10 82 72 18 10 80 70 20
American Indian < < < < < < < < 8 69 62 31
Asian 25 90 66 10 31 93 62 7 30 99 69 1
Black 5 72 67 28 6 75 69 25 5 75 69 25
Hispanic 9 81 72 19 9 85 76 15 7 84 76 16
Native Hawaiian < 100 < 0 36 100 64 0 < < < <
White 12 88 76 12 13 89 76 11 13 89 76 11
Two or more races 10 87 77 13 10 90 80 10 14 86 73 14
Students with Disabilities 6 45 39 55 7 48 41 52 7 50 43 50
Economically Disadvantaged 4 70 66 30 7 72 66 28 7 72 65 28
English Learners 12 72 60 28 13 81 68 19 13 79 66 21
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 9 94 85 6 8 93 85 7 11 91 79 9
Female 10 95 85 5 9 94 86 6 12 93 81 7
Male 8 92 84 8 8 92 85 8 10 88 78 12
American Indian 15 85 69 15 < 100 < 0 < 100 < 0
Asian 26 98 72 2 24 95 72 5 36 98 62 2
Black 3 92 89 8 2 88 86 12 4 85 81 15
Hispanic 10 96 86 4 5 94 89 6 8 88 80 12
Native Hawaiian - 90 90 10 < 100 < 0 18 100 82 0
White 12 95 83 5 11 96 85 4 14 94 79 6
Two or more races 15 92 77 8 7 95 88 5 13 94 80 6
Students with Disabilities 2 84 82 16 2 79 77 21 1 72 71 28
Economically Disadvantaged 4 91 87 9 2 89 87 11 4 84 80 16
English Learners 6 88 82 12 13 92 79 8 13 84 70 16
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 92 75 8 15 92 77 8 15 89 75 11
Female 16 92 76 8 16 93 77 7 15 89 75 11
Male 17 91 74 9 15 91 76 9 15 90 75 10
American Indian < 100 < 0 30 90 60 10 < 100 < 0
Asian 36 99 63 1 34 98 64 2 41 98 57 2
Black 5 84 79 16 5 86 81 14 5 81 76 19
Hispanic 18 94 76 6 13 91 78 9 14 89 75 11
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 23 96 73 4 20 96 76 4 20 94 74 6
Two or more races 14 94 80 6 28 94 66 6 16 91 75 9
Students with Disabilities 3 76 73 24 4 72 68 28 4 66 63 34
Economically Disadvantaged 5 82 77 18 6 84 78 16 5 80 75 20
English Learners 9 89 81 11 9 81 72 19 24 84 60 16
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 32 94 61 6 28 93 65 7 30 94 64 6
Female 31 94 63 6 28 95 67 5 29 94 66 6
Male 34 94 60 6 29 91 63 9 31 93 62 7
American Indian < 100 < 0 < < < < < 100 < 0
Asian 43 96 52 4 48 99 51 1 50 99 49 1
Black 15 88 73 12 12 90 78 10 11 89 78 11
Hispanic 26 91 65 9 27 94 67 6 24 92 68 8
Native Hawaiian 18 100 82 0 < < < < < < < <
White 41 97 55 3 38 95 58 5 39 96 56 4
Two or more races 35 95 60 5 26 94 68 6 30 96 66 4
Students with Disabilities 20 91 70 9 20 87 67 13 24 89 65 11
Economically Disadvantaged 15 88 72 12 13 88 75 12 15 89 74 11
English Learners 30 97 67 3 13 83 70 17 32 90 58 10
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 20 88 68 12 19 87 69 13 20 87 67 13
Female 18 89 71 11 17 88 70 12 18 87 69 13
Male 22 88 66 12 20 87 67 13 22 86 64 14
American Indian 11 84 73 16 17 86 69 14 21 88 67 12
Asian 31 94 63 6 32 95 62 5 34 96 62 4
Black 7 78 71 22 7 76 69 24 7 74 67 26
Hispanic 19 86 67 14 17 87 70 13 19 86 67 14
Native Hawaiian 16 87 71 13 12 94 82 6 18 90 73 10
White 28 94 66 6 26 94 68 6 28 94 66 6
Two or more races 23 92 69 8 19 92 73 8 22 90 68 10
Students with Disabilities 8 61 53 39 7 61 54 39 8 61 53 39
Economically Disadvantaged 8 77 69 23 7 75 68 25 9 75 65 25
English Learners 13 68 55 32 13 73 60 27 13 74 61 26
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 31 85 53 15 25 82 57 18 27 84 57 16
Female 30 86 56 14 23 83 60 17 24 84 61 16
Male 33 84 51 16 27 80 53 20 29 83 54 17
American Indian < < < < < < < < < < < <
Asian 49 92 43 8 37 88 51 12 37 96 58 4
Black 15 74 59 26 11 67 55 33 12 71 59 29
Hispanic 27 82 55 18 20 83 63 17 25 84 59 16
Native Hawaiian < < < < < < < < < < < <
White 40 91 51 9 34 90 56 10 35 91 55 9
Two or more races 38 86 49 14 28 86 58 14 32 87 56 13
Students with Disabilities 13 58 45 42 11 54 43 46 12 60 48 40
Economically Disadvantaged 15 73 58 27 9 67 58 33 15 73 57 27
English Learners 27 70 43 30 20 74 54 26 19 81 61 19
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 15 85 71 15 14 86 72 14 15 85 71 15
Female 13 86 73 14 13 86 73 14 11 86 74 14
Male 16 84 68 16 15 86 71 14 17 85 68 15
American Indian 10 80 70 20 < < < < 7 86 79 14
Asian 26 92 66 8 28 97 68 3 24 97 72 3
Black 6 73 67 27 6 73 67 27 6 73 67 27
Hispanic 16 84 68 16 13 86 73 14 14 88 74 12
Native Hawaiian < 100 < 0 18 91 73 9 < 100 < 0
White 20 92 72 8 19 94 75 6 20 93 73 7
Two or more races 15 93 78 7 17 91 73 9 14 87 72 13
Students with Disabilities 8 54 46 46 8 59 50 41 6 55 49 45
Economically Disadvantaged 6 74 67 26 6 73 67 27 5 72 67 28
English Learners 2 54 52 46 8 74 66 26 7 72 65 28
Biology 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 21 89 67 11 24 86 63 14
Female 16 90 74 10 20 89 69 11 24 88 64 12
Male 20 89 69 11 22 88 66 12 24 85 61 15
American Indian 17 83 67 17 < < < < < < < <
Asian 24 94 70 6 40 97 57 3 47 93 47 7
Black 5 81 76 19 6 78 72 22 8 74 66 26
Hispanic 17 91 74 9 21 86 65 14 22 84 62 16
Native Hawaiian 10 90 80 10 < 100 < 0 < 100 < 0
White 27 95 68 5 31 95 65 5 34 94 60 6
Two or more races 18 94 77 6 21 93 73 7 25 92 67 8
Students with Disabilities 4 65 61 35 4 65 61 35 6 64 58 36
Economically Disadvantaged 5 79 74 21 6 75 69 25 9 75 66 26
English Learners 6 71 65 29 4 60 55 40 11 57 46 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 24 93 69 7 24 94 70 6 27 93 66 7
Female 21 91 70 9 23 94 71 6 24 93 69 7
Male 28 95 67 5 27 95 68 5 31 92 61 8
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 35 97 63 3 38 99 60 1 42 96 54 4
Black 9 87 78 13 11 89 78 11 11 84 72 16
Hispanic 20 89 69 11 20 94 74 6 29 92 63 8
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 31 96 65 4 32 97 65 3 33 97 64 3
Two or more races 28 92 64 8 19 96 76 4 28 92 64 8
Students with Disabilities 12 98 86 2 13 72 60 28 14 82 69 18
Economically Disadvantaged 10 87 77 13 9 88 79 12 15 84 69 16
English Learners 17 79 63 21 23 81 58 19 11 79 68 21
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 14 90 76 10 11 88 77 12 11 87 76 13
Female 12 90 78 10 9 88 79 12 11 86 75 14
Male 16 89 73 11 13 89 76 11 12 87 76 13
American Indian 9 91 82 9 < < < < < < < <
Asian 21 95 74 5 15 92 77 8 22 99 77 1
Black 3 80 77 20 3 78 75 22 2 74 72 26
Hispanic 15 84 69 16 11 89 78 11 10 84 74 16
Native Hawaiian 10 80 70 20 < 100 < 0 8 92 83 8
White 22 97 75 3 17 95 78 5 18 95 78 5
Two or more races 16 95 80 5 11 95 84 5 11 91 81 9
Students with Disabilities 2 64 62 36 3 65 62 35 3 64 61 36
Economically Disadvantaged 4 78 74 22 4 79 75 21 5 75 70 25
English Learners 3 66 63 34 5 76 71 24 8 73 66 27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 31 91 60 9 29 90 61 10 29 89 60 11
Female 27 91 64 9 26 90 64 10 26 89 63 11
Male 35 91 56 9 33 90 57 10 32 89 57 11
American Indian 20 83 63 17 29 85 56 15 26 74 48 26
Asian 50 97 47 3 47 95 48 5 49 96 47 4
Black 16 85 69 15 15 82 67 18 15 80 65 20
Hispanic 31 90 59 10 31 90 60 10 29 90 61 10
Native Hawaiian 22 93 71 7 17 87 70 13 25 88 63 13
White 39 95 56 5 37 94 57 6 37 94 57 6
Two or more races 35 93 57 7 33 93 60 7 32 92 60 8
Students with Disabilities 12 69 57 31 12 67 55 33 13 66 53 34
Economically Disadvantaged 16 82 66 18 14 80 66 20 15 79 64 21
English Learners 26 80 54 20 28 81 52 19 25 80 56 20
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 23 91 68 9 26 91 65 9 23 91 68 9
Female 19 90 71 10 20 89 70 11 18 90 71 10
Male 28 92 64 8 32 92 59 8 28 92 64 8
American Indian 10 100 90 0 < 100 < 0 < < < <
Asian 46 96 50 4 33 95 62 5 35 97 61 3
Black 10 84 74 16 10 83 73 17 11 84 73 16
Hispanic 22 90 68 10 27 91 64 9 23 90 67 10
Native Hawaiian < < < < < < < < < 100 < 0
White 31 95 64 5 36 95 59 5 31 95 64 5
Two or more races 28 94 65 6 32 96 63 4 24 92 68 8
Students with Disabilities 5 67 61 33 6 66 60 34 7 71 64 29
Economically Disadvantaged 9 83 73 17 9 79 70 21 9 81 72 19
English Learners 9 73 64 27 15 75 60 25 8 71 63 29
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 27 91 65 9 24 90 67 10 27 90 63 10
Female 23 91 68 9 21 91 70 9 23 90 66 10
Male 30 91 61 9 26 90 64 10 30 90 60 10
American Indian 9 82 73 18 < < < < < < < <
Asian 47 95 48 5 51 95 44 5 54 98 44 2
Black 13 84 70 16 11 82 71 18 13 79 66 21
Hispanic 27 88 61 12 28 91 63 9 30 92 62 8
Native Hawaiian 9 82 73 18 < 100 < 0 36 93 57 7
White 35 96 62 4 30 95 65 5 34 95 62 5
Two or more races 30 93 64 7 28 97 69 3 30 94 64 6
Students with Disabilities 6 70 64 30 6 70 64 30 8 70 61 30
Economically Disadvantaged 11 80 70 20 11 81 70 19 14 80 66 20
English Learners 17 72 55 28 21 76 55 24 18 79 62 21
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 32 94 62 6 30 94 64 6 26 91 65 9
Female 24 92 68 8 23 92 69 8 21 89 68 11
Male 41 96 56 4 37 95 59 5 33 94 61 6
American Indian < < < < < 100 < 0 < < < <
Asian 45 99 53 1 45 95 51 5 46 96 50 4
Black 14 90 76 10 14 89 76 11 12 84 71 16
Hispanic 38 95 57 5 31 92 61 8 27 94 67 6
Native Hawaiian < 100 < 0 < < < < < < < <
White 40 96 56 4 37 96 59 4 33 94 61 6
Two or more races 37 95 58 5 34 95 62 5 30 94 65 6
Students with Disabilities 24 84 60 16 16 90 75 10 12 75 62 25
Economically Disadvantaged 16 87 72 13 13 87 74 13 14 83 70 17
English Learners 24 89 65 11 28 88 60 12 21 88 67 13
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 9 100 91 0 - 67 67 33
Female < 100 < 0 < 100 < 0 < < < <
Male < 100 < 0 < 100 < 0 < < < <
Black < 100 < 0 < 100 < 0 - 55 55 45
Hispanic < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < 100 < 0 < < < <
Economically Disadvantaged < 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 22 88 65 12 21 86 65 14 21 84 63 16
Female 20 89 68 11 20 87 66 13 21 85 64 15
Male 24 87 62 13 22 85 64 15 21 83 61 17
American Indian 20 80 60 20 20 60 40 40 10 60 50 40
Asian 37 96 59 4 38 94 56 6 30 96 67 4
Black 11 81 69 19 10 76 67 24 9 74 65 26
Hispanic 19 87 69 13 20 88 68 12 19 87 67 13
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 29 91 62 9 27 91 64 9 29 90 61 10
Two or more races 22 89 67 11 23 89 65 11 27 84 57 16
Students with Disabilities 5 57 52 43 4 55 50 45 6 51 46 49
Economically Disadvantaged 9 77 68 23 8 73 66 27 8 72 64 28
English Learners 15 72 57 28 18 80 61 20 16 78 62 22
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 53 92 40 8 47 89 42 11 48 90 42 10
Female 50 92 42 8 45 91 46 9 47 90 43 10
Male 55 93 38 7 49 88 39 12 50 90 41 10
American Indian < < < < < < < < < < < <
Asian 73 98 25 2 72 97 26 3 80 97 17 3
Black 34 86 53 14 29 81 52 19 30 83 52 17
Hispanic 52 91 40 9 45 91 46 9 45 90 44 10
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 62 96 34 4 57 94 37 6 59 94 35 6
Two or more races 59 93 34 7 49 88 39 12 49 94 46 6
Students with Disabilities 23 74 51 26 20 67 47 33 21 69 49 31
Economically Disadvantaged 32 84 53 16 25 79 54 21 29 83 53 17
English Learners 48 90 42 10 44 84 40 16 42 84 42 16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 91.78 State: 89.72 Division: 90.92 State: 88.34 Division: 90.88 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division222732
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten747865884
Kindergarten2,3792,5372,500
Grade 12,8322,7772,921
Grade 22,9192,8882,811
Grade 32,8952,9722,975
Grade 43,0212,9383,001
Grade 53,0463,0963,015
Grade 63,0493,1693,238
Grade 73,2343,1373,283
Grade 83,1763,2343,189
Grade 93,4713,5903,624
Grade 103,4413,4143,440
Grade 113,0593,0062,998
Grade 122,9233,0333,019
Total Students40,19240,65640,898
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 Students401924065640898
Female195491971419942
Male206432094220956
American Indian116117113
Asian110611271150
Black131391331713239
Hispanic335237063986
Native Hawaiian867476
White195681931519291
Two or more races282530003043
Students with Disabilities644167556896
Not Students with Disabilities337513390134002
Economically Disadvantaged146701462614169
Not Economically Disadvantaged255222603026729
English Learners132913371301
Not English Learners388633931939597
Homeless9010451
Foster Care13111497
Military Connected667176078045
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 1878 1080 89 50 136 37
State 50979 36013 2733 1046 5404 1786
Female Division 1027 455 26 14 47 17
State 27837 15823 920 366 1922 656
Male Division 851 625 63 36 89 20
State 23142 20190 1813 680 3482 1130
American Indian Division 5 3 0 1 0 1
State 144 124 8 2 27 9
Asian Division 62 13 1 1 0 0
State 5026 1194 70 18 91 37
Black Division 496 514 48 16 66 16
State 7955 11090 1111 244 1359 744
Hispanic Division 136 71 3 3 15 2
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 1034 417 34 25 48 16
State 30218 16420 1139 617 1589 596
Two or more races Division 141 60 3 3 7 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 30 256 89 11 42 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 363 453 48 22 74 20
State 10704 17342 1680 460 2640 1096
English Learners Division 14 28 0 0 10 1
State 1418 3757 272 31 1847 115
Homeless Division 7 9 0 1 1 1
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division 259 112 2 2 2 1
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 Students3270304793.2310394.91364.2
Female1586150895.1152696.2473
Male1684153991.4157793.6895.3
American Indian108801010000
Asian777698.77710000
Black1156105891.5107793.2665.7
Hispanic23021091.321493156.5
Native Hawaiian0<<<<00
White1574148594.3151196483
Two or more races21620494.420795.873.2
Students with Disabilities4313758738890429.7
Economically Disadvantaged98086488.289090.8747.6
English Learners534279.24381.11018.9
Homeless191684.21789.515.3
Foster Care0<<<<<<
Military Connected37837398.737699.52.5
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 Taken1,493 / 11.59%1,608 / 12.47%1,510 / 11.58%
Advanced Placement Course Enrollment2,255 / 17.51%2,503 / 19.41%2,346 / 17.99%
Dual Enrollment292 / 2.27%386 / 2.99%485 / 3.72%
Governor’s School Enrollment85 / .66%85 / .66%84 / .64%
IB Course Enrollment226 / 1.75%229 / 1.78%266 / 2.04%
Senior Enrolled in IB Program53 / .41%51 / .4%56 / .43%
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 2792 1977 29
State 82482 57560 30
Female Division 1425 1082 24
State 41546 31230 25
Male Division 1367 895 35
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 92 74 20
State 5492 4724 14
Black Division 868 589 32
State 18272 11640 36
Hispanic Division 194 130 33
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 1453 1052 28
State 46319 33154 28
Two or more races Division 172 121 30
State 3521 2499 29
Students with Disabilities Division 211 122 42
State 5986 3008 50
Economically Disadvantaged Division 711 412 42
State 23515 13119 44
English Learners Division 49 32 35
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 AssessmentsDivision283726
 State413936233471
State LicensuresDivision545444
 State179019641412
Industry CertificationDivision384540524022
 State100544109590103892
Workplace ReadinessDivision6646851106
 State307754231350242
Total Credentials EarnedDivision459148285198
 State137248157490159017
Students Earning One or More CredentialsDivision396741894337
 State109089126113127744
CTE CompletersDivision133513131538
 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 1562 2302 1718 74.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1448 2228 1682 75.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1572 2447 1850 75.6%
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
69.9 69.2 69

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
2014-20154,682.005,353.00775.00
2015-20164,698.005,372.00694.00
2016-20174,903.005,624.00738.00

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 Students386491698614823386271820679914386661910658945391971795629805
Female18961767267379189338163294111887293331742619093838303381
Male196889313474441969410043505031979497734151920104957326424
American Indian12460210910241145421181033
Asian11201863112917241119386311213092
Black13021630233313128126602973841263570928336512815704259337
Hispanic29571344659302016056683278202537736141837191
Native Hawaiian82234994028551075311
White18932795286387189208412853971872182927442518555740243309
Two or more races24131134055253812837552714122377328991254362
Students with Disabilities5827366158127651447120828562504981932946418447187228
Economically Disadvantaged12320828300223145041028440572145131152425539140181099404472
English Learners1149461821117059253113669122291369862233
Homeless183331527135352544173341830200432941
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 268
Offenses Against Staff 62
Weapons Offenses 78
Property Offenses 147
All Other Offenses 198
Other Offenses Against Persons 1,549
Disorderly or Disruptive Behavior Offenses 2,665
Alcohol, Tobacco, and Other Drug Offenses 178
Technology Offenses 194
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 Indian0.310.420.2890.350.2880.26
Asian2.7710.522.7520.742.7731.15
Black32.68963.1832.69164.3332.76361.24
Hispanic7.9165.98.345.729.1186.64
Native Hawaiian0.240.180.2140.130.1820.16
White49.51124.648.68624.2747.5224.48
Two or more races6.5645.217.0294.457.3816.07
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 Indian0.311.610.2890.288
Asian2.7712.7522.773
Black32.68962.932.69167.2132.76350
Hispanic7.9169.688.349.11813.04
Native Hawaiian0.240.2140.182
White49.51124.1948.68629.5147.5228.26
Two or more races6.5641.617.0293.287.3818.7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.310.2890.288
Asian2.7711.892.7522.442.773
Black32.68958.4932.69163.4132.76355.17
Hispanic7.9165.668.347.329.1186.9
Native Hawaiian0.240.2140.182
White49.51130.1948.68621.9547.5237.93
Two or more races6.5643.777.0294.887.381
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 34.8134.0538.6
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 45.7947.6542.24
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 72.7972.8962.84
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: 16.51 : 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 iconstudent ratio iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 11.54 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%1%
Provisional1%2%
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
2015-201633%62%1%4%
2016-201734%60%1%5%
2017-201836%58%1%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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